Workplace Mental Health – all you need to know (for now) | Tom Oxley | TEDxNorwichED

The video I selected for this post is a TED Talk on YouTube that highlights how both individuals and organizations can build resilience to support mental well-being. It presents practical strategies and real-life examples, making the topic easy to understand and apply.

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)?

Students are more likely to respond to this video in a reflective and self-directed way. They may take notes on key strategies for building resilience, or think about how the examples relate to their own experiences. This kind of learner-generated interaction shows how meaningful content can naturally lead to deeper engagement, even without formal activities.

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 would suggest students to create a resilience plan along with a short personal reflection. They can start by writing down two or three situations that usually make them feel stressed and list how they might handle those moments differently using ideas from the video. Students can complete the activity in Google Docs.

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?

Since the documents are uploaded to Google Docs, students can read each other’s plans and reflections, and leave comments or suggestions. It’s a great way to learn from one another’s experiences.

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 not take too much work for the instructor. Since students are creating personal plans and reflections, the main role of the instructor would be to check for completion and offer optional comments or encouragement. Peer feedback would also help reduce the instructor’s workload while still keeping students engaged. Overall, the workload is manageable and worthwhile, especially because it helps students make meaningful connections to the topic. The activity is also easily scalable for large numbers of students, since it can be shared and reviewed online and feedbacks are more likely in between students.