Posts Tagged youtube

Game on (edutube study)

OK Sayraphim, you’ve set the scene for the project as an opening move. But two can play at the blog reboot game!

It gets easier every time.

So, #edutube is a go. The word is out. The claim, it’s staked. You will study it, and no matter what role I get to play, I am so here for this.

Here’s a lovely thing too – as a craftivist, I know you aren’t territorial. You are about making things and lifting people up, sharing, generosity and kindness. Well anyway, those are qualities I think you definitely have, and which other craftivist instagram feeds seem to project, so I am generalising a little about #allcraftivists. But I have a hunch that I’m generally right! So, ‘staking your claim’ is really more like you saying ‘folks, I’ve got this angle covered, you go work on other angles, tell me if I’m overlapping with you too much and I’ll get back in my lane; here if you need me though and let’s share all our toys, let’s quilt our ideas together, yay team!’

(Honestly, new friends we are meeting on Twitter now, you have given us such a warm welcome to the established/ing network for studying education + YouTube, I’m very grateful and glad to meet you, and excited to add a patch to the quilt!)

Here are three reasons why I am psyched to be along with you on this journey, as a friend, as a fellow Aussie edutube creator, and as a scholar:

  1. You have track record as both a nerd and a book author – I cannot wait to see you grow through next level, book-length nerding out, on an idea that has serious legs. You seem Ready.
  2. I love how research on this topic will contribute to the edutube community, and how it will be sensitive of Aussie/NZ/’southern’ contexts as well as humanities communicators/creators. As an Australian English teacher, it’s really cool to see you representing.
  3. I’m excited by the idea of problematising this space. Are these videos on these platforms about learning, or teaching? About PLNs/PLEs/connectivism in education? About networks or communities of practice? Affinity spaces? Can we find anything to generalise to all teaching videos streamed online, or is YouTube a distinct enough phenomenon to bind up a study? Is edutube a kind of alternative curriculum (I can’t wait to introduce you to the field of curriculum studies)?

As for what the thing even is…I change my mind all the time about what I think edutube is. It’s one of the reasons I held off posting my post-vidcon video about it in 2018 – yeah, I was short on time, but I also was not certain of the content. But hang it, right? I should just post it. As a welcome gift to you! It is a record of my thinking at a point in time.

[Spoiler alert: I think the reason it is so hard is the ‘edu’ bit. We can define the ‘tube’ two ways, or somewhere in between, that’s easy. Broad, like ‘screen media’ with roots in television/’tube’, or narrow, like the specific platform ‘YouTube’. But ‘edu’ is the hard bit. Defining that involves getting to the heart of what people think education is, what it’s for, and who it’s for. Also who gatekeeps it. You’ll have to develop a scholarly stance on all those fundamental questions – at some point. Not right away! But no joke big questions.]

So yeah, I find it hard to answer, “what is edutube?”. I find myself constantly having to reorient my perspective, from teacher to citizen. I suspect my instinct, as a long time educator in institutions, is to gatekeep – no matter how much I resent gatekeeping, I live and breathe the mechanisms that do it. But I am also critical of them and often resist them. So yes, at some point you will have to define ‘edutube’, and convince me of it, but when you can do that I will listen intently, because I’m eager to hear your fully considered opinion.

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To watch more of this unfold over on YouTube – like, comment or subscribe!

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Reporting phase: Semester 1 reflection

Vlogging project

In semester 1 this year (just finished!) I undertook making a few vlogs about my teaching experience as a lecturer at uni.

The results are here:

I’ll be using these vlog ‘reports’ as the source material for an end-of-semester reflection vlog. You are welcome to watch them in the meantime and add questions or ideas as comments to push my thinking.

Edu-tube community

One of the best parts of making these vlogs are the connections I am making with the Australian edu-tube community as I go. We have a decent sized Facebook group, a few of us are active on Twitter, and people are really good about watching and commenting on each others videos.

Some people are ‘teacher-tubers’, teachers who are currently working in schools and making YouTube videos about it (or for it). Others like me are educators from other contexts, from higher education, or community groups, the GLAM sector, public artists and art-based educators. We’re still feeling out the boundaries of this group, as a collective. It’s an energising space. A few of us are meeting up this year again at VidCon Australia.

One of my subscribers asked if I could make a video about how to do a 4-R style reflection, which I mentioned in one of the vlogs. This is definitely something I want to get to before semester 2 starts.

In the meantime, if you want to watch me trying to capture some teaching practice, be my guest:

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Explain it like I’m an English teacher

You may have heard the internet expression ‘explain it like I’m five’ or ELI5.

Living with someone who knows a lot about science means I get a lot of things explained to me that don’t directly build on the expertise I have in my own field of English curriculum, but honestly, these explanations are much higher level than what you’d give to a five year old.

This morning, I woke up to this household share, and oh boy. It is good.

I had the thought – what really happens in my house isn’t ELI5, its ELI-ET: he explains it like I’m an English teacher.

If you are an Arts creature like me, but still like to have your mind blown by science – you have to watch this video uploaded yesterday by melodysheep.

It will be 10 minutes well spent!

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Kelli’s channel on YouTube

I created a YouTube channel over five years ago, but only used it to upload random learning objects for work. Most of the time the videos were published as unlisted.

In the lead up to VidCon however, I had a go at a couple of purposefully-public vlogs:

Since VidCon I’ve stayed in touch with the eduTubers I met there, and we are all working on videos based on a common theme. To be revealed! 

The channel settings have recently been changed as I attempt to build something like this blog, that is a channel for my voice.

The channel name is: kellischannel

I currently have 38 subscribers (woo hoo!)

If I get to 100 subscribers, I can switch to a custom URL (omg!)

So, if you want to see where I go with this, head over to YouTube to like, comment or subscribe… 

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If students designed their own schools…

Chatting in the mid-year break with Bianca and some other PBL-peeps, this video was recommended to me. It’s only 15 minutes long, and now I’m recommending it to you too:

The video shows what can be done in a school where teachers and leaders are prepared to really let students design their own learning. Like, really let them do it.

The students in this alternative academic program design their own Independent Learning Projects (that they report on weekly to other students), as well as their own Individual Endeavours (ambitious term-long projects, e.g. learning to play the piano and putting on a recital).

Something that interested me was, about 1 minute in, one of the students explained that in the course they look at “the four main bodies of learning”:

  • English
  • Math
  • Social Sciences
  • Natural Sciences.

Make no mistake – I was totally inspired by this video and even showed it to my students this semester. So inspired, that I changed our first assignment to be based on completion of an Independent Learning Project! But when those four areas are offered up as the “main bodies of learning”, I can already see points of tension for making this kind of program work across the board. What of the other learning areas? What of health and physical education? What of the arts? Foreign languages?

Without engaging with conversations about what is ‘essential’, ‘core’, or ‘fundamental’ in education – and working out some kind of common goal or philosophy to anchor us – I suspect alternative programs like the one featured here will (continue to) struggle to gain traction.

Although these programs aren’t (yet) the silver bullet we need to shed our teacher-centred shackles, I believe bringing these approaches into our teaching is vital.

Personal take-away thoughts:

  • Students have passions and interests that they are entitled to pursue.
  • Students are capable of designing their own learning, if we give them some parameters.
  • Students are more motivated to learn when they have some control in devising the questions for investigation.
  • Independent learning approaches seem an immediate good fit for students like this (this is is a class of nine Honours students, who self-selected into the program), but would disengaged or recalcitrant students need more scaffolding?
  • Doing my own Independent Learning Project in high school was a transformative experience for me. It was called a ‘mini thesis’ by my teacher, and I chose to study the French Revolution. I did this for just one term in just one subject – surely this is achievable across the board without rethinking our whole approach to schooling?

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Spoken Word Poem: Mathematics

I love this spoken word poem by Hollie McNish!

Uploaded in February this year, a colleague shared it with me today. It has been viewed over 665,000 times.

As well as being a stand out piece of speech, this poem would be useful for English teachers looking for texts to explore issues of immigration and racism (arguably with links to ‘numeracy’ capabilities as well!)

Press Play. Sit Back. Enjoy:

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Why English teachers join professional associations

In 2010 the English Teachers Association (NSW, Australia) celebrated 50 years of operation and service to members.

A DVD was released to members, with reflections from past and present ETA leaders. It is an excellent record of the history of the association and provides invaluable insights for new teachers!

I was surfing YouTube when I found that the ETA had uploaded the first section from the DVD onto the web. Here it is, roughly 8 minutes, on a range of teachers’ first involvement with the ETA:

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