Bryan Soetjipto

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Post 4

14/06/2026 / / 0 Comments

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bryansoetjipto7

460 words
2–3 minutes

In our interactive learning resource, we focused on the psychology of social media and developing healthier digital habits. Hence, one of the relevant choices would be the TED talk by Tristan Harris titled “How a handful of tech companies control billions of minds every day.” This video links perfectly with the first subtopic on how technology can be persuasive.

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

This YouTube video doesn’t require any viewer interaction and is mostly a passive experience. It doesn’t prompt students to respond, but according to Chapter 10.6 Interaction: Teaching in a Digital Age, it’s still considered learner (user)-generated interactivity because it encourages reflection or analysis, applying the constructivist approach to learning. It’s also an example of learner interaction with learning materials.

In what way are they likely to respond to the video/H5P on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

Students are likely to take notes from the video because watching the YouTube video prompts a reflection or analysis. They might reflect on their social media habits and identify the subtle details of persuasive design features embedded in their social media apps. This is a clear example of learner-generated interaction and aligns with the constructivist approach.

How could the video have been designed to generate more or better activity from viewers or students?

The video could be redesigned by integrating elements of inherent interactivity. For instance, Tristan Harris, the spokesperson, could add thought-provoking questions between each specific section for the audience to ponder. This would help transform passive activity into an interactive one, increasing retention for learners who dislike watching long or mundane videos.


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

To address any potential hindrances for learners, I would include accurate captions/subtitles along with a transcript of the video, which the YouTube video already provides. This would eliminate problems for people who have hearing difficulty or those who prefer reading. One thing the video lacks is the breaking into video chapters, as shown in Figure 1.

Figure 1. An example of a YouTube video with chapters displayed along with its timeframe.

Adding this feature would make the video more inclusive, and to be fair, since it was only introduced around 2020, it’s understandable why it’s missing from the TED video.

References

TED. (2017, July 28). How a handful of tech companies control billions of minds every day | Tristan Harris [Video]. YouTube. https://youtu.be/C74amJRp730?si=EBHsQwQHiol_2vxM

Bates, A. W. (2022). Chapter 10.6: Interaction. In Teaching in a Digital Age (3rd ed.). BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev3/chapter/pedagogical-roles-for-text-audio-and-video/

The Overlap. (2026, June 9). Bruno Calls Roy, England’s Chances & World Cup Concerns | Stick to Football EP 132 [Video]. YouTube. https://youtu.be/xd50OcCjDY0?si=MMwywEs6hssMPi-D

Post 3

10/06/2026 / / 1 Comment
371 words
2–3 minutes

bryansoetjipto7

Where do you see the idea of the “average learner” shaping educational design?

The idea of the “average learner” shaping educational design is evident in how learning activities are often standardised into a single format and a single “expected” or “correct” way to show understanding. A great example is when I enrolled in the CIVE 299 (Geomatics Engineering) class during the Fall 2025 term (Sep 2025 – Dec 2025), where students must watch 47 lecture videos in total on Module 1, which consists of 12 lectures. This course assumes all students are best when processing information through visual and auditory approaches, which, in fact, I am not. This assumption unintentionally excludes learners who benefit from short- to long-form written or textual reading. Another instance is the “selective attention test”, which can be seen from this short video embedded below.

Believe it or not. Some viewers miss the gorilla the first time they watch, while others catch it right away. This clearly shows that learners don’t all focus on the same things at the same time, and there’s always some variability, even in a simple task.

What would change if we assumed variability was the norm?

If we assume that variability was the norm, then the whole structure of learning will change significantly in attention and engagement. One approach I would conduct is dividing learning activities into smaller, less overwhelming sections, rather than expecting students to stay focused or engaged on one task for long stretches of time. Moreover, I would emphasise more on students engaging with the content, like having students create a short video related to the material or take quick quizzes to help them stay on track with the pace of the course. This might help students to refresh their minds and feel less overwhelmed.

Overall, moving away from the idea of an “average learner” will encourage a more inclusive learning design and accommodate or facilitate all students. That’s why the “Universal Design for Learning” approach is so important—it benefits all learners by encouraging designers to shift their focus from blaming students’ limitations to improving their own designs.

References

Simons, Daniel. (2010, March 10). selective attention test [Video]. YouTube. https://youtu.be/vJG698U2Mvo?si=EwXiqQG8Z47r8A6w

University of Victoria, EDCI 335. (2023, May 1). Inclusive Learning Design. https://edtechuvic.ca/edci335/inclusive-learning-design/

University of Victoria, EDCI 335. (2023, May 1). Universal Design. https://edtechuvic.ca/edci335/universal-design/

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