My primary consideration for introducing this video into the learning design is that it actively covers the interactive modes of learner-learner, learner-instructor, and learner-self. First, the video vividly demonstrates the value of time management, which is conducive to engaging learners. Secondly, instead of presenting sleepy and dull content, this video is clear and persuasive to train learners to think actively. Compared with passive studying, active thinking can effectively enhance the degree of response between individual learners and between teachers and learners in the teaching process. In other words, the video requires students to stay on top of their instructor’s thoughts, which forces them to respond proactively.

Maheshwari’s video is engaging, providing the basis for a variety of forms of response. In my opinion, learners can use various forms of interaction to respond, including summarization of knowledge points, extraction of key issues and outline after thinking about the topic, forming a team to discuss, etc.

It is necessary to design students’ activities after watching videos reasonably to consolidate the learning effect. For me, I will first ask students to do active thinking while watching the video. Following that, I will request a reflective summary based on their notes on the draft points after watching the video and give them a grade. This aims to strengthen Learner-self interaction and improve students’ reflective ability and knowledge association ability. Then I asked them to discuss in groups and report the results. In my opinion, the ability to reflect and collaborate is crucial to the development of this activity. Students can use the medium of VOIP, video, picture presentation, and online conferencing to conduct the learning interaction I have designed.

Although this learning and design activity will bring me a lot of work, its process is easy to manage. Because the reflective steps I have designed give students time to deliberate, they are more likely to participate in the interaction. Students who completed the reflection were less likely to worry about the awkward situation of not knowing what to talk about during the interaction. The benefits of the reflection step are difficult to achieve in face-to-face learning interactions, which lack sufficient reflection time.

This activity helps to broaden the scope of student participation. As a learning designer, if I can guide students to complete the interactive involvement and give them a sense of achievement by setting reasonable incentives, students will be more willing to participate.

Videos I chose for learners:

Maheshwari, S. (2016, July 1). Smart Work & Time Management – By Sandeep Maheshwari I Hindi. Www.youtube.com. https://www.youtube.com/watch?v=HeAcRFIrKFY