Shared Online Video Content as a Macro-context for Learning
Article by: Professor Curtis J. Bonk



Online shared video content, such as YouTube provide macro-context for viewers to experience for later learning, reflecting, replaying, revisiting, and for perspective discussion making over an extended period of time. Web 2.0 technology, such as shared online YouTube video, has brought a wealth of new resources and materials for teachers and learners.

Trends: Shared Online Videos have made its way into Open Educational Resources by creating a content shift from that of formal organization and/or institutions to that designed by learners, trainees, as well as
collaboration trends across classes, universities, countries and regions around the world.

Participatory: Form of learning technology (Wikibook) where students reflect on their assumptions, biases, diverse points of view, and new knowledge to others to read, reflect on and/or to tinker.

The use of Shard Online Videos empowers and motivates students in courses, as it relates to their behavior, motivation, cognitive (human limits) information processing, socio-cultural and in instructional design through YouTube, Google and/or TeacherTube. Use of shared YouTube online humorous and information videos personalizes learning and makes ideas come to life. And, timely learning using online video content helps the user grasp more of the concepts and arouse interest in learning and other aspects of theory and/or framework. Moreover, the use of shared online YouTube videos maximizes memory, artificial intelligence and robotics. The uses of videos in instruction are now in demand, highly flexible, springs learning to life; it helps instructors make a key point without sacrificing significant time.

YouTube videos:

Provides a context for learning

Extends learning beyond text

Provides a common experience for learners to discuss and reflect on concepts and ideas

Provides an advance organizer for later class lectures, discussions and small group activities

Links to emerging cultures of participatory learning



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