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

The video explains the origin and evolution of Chinese characters in chronological order, which belongs to direct teaching. Students use cognitive theory to learn and understand the knowledge of Chinese characters.

2. 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)?

Students may take notes or a flowchart to help them remember the evolution of Chinese characters and begin to think about why Chinese characters evolve like this.

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?

Students can write down their understanding of the evolution of Chinese characters, edit it into a blog and send it to the website to express their views on Chinese characters. They can also compare the evolution of Chinese characters with English or other languages. Because their blogs are posted on the website, students can comment on each other to exchange inspiration and ideas. This method can also let them form the habit of cooperative learning.

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?

I will give comments and feedback to every student who publishes a blog. If students are confused or disagree with my feedback, we can also use discord for a private chat for further explanation and discussion.