The video I choose demonstrates multiple different ways to successfully study for exams, which coincides with our group’s Interactive Learning Design, Study Habits, and Strategies for Academic Tests. Thomas Frank (2017) demonstrates a user-generated interaction, by using different visual cues like sketches and drawings to help learners respond in a different way than they would if someone were talking in a monotone voice with no intent for cognitive responses. He outlines key points and gives examples that learners can use to deepen their understanding.

Learners are most likely going to respond to the video “Studying for Exams: Crash Course Study Skills#7” by taking notes on the key points that he mentions in the video. However, they can use these notes and apply them to their prior studying skills to see firsthand how their understanding of the topic that they are studying has strengthened. Not only will students notice that they understand the material better, but they will also see a difference in test scores after improving their studying strategies.

After learners have watched the video, I would suggest that the learners have a student interaction by having a conversation with other students listing 2-3 different key points that they agreed on within the video, and 1 thing that they think is either wrong or is up for debate.  After this, the learners would then plan for how to incorporate the points they agreed with into their study plan. This would help solidify the key outcomes that they found in the video as well as push students to use the suggested study styles. Additionally, by talking to other students they can understand how different people interpreted the video and what points they thought were important. This uses inherent interactivity since students are pushed to respond and are put in an active learning situation, ideally, this would be in a classroom setting where teachers can see which groups are participating or not but could be done through discussion forms or in breakout groups where the teachers join different groups to see how they are doing.

This activity would be worthwhile for me because in a classroom setting you can visually see which students are comfortable contributing to groups and which are not. It would be an activity that wouldn’t take very long to realize which students have a good understanding and which ones don’t. Additionally, you would see after the tests which students embraced the studying styles as well, but the conversation provides an indicator before the formative assessment. This could be done with a large group of students as well because again you can see which groups are talking, as well as which group members are talking, versus those that are not. The groups with little participation would indicate to you that those are the students that need help with understanding.

Frank, T. [CrashCourse]. (2017, September 19). Studying for Exams: Crash Course Study Skills #7 [Video]. Youtube. https://www.youtube.com/watch?v=mLhwdITTrfE