Today, we have a guest feaÂture by AlexanÂdra Juhasz, ProÂfesÂsor of Media StudÂies at Pitzer ColÂlege, in ClareÂmont, CA. This piece conÂsolÂiÂdates lengthÂiÂer blog entries about a course she ran on YouTube, called “LearnÂing from YouTube,” in Fall 2007. The whole goal was to betÂter underÂstand this new media/cultural pheÂnomÂeÂnon, and how it can be used in the classÂroom. How did she set up this class? And what did she learn? Find out below. Take it away AlexanÂdra (and feel free to check out our YouTube playlist as well as our piece, 60 Smart Video ColÂlecÂtions on YouTube) .…
I decidÂed to teach a course about YouTube to betÂter underÂstand this recent and masÂsive media/cultural pheÂnomÂeÂnon, givÂen that I had been stuÂdiousÂly ignorÂing it (even as I recÂogÂnized its sigÂnifÂiÂcance) because every time I went there, I was seriÂousÂly underÂwhelmed by what I saw: interÂchangeÂable, bite-sized, forÂmuÂlaÂic videos referÂring either to popÂuÂlar culÂture or perÂsonÂal pain/pleasure. I called them video sloÂgans: pithy, preÂcise, rousÂing calls to action or conÂsumpÂtion, or action as conÂsumpÂtion. I was cerÂtain, howÂevÂer, that there must be video, in this vast sea, that would satÂisÂfy even my lofty stanÂdards, and figÂured my stuÂdents (givÂen their greater facilÂiÂty with a life-on-line) probÂaÂbly knew betÂter than I how to navÂiÂgate the site.
LearnÂing From YouTube was my first truÂly “stuÂdent led” course: we would deterÂmine the imporÂtant themes and relÂeÂvant methÂods togethÂer. I had decidÂed that I wantÂed the course to priÂmarÂiÂly conÂsidÂer how web 2.0 (in this case, specifÂiÂcalÂly YouTube) is radÂiÂcalÂly alterÂing the conÂdiÂtions of learnÂing (what, where, when, how we have access to inforÂmaÂtion). GivÂen that colÂlege stuÂdents are rarely asked to conÂsidÂer the meta-quesÂtions of how they learn, on top of what they are learnÂing, I thought it would be pedÂaÂgogÂiÂcalÂly useÂful for the form of the course to mirÂror YouTube’s strucÂtures for learnÂing, like its amaÂteur-led pedÂaÂgogy. Yes, on YouTube there is a great deal of user conÂtrol, but this is withÂin a limÂitÂed and also highÂly limÂitÂing set of tools. So, I did set forth the rule that all the learnÂing for the course had to be on and about YouTube. While this conÂstraint was clearÂly artiÂfiÂcial, and perÂhaps misÂleadÂing about how YouTube is used in conÂnecÂtion with a host of othÂer media platÂforms which comÂpleÂment its funcÂtionÂalÂiÂty, it did allow us to become critÂiÂcalÂly aware of the conÂstraints of its archiÂtecÂture for our atypÂiÂcal goals of highÂer eduÂcaÂtion. Thus, all assignÂments had to be proÂduced as YouTube comÂments or videos, all research had to be conÂductÂed withÂin its pages, and all classÂes were taped and put on to YouTube. This gimÂmick, plus a press release, made the course sexy enough to catch the eye of the media, mainÂstream and othÂerÂwise, allowÂing for an exhaustÂing, but self-reflexÂive lesÂson in the role and valÂue of media attenÂtion withÂin social netÂworkÂing. Beyond this, stuÂdents quickÂly realÂized how well trained they actuÂalÂly are to do acaÂdÂeÂmÂic work with the word—their expertise—and how poor is their media-proÂducÂtion litÂerÂaÂcy (there were no media proÂducÂtion skills required for the course as there are not on YouTube). (more…)