Type of Interaction

The YouTube video “Health Literacy: An Overview” by Blue Cross Blue Shield of Michigan demonstrates the importance of digital health literacy. It highlights key ideas in everyday life, such as reading nutrition labels, understanding dosing instructions on medications, and asking informed questions during routine doctor visits. The video doesn’t necessarily force a response as it is a form of learner-content interaction (Interaction – EDCI 335, n.d.). It is more to educate viewers rather than demand immediate action. However, it inherently engages viewers and learners by promoting them to think about their own experiences with digital health tools (Interaction – EDCI 335, n.d.). This subtly involves mental interaction and not an overt participation.

Response to Interaction

After watching the video, students are likely to respond in multiple ways based on their individual learning preferences. Some may take notes on key points, such as criteria for evaluating credible health websites or examples of digital health tools. Others might engage in self-reflection, considering how they currently assess online health information and whether they have previously encountered misinformation. A few students may even experiment informally by applying the video’s suggestions. Such as, searching for health-related information online to test their ability to distinguish between reliable and questionable sources.

Follow-up Activity

To reinforce learning, students/learners will complete a follow-up activity where they evaluate a digital health resource. They would choose a health-related website or social media post and assess its credibility by examining factors like author credibility, evidence quality, potential bias, and overall reliability. Their findings can be summarized in a short written report or presented as a checklist rating the resource based on the trustworthiness of the site. This hands-on approach allows students to apply the video’s concepts in a real-world context, enhancing their ability to critically analyze digital health information.

Feedback

Students would receive feedback through instructor, peer, and self-assessment methods using digital tools like Google Docs and discussion forums. We would provide comments on accuracy and reasoning through inline feedback or structured grading. Peer review would allow students to exchange evaluations and critique each other’s assessments using rubrics or guiding questions. Self-assessment through checklists or reflection prompts would encourage students to refine their work before submission. A class discussion or group debrief could further reinforce key takeaways, ensuring a comprehensive feedback process that strengthens their digital health literacy skills.

References

Blue. (2021). Health Literacy: An Overview. In YouTube. https://www.youtube.com/watch?v=3e5lXMcedDc

Interaction – EDCI 335. (n.d.). https://edtechuvic.ca/edci335/interaction/