Anyone can contribute. Video on the web is being produced by a diverse group of people from around the world for a variety of reasons. Tutorial videos, in particular, have had a significant impact on the way we learn to do things and how learners contribute to learning. In the way that citizen science has turned every person into a scientist (or at least the collector of data) video production by the people at large has turned every person into a teacher.
Mastery comes to those who teach. In the National Academies of Science document Learning Science in Informal Environments: People, Places, and Pursuits the sequential learning process called the 6 strands of learning documents the process of learning from being exposed to a subject to becoming proficient enough to teach. Youth non-formal education has worked to create an environment where the six strands can most successfully be observed in youth participants. As a career educator for a non-formal education system I’ve observed success numerous times – but certainly at a cost (time, energy, small percentage gets to a successful outcome). Simultaneously, as the mom of a pre-teen son I’ve observed the six strand process happening without any intervention by school, non-formal education or me – but by the enthusiastic play of MineCraft. My son has gone from an observer to an enthusiast, to one who wanted to share his ideas with friends and then create his own teaching modules to share his knowledge with others around the world. He figured out the technology of building tutorials and sharing knowledge on his own because he was motivated. Similarly my two daughters (18 and 20 years old) turn to YouTube before any other resource to find tutorials on how-to do anything and the girls have blogs that include video that focus on yoga, health and nutrition.
Constructivism at it’s best. Reflecting on this idea – it is almost a revolution in teaching and learning – one that removes the middle man – the teacher – and allows equal access to information (for those with privilege enough to have technology) and teaching to the masses. There is power in knowledge and it is not only the degreed that have that power – that is most evident at this juncture. The quantity of video learning options has made us less tolerant of bad and inefficient teaching. In general individuals seem more willing to find answers out their own and share, and less impressed by institution based education. The ever-present tutorial and the ability for anyone to share seems to inspire more to be self-made learners. Part of the learning is in the deconstruction of ideas and construction of teaching – the whole principle of constructivism.
Opportunities for instructional designers. The opportunities are great for those who understand teaching, learning and technology – which includes and in some cases requires instructional designers. Some faculty may embrace the ideas of video and tutorial based learning, and some wax traditional. In both cases support is necessary to help create instruction that will engage the learners and help the learners engage others.
Natl Res Council. (2009). Learning science in informal environments: People, places, and pursuits. WASHINGTON; 2101 CONSTITUTION AVE, WASHINGTON, DC 20418 USA: NATL ACADEMIES PRESS.
Sergio Artal, J., Luis Navarro, J., & Luis Bernal, J. (2014). Youtube & facebook as educational tools in the teaching-learning process. Experience in higher education. Iceri2014: 7th International Conference of Education, Research and Innovation, 940-949.
O’Neill, Megan. (2010). 5 ways YouTube has changed the world forever. Social times. Retrieved July 20, 2016 from http://www.adweek.com/socialtimes/youtube-changed-the-world/27206