I really enjoyed reading your post! You made some great points about how the video can engage students. I agree that the video on its own does not force interaction, but using it with an activity could really help get students involved. I think having them pause the video to recognize tree characteristics is a great way to keep them engaged and thinking about what they are learning.
Your ideas for adding more interaction, like implanting questions or having students take photos and compare them, are awesome. Those changes would definitely make the content feel more hands-on.
The ways you have suggested for feedback, like quizzes, discussion forums, and photo submissions, all sound like great ways to make sure students get helpful feedback on their work.
Great job! It is clear you have thought a lot about how to make this more engaging for students.
I really enjoyed reading your post, I think the video you chose is a great way to introduce Alzheimer’s Disease. It gives a great overview for learners before diving into more detailed activities. Asking them to take notes and answer questions afterward helps them actively engage with the content. The Kahoot quizzes are also a fun way to help students connect with the material and test their knowledge.
The video’s length is perfect—short and to the point, which is great for keeping students focused and engaged. It is also awesome that the activity can be done alone or in groups. You could also consider adding a quick group discussion after the video, allowing learners to reflect on what they have learned and exchange ideas with each other.
It looks like you have put together a great plan to help learners really connect with and understand the topic.
We all know how important sleep is, but understanding how it affects our brains and mental health can be really eye-opening. I found this great video, How Sleep Affects Your Brain by Dana Foundation, that explains how sleep works in the brain, the different stages of sleep, and how not getting enough sleep can mess with our memory, mood, and cognitive abilities.
Video Interaction & Learner Engagement
Inherent Interaction This video dose not need students to respond actively during the viewing. Instead, it encourages them to think about how the information applies to their own sleep habits. The video is full of interesting facts, visuals, and examples that will likely get learners thinking about their own sleep patterns.
Learner-Generated Interaction While watching the video, students will be asked to take notes on:
The different sleep stages and their functions
How lack of sleep affects the brain
Tips for improving sleep quality
This information will help students connect what they have learned to their own lives and give them a good foundation for discussions later.
Post-Video Activity: Sleep Tracking Journal After the video, I would suggest learners keep a sleep journal for about a week. They will track things like:
When they go to bed and wake up
Whether they have trouble falling asleep
How they feel when they wake up
After they have collected their information, students can compare it with expert sleep hygiene recommendations from sources like the National Sleep Foundation and create their own plan to improve their sleep.
Feedback & Evaluation To help with feedback:
Peer Discussions: Students can share their sleep tracking journals in a forum to discuss what they have learned and offer suggestions.
Instructor Feedback: I will review their journals and plans and give feedback on how they can fine-tune their sleep habits using what they have learned.
Inclusive Design Considerations I want to make sure the video is accessible to everyone, so the video includes:
Closed captions for students who are hard of hearing
High-contrast visuals for better readability
Transcripts and summaries for those who might prefer reading over watching
The sleep journal activity is flexible, so students can adjust it to fit their schedules.
Conclusion
Image source: (MD Anderson Cancer Center, n.d.)
By using a combination of video learning, self-reflection, and peer collaboration, students will learn how sleep affects their mental and cognitive health. The goal is for them to walk away with better tools to improve their own sleep, which will help them feel better and learn more effectively.
Your learning resource on Alzheimer’s Disease sounds really engaging and informative! I like how you’re using a mix of reading materials, activities, and a Kahoot quiz to make learning more interactive.
I agree that reading a lot of articles can be tough for some students. Adding visuals like videos, diagrams, or side-by-side comparisons of a healthy brain and one with Alzheimer’s would definitely help make the information easier to understand. Maybe even breaking up the reading with short recap questions could keep students engaged and help them learn key points better.
It sounds like you are thinking carefully about how to make learning more accessible, which is great. Looking forward to seeing how your project comes together!
I really liked the way you explained inclusive learning with simple, relatable examples. The GPS metaphor really made sense to me—it makes so much sense that education should offer different paths instead of forcing everyone to do the same activity. The comparison to video game design was also a great idea. Games naturally adapt to different skill levels, so why shouldn’t education do the same?
Your discussion about changing from accommodation to proactive design really stood out to me. Instead of making last-minute fixes, we should be thinking about accessibility from the beginning. I also liked how you connected it back to Universal Design for Learning (UDL). When we design learning resources with everyone in mind, it makes learning better for all students—not just those who need extra support.
Do you think there are any specific ways educators can take inspiration from video game design to make learning more engaging and flexible? Would love to hear your thoughts!
Imagine a playground built only for professional athletes. The monkey bars are ten feet high, the slides are super steep, and the swings require perfect balance. Most kids wouldn’t be able to use it, and honestly, they wouldn’t even want to. Now, think of education working the same way—set up for only one kind of learner while leaving others struggling to keep up. That’s why inclusive learning design isn’t just about making exceptions for some students; it’s about making sure everyone can learn right from the start.
Too often, accessibility in education is only considered after a student struggles. Adjustments are made, but the Universal Design for Learning (UDL) flips this idea on its head, saying, “Let’s make learning work for everyone from the start.” It’s like automatic doors—originally designed for people with mobility challenges, but now they help anyone, from parents with strollers to delivery workers carrying packages. When learning is flexible, it benefits everyone, not just a few. This idea is clearly explained in the video Universal Design for Learning: UDL by Teachings in Education (2018), which shows how making learning flexible from the start can help all students engage with the material in a way that works best for them.
A Buffet, Not a Fixed Menu
Learning should be like a buffet, not a set menu. At a buffet, you pick what works for you, whether that’s because of allergies, cultural preferences, or just personal taste. Education should work the same way. Some students learn best through videos, others through reading or hands-on activities. Giving options—like discussion boards, podcasts, or project-based learning—makes it easier for everyone to find a way that makes sense to them.
Adapting to Unexpected Challenges
Sometimes, things don’t go as planned. A sudden shift to online learning, for example, can make it harder for students to participate. To keep everyone engaged, we can use discussion boards, recorded lectures, and live Q&A sessions. Providing simple guides on how to use online tools can also help students feel more comfortable. Flexibility is key—offering both synchronous and asynchronous options allows students to work at their own pace, no matter where they are.
Identifying and Reducing Barriers
One planned learning activity in our Blueprint is group discussions. While these can be a great way to share ideas, they might not work for everyone. Some students may struggle with speaking in front of others, while others might have scheduling conflicts. To make discussions more inclusive, we can allow students to participate in different ways—such as through written posts, voice recordings, or even one-on-one discussions with the instructor. The goal is to give students choices so they can engage in a way that feels comfortable for them.
What We Can Learn from Public Spaces
(Image source: Child in the City, 2024)
Some of the best inclusive designs come from everyday places. Take those textured sidewalk strips—they were made to help visually impaired pedestrians, but they also help parents with strollers, cyclists, and people rolling suitcases. Education can follow this idea by adding captions to videos, allowing different ways to complete assignments, and being flexible with deadlines. These small changes make a huge difference in who gets to fully participate.
Universal Design in Action
A great example of universal design in engineering is voice-controlled smart home devices. Originally designed for people with mobility impairments, they now help everyone—whether it’s adjusting the thermostat while cooking or turning off the lights from bed. We can apply this idea to education by designing courses with built-in accessibility features, like narrated presentations, text-to-speech options, and self-paced modules. This way, learning is more flexible and works for everyone, not just those who need accommodations.
Making Learning Work for All
(Image source: Instructure, 2020)
Instead of asking, “How can we help students adjust?” we should be asking, “How do we create a learning space where no one has to adjust in the first place?” When we think about accessibility from the start, we build classrooms—both physical and online—where every student has the chance to learn, grow, and succeed without unnecessary obstacles.
I really enjoyed reading your thoughts on open pedagogy and how it connects to sleep hygiene. Making learning more interactive—like having students create infographics or podcasts—is such a great way to keep things fun and meaningful. Instead of just memorizing facts, they get to apply what they learn in a way that actually feels useful.
I also love the focus on collaboration. Learning is so much better when students can work together, share ideas, and create something meaningful. The idea of a public-facing resource is especially cool because it helps students learn while also contributing something valuable to others.
Of course, there are challenges, like making sure everyone is comfortable sharing their work and has access to the right tools. But the benefits—like deeper learning, creativity, and a sense of ownership—make it totally worth it.
Excited to see how you bring this into your Interactive Learning Design! Keep up the great work!
I really like how you have connected design thinking to our interactive learning resource on sleep. Tracking sleep and mood while considering learners’ needs is such a great way to make the experience more engaging and meaningful. I also like that we are focusing on empathy and personal preferences—it makes learning feel more relevant and encourages participation.
Your point about how flexible design thinking is and how it allows us to adapt based on feedback is really important. It’s great to see how our approach connects with constructivist principles and real-world problem-solving.
I am excited to keep working on this together, looking forward to seeing more of your posts!
When it comes to learning, the Inquiry-Based Learning (IBL) approach stands out as a method that encourages curiosity, critical thinking, and student engagement. Instead of simply acquiring information from a teacher, students actively research topics, ask questions, and find answers through research and reflection.
What is Inquiry-Based Learning?
Inquiry-based learning goes beyond asking students what they want to know—it is about encouraging curiosity and more in-depth questioning. Instead of simply receiving answers, students engage in an active learning process that helps them develop critical thinking skills and a feeling of control over their education.
One of the most significant benefits of this approach is that it shifts some responsibility from teachers to students. While it can look complicated at first, this approach makes teaching easier because students become more engaged and self-directed in their learning (Wolpert-Gawron, 2016).
According to (Wolpert-Gawron, 2016), IBL typically follows four key steps:
Students ask questions they are eager to explore: They should develop significant questions and a clear problem statement to guide their questioning.
Research and gather information: Students spend time in class researching their topic, with the teacher showing them how to find trustworthy sources without doing the work for them.Â
Present findings: Students share what they have learned creatively, such as making fun and engaging slideshows, websites, or other projects that let them explain their knowledge effectively.
Reflect on the process: Students think about what worked well, their challenges, and how to improve their approach next time. This step helps them understand the content and how they learn best.
This method encourages students to take control of their own learning, making education a more active and engaging experience.
Applying Inquiry-Based Learning to My Context
In my learning and teaching experiences, I have found that Inquiry-Based Learning (IBL) makes a big difference in keeping students engaged and helping them think more in-depth. Traditional lecture-style teaching can sometimes feel one-sided, where students passively take in information without really understanding or questioning it. IBL changes this by encouraging students to control their learning, making it more effective and personal.
For example, in a classroom setting, I would instruct students to research different sources, compare perspectives, and make their own decisions instead of just giving them the answers. Technology also plays a significant role by providing access to online resources, databases, and interactive resources that help students research and learn independently.
Inquiry-Based Learning and Sleep
In my group’s interactive learning resource on sleep, IBL can be a practical approach to helping students explore sleep science, sleep deprivation’s impact, and adequate sleep hygiene strategies. Students could investigate questions like: “Why do we need sleep?” or “How does screen time affect sleep quality?” By researching studies, analyzing data, and discussing results, they can better understand sleep’s importance in overall health and well-being.
Comparison to Other Approaches
Unlike Direct Instruction, which is a structured, teacher-led approach, Inquiry-Based Learning (IBL) is more flexible and adapts to students’ needs. While it shares active participation with Experiential Learning, IBL is not just focused on hands-on experiences. Compared to Cooperative Learning, where students work together toward a shared goal, IBL can be independent or collaborative, depending on the task.
Refrences
Wolpert-Gawron, H. (2016, August 11). What the heck is inquiry-based learning? George Lucas Educational Foundation. https://www.edutopia.org/article/blog-what-heck-inquiry-based-learning-heather-wolpert-gawron
Katelyn did a fantastic job breaking down confirmation bias and explaining how misconceptions can increase engagement. Her explanation was clear and offered a new perspective on the topic. It was also really cool to see how rewatching and rereading helped her better understand the concept, showing real dedication to the material.
I liked way she incorporates students’ prior knowledge into lessons is an excellent example of a cognitivist approach. Her pair-and-share activity is a fun and engaging way to ensure everyone is engaged and thinking critically.
I did leave a comment on her post with more thoughts and feedback—excited to see what she shares next!
