Interactive Learning Design Subject: Phishing

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

The video describes what manipulation tactics scammers will use to appeal to people and also lists out real-world examples to familiarize learners with how phishing works. In doing so, it inherently prompts learners to reflect on their own online habits and see if their current habits would make them susceptible to falling for similar phishing attempts. Additionally, by listening to the examples listed in the video, it makes them think “have I ever received a similar message before?” This initiates a personal connection between the video and the learners, and sparks engagement without any explicit prompts.

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

Learners may naturally take notes while watching the video, mentally compare the video’s tips with their prior knowledge, or think back to times when they received suspicious messages. By getting learners to think about their current level of knowledge about phishing, it primes them for active participation later on in the learning resource activities.

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?

After watching the video, learners can complete our “Phish or Legit?” activity that asks them to analyze message intent and structure. The activity will incorporates examples from the video as well as our own curated set of messages. In doing so, it reinforces pattern recognition skills, encourages them to apply what they have learned, and promotes self-reflection. The exercise will be completed on our online interactive learning resource which supports immediate practice and reinforcement of new concepts.

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?

Students would get automatic feedback after submitting their answers (correct/incorrect) and would also get written explanations of why each example was or was not phishing. Learners could also share their feedback about the activities in an online discussion forum, which promotes learner to learner learning.