How could the video have been designed to generate more or better activity from viewers or students?

• The use of interactive elements or quizzes throughout the program may have inspired viewers to actively participate.
• To encourage conversations and participation among viewers or students, the film may have included thought-provoking questions or prompts.
• The text might have been more accessible and interesting if it had included real-world examples or case studies pertaining to the subject of ChatGPT and its impact
• It might have encouraged more participation and discussion to include a call-to-action at the conclusion of the film, such as urging viewers to express their ideas or opinions in the comments area or on social media.

 What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)? 

The kids don’t necessarily need to engage in any particular engagement with the video. Students can listen and take in the information being offered throughout this passive watching experience. However, by including interactive components or offering reflection questions for additional investigation, the film might encourage students to comment or participate in discussions.

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?

A suggested task for students following the video might be to write introspectively. Students may be requested to write a response or an essay in which they share their ideas, viewpoints, and perceptions regarding ChatGPT and other AI chatbots’ effects on writing and education.

Students would need to assess and evaluate the arguments made in the movie as part of this project in order to build their own well-informed judgments. As students express their ideas in an organized and cogent way, it will help improve their writing and communication abilities.

Students can utilize conventional writing tools like pen and paper or word processing software on a computer to finish the assignment. In order to provide written comments or participate in peer discussions about the subject, they can also use online platforms or learning management systems.

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?

After watching the film, having students complete a reflective writing exercise is a proposed activity that would take some work from the teacher or educator. In order to assess the students’ written work, they would need to develop prompts or questions that stimulate reflective replies and offer guidelines or rubrics. It would also take some work to grade the students’ responses or offer feedback.

The number of pupils and the level of evaluation requested would determine the workload. However, the activity can be feasible and worthwhile with careful planning and coordination. It enables them to express their own opinions on the subject, improve their writing abilities, and interact critically with the material.

By employing digital platforms or learning management systems that simplify the submission and grading of written work, the activity can be scaled for bigger student populations. The collection and evaluation of student responses can be streamlined with the use of these platforms, making it easier to manage a greater volume of contributions. Peer review and group discussions can also be used to promote student involvement and lighten the load on individual instructors.

References: