As I read Bush and Mott’s 2009 article on the transformation of learning, specifically their words related to the learner-centricity principle, I can’t help but reflect on the YouTube videos I watched to learn about the neuroanatomy of the brain. In particular, I can’t help but reflect on the comments I observed from students in neuroanatomy classes praising the video’s author for videos, which students concluded enabled them to complete their courses. The video author, Walid Aziz Basharyar (or hyperhighs), is in fact a student himself. He is also an artist who takes pride in his work.
The learner or viewer of Walid’s videos, which average about 4 minutes in length, have the ability to pause, seek (limited only by bandwidth), or skip to other videos. The learners clearly enjoy watching these videos and attribute their success to them:
“Thank you so much for helping pass my last A & P test. Your illustrations were great and the explantions even better. I take A & P online and have never heard some of the terms spoken out loud. Thanks again! Debby.“
Learners also attribute a sense of intrinsic motivation to the videos, ”Can’t wait to take neuroanatomy next year! Lord knows this is facinating stuff! Combine this with genetics…whaoo!“, or reflect on their previous classroom experiences, “Neuro was very boring when I was at college.”
Walid clearly enjoys creating these videos. This enjoyment, typical of an artist doing his work, seems to be indifferent to the praise he receives, “Very well done tutorials, thank you!” or “u are so artistically talented!”
Where are all the other artists who could benefit from these positive comments, which undoubtedly would feel better than the comments they might receive on facebook? These videos are clearly contagious for viewers who have found them, but why aren’t they contagious for other artists to do similar with other subject matter? The technology requirements seem to be affordable and available: a pen, graph paper, a camera, and music player.
Bush, M. D., & Mott, J. D. (2009). The transformation of learning with technology: Learner-centricity, content and tool malleability, and network effects. Educational Technology, 49(3), 3-20.
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