Coding an Interactive Quiz

Throughout my educational career, I have always taken pride in my ability to diversify the lessons, assignments, and assessments I create. I was extremely excited when I found out that I would be undertaking an assignment in which I was required to code an interactive quiz based off a video. I have taught numerous classes in which I followed the flipped classroom model and being able to create my own interactive quiz based off a video would have been incredible.

The Process

1. To create the questions for NASA’s video on black holes I watched the video numerous times as well as reading through the accompanying transcript. I first wanted to make sure that I acknowledge the major myths that exist surrounding black holes. Then, I wanted to make sure that learners would be able to identify the reasons as to why the common myths exist. Additionally, these questions were designed to help provide a foundation for the research learners will continue after completing the video.
2. The authentic assignments have been designed to build off of the interactive quiz directly. By providing a foundation of information it will be easier for learners to complete research and then transfer this information to others. Not only does the authentic assignment require the development of research skills, but also the organization of that information into clear and concise thoughts. Following their presentation learners will also utilize augmented reality to enhance the transfer of information in ways not otherwise possible.
3. The use of digital media enhances higher order thinking by enabling learners to learn through the use of the video as a resource. By combining this learning object with the text-based resources both left and right brain cognitive skills are engaged. The digital nature of the learning objects also enables greater access to learners through its versatility. The video can be rewatched as a whole, or specific parts can be viewed again if clarification is needed. Additionally, the interactive quiz and associated video are excellent resources for any flipped or online-based educational environment.

Measurable Learning Outcome

Students will be able to explain to others what the differences are between the myths and reality in regard to black holes as well as give reasons as to why those discrepancies exist.

SWBAT Objectives

1. Identify three “facts”/myths associated with black holes.
   • The identification of perceived black hole facts encourages students to recall previous knowledge related to the subject matter.
2. Investigate why black holes are so misunderstood.
   • After watching the video, students will begin to use various technological resources to research and investigate the discrepancies between what they thought they knew and what is actually the truth. This objective specifically encourages the use of both left and right-brain cognition through the use of media and text resources (Gunter and Kenny, 2004). 
3. Explain what the differences are between black hole myths and facts as well as give reasons why these discrepancies exist.
   • Utilizing their research and findings, students will be able to transfer the information to others. According to Gunter and Kenny (2004), this type of activity is possible through learning with technology rather than from it and the higher order thinking which it encourages.

Authentic Assessments

These authentic assessments are designed as follow-ups to the NASA video and associated interactive quiz.

1. Investigate and compose research on black hole and why common misconceptions exist. (objective 3)
2. Create a Pecha Kucha presentation explaining at least two of the myths that exist surrounding black holes and why they exist. Record the presentation. (objective 3)
3. Create an augmented reality (AR) experience utilizing the pre-recorded presentation. (objective 3)