Hi all, this is my last blog post! Thanks for keeping in touch this semester, I hope you enjoy this post!

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

The video called “Even Greenpeace Says “Most Plastic Simply Cannot Be Recycled.” is engaging to students through piquing interest because it shows a very contrasted opinion to what is provided in the rest of our lesson. Recycle BC promotes a narrative that encourages people to recycle as a solution. This video makes it clear that recycling is predominately beneficial for companies so they can continue to sell products contained within single-use packaging. Recycle BC was created because BC legislation demanded producer responsibility for packaging waste. Because the narrative in this video is so shocking, it is sure to cause the learner to reflect. When two narratives contrast each other, the outcome is that the Self needs to reconcile with these different narratives to understand which one makes sense. In the case of Recycle BC, it is true that they have recycling rates upwards of 80%, but it is also true that many of the products created by recycling are more accurately ‘downcycled’ products. For example, the plastic used to make a PET water bottle is likely going to be virgin plastic; it is uncommon for a recycled plastic water bottle to get a new life as another bottle of the same grade. 

3. 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?

In my section of the resource which focuses on the basics of recycling, my learners are asked to write a short essay or create a video podcast expressing basic comprehension of Victoria’s recycling system. In this activity they are asked to include the following factors:

-One question about sorting recycling

-One thing that surprised you about Victoria’s recycling system.

-One possible idea towards a solution for ‘the problem with recycling’

In this way, the learners will be prompted to recall information from the lesson and reinstate it in a novel form. The technologies that’ll be used for this activity are audio recording programs and Padlet.

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

By giving my learners an option to share what they’ve learned by A) writing their essay on the computer, or B) recording an audio lesson, I am designing this resource to be inclusive of a broader scope of learning abilities and academic strengths. 

5: How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

The podcast/essay activity of mine is scalable; lots of learners could partake if needed because Padlet has a lot of room. There is likewise no grading component, rather it is supposed to act as sort of a ‘town-square’ for my community of learners to engage with each other and compare key takeaways from my lesson.

Bye for now,

Sam Jensen.