Insomnia
- 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)?
If not prompted, I think students would be most likely to think about the topic or perhaps make notes. I think it would be fun to form an activity surrounding learners’ personal circadian rhythms (learners hypothesize and discuss what they believe the average circadian rhythm looks like, maybe?).
- 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?
I think this TedEd video, coupled with a brief lesson about healthy sleep habits, would be a great introduction to the Bedtime Routine activity outlined in Pod 3s learning blueprint. I have created a template that (hopefully) learners will be able to edit on a computer or tablet to create an ideal bedtime routine using positive sleep habits and relaxing activities. After completing their bedtime routines, learners can break off into groups to offer feedback and problem-solve for things that may disrupt their new routines (sports practice, late shift, etc.).
- How could the video have been designed to generate more or better activity from viewers or students?
I believe providing questions that are answered either after a 30 second pause or at the end of the video would be a good way to form more activity from learners. I also think it would be great to embed a QR code that could have a quiz or series of polls for learners to interact with. It could even be cool to have a link to a game in which learners have to ensure the character’s room is best equipped for sleep (such as removing screens, closing blinds, taking an Advil for any pain, etc.)
- How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
One of the biggest barriers I noticed is that the video is not well-equipped for those with impaired vision. Although the animation is an accompaniment to the voiceover, I think it is a good contribution to the lesson. If in person, I would provide tactile models of the room for learners to interact with, but in a technology-mediated setting, I would likely provide described video and share colourful and bold versions of the images with those who need it. Overall I think the biggest barrier in general is ensuring students are engaged with the content in the video. Fortunately, it is already short in length (5min), but as stated above I would love to add questions or a quiz to the video.
Reference:
Kwartler, D. (2018). What Causes Insomnia?. YouTube. https://youtu.be/j5Sl8LyI7k8?si=_7yJGQ4Q7Jth-WMe
Hey Frankie,
I really enjoyed reading your blog post. Your idea of using the TedEd video as a springboard into a bedtime routine activity is really practical and creative. I think learners would benefit from the personal connection and reflection that comes with designing their own routine, especially when paired with peer feedback. It’s great that you showed a strong consideration for accessibility and inclusive design, particularly with visually impaired students, which I think is fantastic.
I also liked your idea of incorporating interactive elements like quizzes or polls into the video since that type of engagement can really enhance retention and reflection. Your suggestion of a game where learners modify a character’s room for optimal sleep is also sweet because it turns abstract advice into concrete decisions.
Also, your mention of hypothesizing circadian rhythms caught my attention. That sounds like a great inquiry-based activity! I’m curious, how might you guide students to compare their hypotheses with real sleep research or data? Will you incorporate something nifty like a sleep tracker or even a sleep journal to make their learning more evidence-based?
Great work and I look forward to hearing your thoughts!
Hi,
Loved this post—insomnia is such a universal struggle that your choice of video feels instantly relevant. Your idea of pairing the TED-Ed clip with a personal circadian-rhythm activity is brilliant; giving learners a chance to hypothesize about their own internal clocks before diving into sleep-hygiene strategies makes the lesson feel tailor-made.
A couple of thoughts that might layer onto your plan:
1. Wearable or App-Based Sleep Diary
If students already use a fitness tracker or even the built-in sleep log on their phones, you could invite them to export a week of sleep data and compare it with their “ideal bedtime routine” template. Seeing gaps between intention and reality often sparks richer group discussion than hypothetical schedules alone.
2. H5P Interactive Video
Since you’re considering embedded questions, an H5P layer (or EdPuzzle) lets you pause the video at key moments, ask a quick multiple-choice or reflective question, and then continue. It keeps interaction seamless and also generates analytics you can revisit in class.
3. Scenario Cards for Barrier-Busting
When groups troubleshoot routine-disruptors like late shifts or sports practice, give each team a scenario card (e.g., “Shift work ending at midnight,” “Shared bedroom with noisy sibling,” “Chronic pain flare-ups”). This adds structure and ensures every group tackles a diverse challenge.
4. Accessibility Touchpoints
Love that you flagged the visual limitations of the animation. Alongside described video, you might offer an audio-first version: a podcast-style MP3 of the narration plus a guided visualization. Some students find that less cognitively taxing than juggling visuals and captions.
5. Gameification Idea
The “optimize the bedroom” game sounds fun! If full game dev isn’t feasible, a quick drag-and-drop web activity (think Google Slides in edit mode) can let students position items—phone, blackout curtains, white-noise machine—into a “sleep-friendly” or “sleep-foe” zone.
Your blueprint already strikes a great balance between knowledge acquisition (why insomnia happens) and skill-building (designing routines, problem-solving barriers). Can’t wait to see how students respond—sleep is one learning outcome everyone appreciates in real life!
Thanks for sharing these thoughtful ideas.
Frankie, you have a great idea in terms of students hypothesize and discuss sleeping circadian rhythms. I also think your bedtime routine activity was key to our project and I don’t think our lesson would be as engaging as it is without it! I also remember in our pod meetings that you suggested a game or quiz, more specifically, kahoot. I genuinely believe that in highschool I retained content better when I anticipated a kahoot quiz by the end of the lesson. I also love how you see the gaps in activities like our own that we can provide more access for people who might not be able to participate in certain parts of the lesson. Not everyone has a good eye for this! If we were to do this project again from the beginning, how would you re-attack it after this experience? Would you change the lecture-style lesson plan entirely and make it more integrated into the bedtime routine activity?