Posts Tagged youtube
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:
- Week 1: https://www.youtube.com/watch?v=c0S6VL2uCq8&t=1s
- Week 2: https://www.youtube.com/watch?v=2xB0pCY7_lg&t=41s
- Week 3: https://www.youtube.com/watch?v=GtTMBjFMi4c&t=1s
- Weeks 4-6: https://www.youtube.com/watch?v=8RzrDlj2O-g&t=2s
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.
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:
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!
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”:
- 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?
I dig gamification. I also dig Games Based Learning (GBL).
But sometimes when I’m watching these concepts get promoted, big alarms go off in my head.
Take a look at this list of some key elements of gamification:
Doesn’t this remind you of anything? Add that together with our enthusiastic embrace of digital and electronic teaching, and the ‘games & machines’ motif becomes really familiar. I’m thinking Skinner, and Behaviourism, and Pavlov’s dog…which means that we need to think about the ethics of gamification, stat.
I just loved every minute of watching this Valedictory speech by Erica Goldson:
One of my favourite section from the speech is this:
School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.
I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system. Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination. I will leave in the fall to go on to the next phase expected of me, in order to receive a paper document that certifies that I am capable of work. But I contest that I am a human being, a thinker, an adventurer – not a worker. A worker is someone who is trapped within repetition – a slave of the system set up before him. But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it. So, I wonder, why did I even want this position? Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I’m scared.
‘I have successfully shown that I was the best slave. I did what I was told to the extreme.’
Powerful stuff Erica. Definitely worth a watch!