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

Vince Opra’s Photoshop tutorial requires students to actively follow steps, apply the technology to their own projects in real-time, and experiment with the tools presented. This ensures that they interact directly with the content.

  • 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)?

Students can take notes, complete exercises using Photoshop, think about how they can apply these techniques to their own work, and participate in online forums to share progress and ask questions. These activities help them better understand and apply knowledge.

  • 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?

After watching the video, students can use the techniques they learned to create composite images. This helps develop image processing and creative design skills. Students will use Adob e Photoshop and can share their work through an online portfolio or classroom submission platform.

  • 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?

Feedback can be provided through peer review sessions, where students can comment on each other’s work using tools such as online forums or Google Classroom, and teacher feedback can be provided through comments or video reviews in tools such as Loom. Digital platforms such as email or LMS can facilitate this process.

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

To increase engagement, videos can include interactive elements such as quizzes and prompts, clear instructions with on-screen text and visual AIDS, and participation prompts to stay engaged.

  • How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

To ensure inclusivity, videos should have accessibility features such as captions and transcripts, allow students to control the speed of play, and provide supplemental materials such as written guides for those struggling with video-based learning.