my Interactive Learning Design topic is "to teach learners Chinese"In Interactive Learning Design, I should assume that two of the following contexts are present in your group of learners: colour bli

https://youtu.be/3tBmFd-1bfI

This activity aims to develop student’s ability and interest of self-study. K-12 students can find a learning way which benefits themselves and update this learning method in the future study. Students can achieve the knowledge from the video which chose by their instructors and can understand the multiple channels to acquire knowledge. In this activity, the instructor gives the video, and after that, students can search for useful videos online to improve their study. Correctly using a technology device and an electronic device is advantageous to students.

This video watching activity is inserted in part one “basic instruction”. Students will not get grades on this activity because this is not a mandatory exercise. Instructors provide extra learning tips to students, and it might be useful in the next part. They will not force students to watch videos and grade on their academic performance, which may not decrease their learning interest. Students can choose to watch or have a snap during this activity. For students who have a great interest in learning French, Instructors could create similar conversations as the given video to help students better understand learning tips and avoid to make mistakes.

Students are encouraged to make notes and imitate the guest’s conversation while watching videos. Instructors will follow the learner-centric theory to promote students more engaged in the class. Followed by cooperative learning, students can exchange their notes or communicate with each other to share their opinions and learning points. The interaction between students and students is essential for learning design.

We try to mix different types of interaction during the class to help the student achieve the desired learning outcomes. Technology-based learning design obtains three kinds of learning interactions. Caroline’s post also introduces a video about teaching Japanese., which uses harmonies and associations with other words to help students memorize Japanese. The basic theory of language learning is the same. Small quizzes at the end of video help students to better recognize vocabulary. This kind of self-feedback quiz develops comprehension and understanding of concepts, which is a practical tool for us to apply.

(Answering questions 1, 2, 3, 4 of prompt-interaction)