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/

Adjusting planned learning activities to meet the needs of learners if an unexpected event occurs

When an unexpected event, such as the pandemic. This forces students to work from home and it becomes essential to adapt planned learning activities to ensure they continue to learn successfully.

One of the adjustments that is apart of my groups learning activity involves transitioning interactive slides with quizzes to an online platform. Google Slides or PowerPoint are tools that can be used, as well as interactive platforms such as Kahoot. These platforms can allow students and learners to engage with content asynchronously or synchronously. To ensure smooth navigation, brief tutorials or orientation sessions will be provided, teaching learners how to use these tools effectively.

Another activity that needs adjustment is helping learners identify reliable and unreliable sources. This can be turned into a collaborative online task where students work in small groups via video conferencing, like Zoom. Our group will provide resources to guide students on digital literacy, including how to assess the credibility of sources and recognize biases. These lessons can be delivered through video tutorials or interactive guides, and students can submit their findings through a learning management system (LMS) like Google Classroom.

Online discussions can also be an effective way to facilitate student engagement. These discussions can take place in real-time through Zoom or Google Meet. Guidelines for digital etiquette and participation should be shared, and instructors should actively participate to keep discussions focused and meaningful. Lastly, evaluating health apps requires students to download and explore various tools, providing them with a platform to critically assess their functionality and effectiveness. Sharing these findings in a virtual environment allows students to learn from each other’s experiences.

By utilizing these strategies and tools, we can ensure that learners remain engaged and continue learning successfully, even in the face of unexpected challenges.

Cooperative Learning Advantages with Digital Health Literacy

Cooperative learning is a student-centered instructional approach that promotes collaboration and teamwork in achieving shared learning goals (Felder & Brent, 2007). In this method, learners work in groups where each member work together to succeed (Felder & Brent, 2007). This bridges the gap between the strong and weak learners (Felder & Brent, 2007). Cooperative learning factors include, positive interdependence, individual and group accountability, face-to-face interaction, and group processing (Felder & Brent, 2007). This approach emphasizes active participation from all members, as participants engage in discussions, problem-solving, and peer teaching (Felder & Brent, 2007). Additionally, cooperative learning encourages group processing, where students reflect on their teamwork and identify ways to improve collaboration (Felder & Brent, 2007). This cooperative type of learning encourages communication and critical thinking skills, allowing the learners to gain a deeper understanding (Felder & Brent, 2007).

Cooperative learning connects well with the objectives of digital health literacy, as it focuses on educating young adults and senior citizens on navigating digital health tools and evaluating online health information. Since digital health literacy requires learners to critically assess the credibility of online health sources, understand privacy risks, and make informed health decisions. This learning method provides an effective structure for engaging with these topics. For instance, students can work together to analyze different online health sources, debate their reliability, and discuss potential biases. Group discussions can also enhance digital engagement, as young adults and senior citizens collaborate to share experiences and strategies for using health apps effectively. This peer-learning dynamic helps bridge generational gaps and allows for a more inclusive approach to digital literacy education.

Additionally, cooperative learning supports interactive activities, such as evaluating health apps and analyzing privacy settings. By working in groups, learners can navigate digital health platforms by working together, providing feedback to each other to strengthen their ability for their independent use. Furthermore, cooperative learning enhances problem-solving skills, as students collaborate on case studies to assess the reliability of health information.

Overall, cooperative learning is an effective strategy for digital health literacy education. By leveraging collaboration, peer discussions, and critical thinking, this approach enhances learners’ ability to navigate digital health tools and make informed healthcare decisions.

References

Felder, R. M., & Brent, R. (2007). Cooperative learning. Active learning: Models from the analytical sciences, 970, 34-53.

Blog 1: Hi Jade! I totally agree with your statement about the importance of reinforcement in your learning. I believe it is crucial to learn more in dept and deepen your curiosity. CSC seems like it had a general great foundation for creating and applying your knowledge into real-based scenarios! https://jadeledci335blog.opened.ca/2025/01/19/post-1/

Blog 2: Hi Ethan! I like the bit that you added at the beginning, with your personal experience. That definitely was a big learning change for you. Open pedagogy is definitely one of the learning styles that increases the learner’s own curiosity and allows for more questions to be answered. Regarding your group’s learning design on health and diet, this method can be one to consider, as every individual’s health and diet journey is catered to different needs. https://ethandauncey.opened.ca/2025/02/09/post-2/

Blog 3: Hi Katelyn! I love how you’ve incorporated a variety of learning methods to meet different needs! They are all great ways to give students different ways to engage with the content. I also think expanding the jigsaw activity beyond just articles is a smart idea. Adding podcasts or slideshows would definitely make it more accessible for students with different needs.

I also really like the idea of giving students different roles in the group. It lets everyone participate in a way that works best for them. One thing I was thinking is that maybe adding some peer feedback could help students refine their understanding as they teach each other! I really enjoyed your post, there is a lot of options for your targeted audience. Post 3 – katelyngroveblog

Blog 4: Hi Ella! I really enjoyed watching the video and topic you are discussing. Allowing students the freedom to choose different video formats makes it engaging and inclusive. I also appreciate how you considered potential barriers and provided alternatives like voice-overs and captions. One thing that could enhance this activity even more is a simple rubric or checklist for peer feedback to ensure constructive and meaningful comments. Overall, this is a great interactive way to reinforce learning! https://ellameld99.opened.ca/blog-post-4/

Is my current instruction style more behavioralist, cognitivist, or constructivist?

In comparison to cognitivist and constructivist instruction, I consider my style to be behaviourist since I focus on defining observable and measurable outcomes while ensuring that learning is structured and goal-oriented, as described in Ertmer and Newby’s (2018) book. This is the method I prefer, particularly when it comes to breaking down big issues into manageable steps. Additionally, while helping others in making progress.

One thing I point out is achieving measurable results. For example, when working on a group project, I set clear, specific goals, this can include setting a specified deadline or meeting the project’s grading criteria. This allows everyone to keep track of their progress and understand what success looks. I also believe in pre-assessment, whether it’s determining the team’s understanding of a task or reviewing my own knowledge before digging into the subject. For example, while preparing for a study group, I analyze the material ahead of time to identify areas that require clarification. This helps me figure out where to begin and what I need to learn more about.

Another behaviourist idea I apply is learning fundamental processes before tackling more difficult jobs. For example, in a class setting, I ensure that I understand basic calculations or tools before applying them to more complicated situations. Also, when assisting classmates, I encourage them to concentrate on important topics first before moving on to more difficult material, ensuring a solid foundation. Furthermore, reinforcement is key to my instructive approach. I often believe that delivering positive feedback is critical to a group dynamic, such as recognizing a peer’s strong ideas or celebrating when a goal is met. Constructive feedback is also used when necessary; I strive to make clear, concrete ideas to help improve performance.

Finally, I employ clues, practice, and shaping to reinforce learning. For example, while practicing presentations, I begin with simple outlines to gain confidence and then gradually increase the material. Using prompts and repetition ensures that the final performance is successful. Overall, my behaviourist approach contributes to a controlled, supportive environment, where progress, skill proficiency, and motivation are stressed.