What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
After watching the above video, it does not really appear to require any explicit interaction from students.
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)?
I think students are highly likely to take notes or draw diagrams that help describe how viruses entire the body, the cell, and replicate. If students watch the video without any additional instruction or context, they might not take notes. If the learning outcome is provided beforehand and instructors recommend taking notes before the video starts, I think students would be likely to take notes out of their own interest.
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?
Perhaps students could be asked to draw a diagram, or a series of labelled diagrams, depicting cells and viruses entering the cell. This could include protein spikes, endocytosis, ribosomes, and more. By performing this activity, it may help translate the short-term working memory material they just learned into something they’ll remember for longer, by needing to actively recall and think about the material and drawing it out visually to solidify their knowledge or understand it in a different way. Pens, paper, and colouring mediums would do the trick!
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?
There could be one, two, or more different correct example drawings and diagrams that students could compare their work to afterwards. Being aware that not every student is expected to remember everything watched in the video after 1 viewing, this activity would not be for marks but the instructor-provided ‘answer keys’ would serve as an example of what should be known as a final outcome for this topic.
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?
This activity would cause an equal amount of work for me as an instructor as it would for students, given that I will need to also produce a diagram showing the correct figures for students to compare with afterwards. Medium-high effort is needed to provide unique feedback to each student after they have completed their diagrams.