This cute little video has chosen in relation to our interactive learning design subject. This short film was made by Steve Cutts. It tells a story of a rat is always trying to find happiness everywhere in the crowded city, but every time when he finds a little piece of happiness, the crowed people, the heavy traffic, and the busy work crushed his imagination. This short film could inspire students to ask some questions from their hearts: Why I am here? What is happiness? Why do people chasing happiness? Imagining if we are the rats in the movie, would you like to chase happiness in such a desperate way?
You think happiness is the destination, but the truth is happiness is only the tiny little gift in your way to the destination. When you are enjoying the short moment of happiness, the busy work and life crush your happiness like broken glass. Sometimes happiness is like a double-edged sword in real-life: it makes people happy, but most of the time it makes people driving crazy. Luckily the main character in this movie is a rat, but in most of the crowded cities in the world, most people are suffering from this kind of life in their entire life. Are they still happy?
A: The interaction of this video would be for students to stimulate the imaginary ability, to think why the director of the movie chose rats as the main character instead of human beings.
2. In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
A: This movie will let students easily relate to the famous cartoon “Tom and Jerry”, but these are two different types of “Happiness”. The teacher could play a short cut of “Tom and Jerry” first to make a contrast. Using the compare and contrast strategy could make students easier to understand the differences between the two types of “Happiness”.
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?
A: After watching the video first time, the teacher could ask students what they learned from the movie, and write a few words in a card to describe their emotions. Then, the teacher could play the movie again, let students have a small group discussion activity. Change their card to each other, and describe the feelings about the words they write before related to the movie. This would develop students’ priori knowledge, posterior knowledge, explicit knowledge, situated knowledge, and tactic knowledge. (13 types of knowledge)
4. 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?
A: Students could write feedbacks about how is their feeling or draw a picture to describe their emotions after they watched the movie.
5. How could the video have been designed to generate more or better activity from viewers or students?
A: Like I answered question 3, the teacher could play some different short cartoons or movies to tell the different types of happiness. Giving students enough time to make connections between the movie and the real-life experience. Moreover, students could share some real-life experiences about happiness each other to inspire their cognitive ability of how to gain happiness in the future.