Blog Post #4

I chose this video because it explains that poverty is a complex and multi-dimensional problem, that does not have a singular solution. It also addresses some of the misconceptions that people may have about poverty in Canada. 

In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

Before watching the video, I think an interactive activity that would work well is to invite learners to brainstorm what they know about poverty to begin with. Then, I think it would be beneficial for learners to take notes throughout the video on poverty. After watching the video, the students can compare what they knew before about poverty and what they have learned. I think this would encourage learners to challenge any misconceptions they may have had about people living in poverty and expand their knowledge of what factors affect poverty. This would include student and self interaction (Watt, 2023) with the content provided. 

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

I found another video, What is Poverty?, that has multiple-choice questions throughout the video. I was thinking it would be great if I could combine these two videos by using EdPuzzle to embed these questions to fit within the first video I provided. Therefore, the video would automatically pause in a place that makes sense to ask the questions and the learners would have time to think critically about the answer to the question. The questions provided by WorldVision Aus (2015) are:

“Question 1: People living in poverty have described poverty as…

• a lack of money
• hunger and unclean water
• inadequate shelter
• all of the above

Question 2: People living in poverty have described poverty as…

• being sick and not being able to see a doctor
• having limited access to school and not knowing how to read
• fearing for tomorrow and living one day at a time
• all of the above”

Then, after the video is complete students could answer some more multiple-choice questions and open-ended questions on EdPuzzle. I think this activity could develop students’ critical thinking skills and other cognitive skills, like empathy and compassion. It would allow the learners to understand that anyone can be affected by poverty, it is all around us, and it is a complex issue in society.

How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

Once I embed the questions that relate to our big ideas and learning objectives into the video using EdPuzzle, there is an option to provide immediate feedback for both multiple-choice questions and open-ended questions. Therefore, students will be able to check their understanding and allow them to self-assess and reflect. I could also embed other useful information throughout the video, like voice notes, links to other resources/activities, and images. This information and activities could deepen the learners’ knowledge of the big idea and learning objectives and increase participation and interaction. There is also an option to grade the questions individually. Depending on the class size, this could be beneficial to do for one or two open-ended questions to increase teacher to students’ interaction (Watt, 2023) and engagement with the content.  

How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

I believe setting up the activity of students answering questions throughout the video would be manageable and worthwhile. It would take time to make sure that the questions are meaningful and relevant to the video, learning objectives, and the big idea. It would also take time to embed the questions in the video at an appropriate time and write the feedback for each question. However, once this is done, the activity could be scaled for a larger number of students because the same feedback can be provided to everyone who completes the activity. I think it would be a valuable activity, as it is meaningful and engaging.

Some other potential videos we could use in our Interactive Learning Design that relate to our big idea and learning objectives are:

Taking Stock – Poverty in Canada – BNN Bloomberg

Why is it so hard to escape poverty? – Ann-Helén Bay

This is poverty. – Joseph Rowntree Foundation

What is Poverty? – Tearfund

Speaking of poverty, differently – Olivier De Schutter

Decoding Canada’s Poverty: Understanding the Market Basket Measure – Statistics Canada

References

Participate. (2019, August 22). Understand goal 1: No poverty (secondary) [Video]. YouTube. https://www.youtube.com/watch?v=A2O1HU6FMfk

Watt, M. (2023, May 1). Interaction. WordPress. https://edtechuvic.ca/edci335/interaction/

WorldVision Aus. (2015, September 14). What is poverty? [Video]. YouTube. https://www.youtube.com/watch?v=tXpm7xDRWk4

My Comments:

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