Educational Video and its Socio-Cultural Impact<\/a><\/strong><\/p>\nTeam 2: Caroline, Sandra, Sanjay, and Sharon<\/p>\n
Innovation and emergence in digital technologies have caused massive changes in the way we communicate, interact, and learn. And there is no stopping the accelerated growth in digital technology. The power of the internet has made learning ubiquitous and allowed easy dissemination of educational media of both video and audio to the masses. Our critical inquiry in the use of video in education led us to explore Khan Academy\u2019s website and one of its courses called Growth Mindset. Like many online education websites, Khan Academy offers engaging free online education,\u00a0 with a mission to \u201cprovide free, world-class education to anyone, anywhere\u201d (Khan Academy, n.d.).\u00a0 This grandiose assertion of solving the complex issues of equity and accessibility in education is shared by many technology-minded pundits, with a perspective that a techno-solutionism approach can determine the utopian future of teaching and learning that is free and for everyone. However, the other side of the lens shows a different perspective.\u00a0 It calls for a deeper critical look at the impact of proprietary content, drawbacks to injecting dominant views, didactic\/one-sided approach, and digital inequity.<\/span><\/p>\nOpen versus Proprietary Content<\/strong><\/p>\nOur critical look at the educational video through the context of Khan Academy prompted the question: If free video platforms became widely used in education, what would we be losing out on? Free educational resources are not necessarily open educational resources, and failing to make this distinction impacts education on an individual and global level. Open resources can be retained, revised, remixed, reused, and redistributed (Wiley, 2014). Selwyn (2010) implores academics and educators to consider the \u201csocial realities of technology use\u201d (p. 66). On a socio-cultural level, open licensing is not just about who can remix content, but also about how the remixing of content can impact its value to society. Free video content may be attractive because it is available online and doesn\u2019t cost to use, however it is often provided with a proprietary license. This inability to revise content may make the content less relevant to the diverse learners consuming their content.<\/span><\/p>\nCulturally Inclusive Design<\/strong><\/p>\nThe educational video has created an immense opportunity to enhance learning with its high interactivity, vivid imagery, and deliberate messages, that if designed well, is a powerful medium to empower learners to think critically. It is, therefore, important that when engaging in learning, learners can relate to the content and its meaning in their own socio-cultural context.\u00a0 Several studies have shown the importance of applying a culturally responsive pedagogy in the learning design for an effective learning outcome and educational success of students (Farmer, 2012; Kennedy, 2012, Muller & Ragoonaden, 2017; Nelson & Parchoma, 2018). The growth mindset video is about learning how to shift your mindset from seeking perfection to continuous improvement. This western-centric view of self-improvement may cause tension in learners that may not have the same cultural frame of reference. Hence, learning platforms like Khan Academy may benefit from having space were adapting the content to make it culturally relevant and appropriate to the beliefs and values of the students is possible- aiding in reinforcing the learning activity.<\/span><\/p>\nSocial Constructivism Pedagogy<\/strong><\/p>\nJust as Khan Academy may benefit from culturally relevant content, it can also encourage multiple ways of learning. The instructional video from Khan Academy provided an in-depth explanation of the benefits of a growth mindset together with providing participants with the opportunity to answer self-reflective questions as a method to confirm understanding and apply new learning. The learning was completed in isolation without the opportunity to share knowledge and perspectives.\u00a0 Human beings are social people who learn, grow and develop knowledge through discussion, group work and interaction with others (Schrader, 2015; Barak, 2017). The preceding describes social constructivism which maintains that collaboration with others is a key component of learning and knowledge is created when it is shared (Phillips, Sheffield, Moore & Robinson, 2016) As learning is a social process, enhanced through group work and discussions with peers and facilitators, reflective exercises must incorporate small group interaction providing opportunities for listening to perspectives, acknowledging differences in understanding and furthering a new level of learning.<\/span><\/p>\nDigital Equity<\/strong><\/p>\nLastly, it can be argued that Khan Academy and its free delivery of quality content represents a step forward for learning in digital spaces. However, it is important to consider that as platforms like Khan Academy emerge, their progress cannot be measured by the standards of the model user. There are people who \u201cwho enjoy ubiquitous access to the internet, operate multiple devices and accrue the benefits to digital fluency of regular opportunities for practice\u201d (Smythe, Pelan & Breshears, 2018, p.12). This type of online engagement must be looked at through a lens of digital equity, which means ensuring adequate access for historically marginalized and socioeconomically or geographically disadvantaged persons (Becker, 2006, p. 3). These populations may experience barriers to access to the internet, necessary devices and technology literacy. Their realities are often not considered when designing a digital learning space like Khan Academy.\u00a0\u00a0\u00a0<\/span><\/p>\nOur inquiry into the use of educational videos highlights the inequities found in digital technology.\u00a0 A cursory overview of Khan Academy advocates a free, online platform that addresses areas in education that require additional mastery. Upon further analysis a different perception is unveiled that highlights, the absence of (a) culturally responsive pedagogy that emphasizes a learners cultural frame of reference, (b) free licensing permitting OER usage; (c) digital equity for marginalized users; and (d) social constructivist pedagogy to focus on the creation of knowledge through interaction with others.\u00a0 Rather than a techno-solutionism approach that focuses on media that delivers the information, learning needs to center on the activities and practices that encourage reflection and thinking.\u00a0<\/span><\/p>\nReferences<\/p>\n
Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. <\/span>Research in Science Education<\/span><\/i>, 47(2), 283\u2013303. https:\/\/doi.org\/10.1007\/s11165-015-9501-y<\/span><\/p>\nBecker, J. D. (2006). Digital equity in education: A multilevel examination of differences in and relationships between computer access, computer use and state-level technology policies. <\/span>Education Policy Analysis Archives, <\/span><\/i>15(3), 1-38. https:\/\/doi.org\/10.14507\/epaa.v15n3.2007<\/span><\/p>\nFarmer L.S.J. (2012) Culturally sensitive learning practices. In: Orey M., Jones S., Branch R. (eds)<\/span> Educational Media and Technology Yearbook<\/span><\/i>. <\/span>Educational Media and Technology Yearbook<\/span><\/i>, vol 36. Springer, New York, NY. Retrieved from https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/978-1-4614-1305-9_14<\/span><\/p>\nKennedy, C. P. (2012). Indigenizing student-centred learning: A western approach in an indigenous educational institution. <\/span>Journal of International Education Research (JIER)<\/span><\/i>, 9(1), 1-6. https:\/\/doi.org\/10.19030\/jier.v9i1.7494<\/span><\/p>\nMuller, L. & Ragoonaden, K. (2017). Culturally responsive pedagogy: Indigenizing curriculum. <\/span>Canadian Journal of Higher Education<\/span><\/i>, 47(2), 22-46. Retrieved from https:\/\/eric.ed.gov\/?id=EJ1154077\u00a0<\/span><\/p>\nNelson, D., & Parchoma, G. (2018). Indigenizing curriculum development and online course design: A Caribbean study. <\/span>TechTrends<\/span><\/i>, 62, 375\u2013382. https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/s11528-018-0272-y<\/span><\/p>\nPhillips, Alana S., Anneliese Sheffield, Michelle Moore, and Heather A. Robinson. (2016). An online social constructivist course: Toward a framework for usability evaluations. <\/span>Quarterly Review of Distance Education<\/span><\/i>,17(1):1\u201310. Retrieved from: https:\/\/royalroads.on.worldcat.org\/oclc\/7132229715<\/span><\/p>\nSelwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. <\/span>Journal of Computer Assisted Learning<\/span><\/i>, <\/span>26<\/span><\/i>(1), 65\u201373. https:\/\/doi.org\/10.1111\/j.1365-2729.2009.00338.x<\/span><\/p>\nWiley, D. (2014). Defining the \u201copen\u201d in open content and open educational resources. Retrieved from http:\/\/opencontent.org\/definition\/<\/span><\/p>\nSchrader, D. E. (2015). Constructivism and learning in the age of social media: Changing minds and learning communities. <\/span>New Directions for Teaching and Learning<\/span><\/i>, 2015(144), 23\u201335. https:\/\/doi.org\/10.1002\/tl.20160<\/span><\/p>\n\u00a0Smythe, S., Pelan, D., & Breshears, S. (2018). The LinkVan Project: Participatory technology <\/span>design in Vancouver. <\/span>Language and Literacy<\/span><\/i>, <\/span>20<\/span><\/i>(3), 9-25. \u00a0 <\/span> https:\/\/doi.org\/10.20360\/langandlit29406<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"To view and download the full-size image of the infographic, click Educational Video and its Socio-Cultural Impact Team 2: Caroline, Sandra, Sanjay, and Sharon Innovation and emergence in digital technologies have caused massive changes in the way we communicate, interact, and learn. And there is no stopping the accelerated growth in digital technology. The power […]<\/p>\n","protected":false},"author":148,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-365","post","type-post","status-publish","format-standard","hentry","category-lrnt526","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts\/365","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/users\/148"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/comments?post=365"}],"version-history":[{"count":8,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts\/365\/revisions"}],"predecessor-version":[{"id":375,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts\/365\/revisions\/375"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/media?parent=365"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/categories?post=365"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/tags?post=365"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
![](\"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-content\/uploads\/sites\/142\/2020\/05\/Infographic-Venn-300x300.png\")
<\/p>\n![Educational Video and its Socio-Cultural Impact<\/a><\/strong><\/p>\nTeam 2: Caroline, Sandra, Sanjay, and Sharon<\/p>\nInnovation and emergence in digital technologies have caused massive changes in the way we communicate, interact, and learn. And there is no stopping the accelerated growth in digital technology. The power of the internet has made learning ubiquitous and allowed easy dissemination of educational media of both video and audio to the masses. Our critical inquiry in the use of video in education led us to explore Khan Academy\u2019s website and one of its courses called Growth Mindset. Like many online education websites, Khan Academy offers engaging free online education,\u00a0 with a mission to \u201cprovide free, world-class education to anyone, anywhere\u201d (Khan Academy, n.d.).\u00a0 This grandiose assertion of solving the complex issues of equity and accessibility in education is shared by many technology-minded pundits, with a perspective that a techno-solutionism approach can determine the utopian future of teaching and learning that is free and for everyone. However, the other side of the lens shows a different perspective.\u00a0 It calls for a deeper critical look at the impact of proprietary content, drawbacks to injecting dominant views, didactic\/one-sided approach, and digital inequity.<\/span><\/p>\nOpen versus Proprietary Content<\/strong><\/p>\nOur critical look at the educational video through the context of Khan Academy prompted the question: If free video platforms became widely used in education, what would we be losing out on? Free educational resources are not necessarily open educational resources, and failing to make this distinction impacts education on an individual and global level. Open resources can be retained, revised, remixed, reused, and redistributed (Wiley, 2014). Selwyn (2010) implores academics and educators to consider the \u201csocial realities of technology use\u201d (p. 66). On a socio-cultural level, open licensing is not just about who can remix content, but also about how the remixing of content can impact its value to society. Free video content may be attractive because it is available online and doesn\u2019t cost to use, however it is often provided with a proprietary license. This inability to revise content may make the content less relevant to the diverse learners consuming their content.<\/span><\/p>\nCulturally Inclusive Design<\/strong><\/p>\nThe educational video has created an immense opportunity to enhance learning with its high interactivity, vivid imagery, and deliberate messages, that if designed well, is a powerful medium to empower learners to think critically. It is, therefore, important that when engaging in learning, learners can relate to the content and its meaning in their own socio-cultural context.\u00a0 Several studies have shown the importance of applying a culturally responsive pedagogy in the learning design for an effective learning outcome and educational success of students (Farmer, 2012; Kennedy, 2012, Muller & Ragoonaden, 2017; Nelson & Parchoma, 2018). The growth mindset video is about learning how to shift your mindset from seeking perfection to continuous improvement. This western-centric view of self-improvement may cause tension in learners that may not have the same cultural frame of reference. Hence, learning platforms like Khan Academy may benefit from having space were adapting the content to make it culturally relevant and appropriate to the beliefs and values of the students is possible- aiding in reinforcing the learning activity.<\/span><\/p>\nSocial Constructivism Pedagogy<\/strong><\/p>\nJust as Khan Academy may benefit from culturally relevant content, it can also encourage multiple ways of learning. The instructional video from Khan Academy provided an in-depth explanation of the benefits of a growth mindset together with providing participants with the opportunity to answer self-reflective questions as a method to confirm understanding and apply new learning. The learning was completed in isolation without the opportunity to share knowledge and perspectives.\u00a0 Human beings are social people who learn, grow and develop knowledge through discussion, group work and interaction with others (Schrader, 2015; Barak, 2017). The preceding describes social constructivism which maintains that collaboration with others is a key component of learning and knowledge is created when it is shared (Phillips, Sheffield, Moore & Robinson, 2016) As learning is a social process, enhanced through group work and discussions with peers and facilitators, reflective exercises must incorporate small group interaction providing opportunities for listening to perspectives, acknowledging differences in understanding and furthering a new level of learning.<\/span><\/p>\nDigital Equity<\/strong><\/p>\nLastly, it can be argued that Khan Academy and its free delivery of quality content represents a step forward for learning in digital spaces. However, it is important to consider that as platforms like Khan Academy emerge, their progress cannot be measured by the standards of the model user. There are people who \u201cwho enjoy ubiquitous access to the internet, operate multiple devices and accrue the benefits to digital fluency of regular opportunities for practice\u201d (Smythe, Pelan & Breshears, 2018, p.12). This type of online engagement must be looked at through a lens of digital equity, which means ensuring adequate access for historically marginalized and socioeconomically or geographically disadvantaged persons (Becker, 2006, p. 3). These populations may experience barriers to access to the internet, necessary devices and technology literacy. Their realities are often not considered when designing a digital learning space like Khan Academy.\u00a0\u00a0\u00a0<\/span><\/p>\nOur inquiry into the use of educational videos highlights the inequities found in digital technology.\u00a0 A cursory overview of Khan Academy advocates a free, online platform that addresses areas in education that require additional mastery. Upon further analysis a different perception is unveiled that highlights, the absence of (a) culturally responsive pedagogy that emphasizes a learners cultural frame of reference, (b) free licensing permitting OER usage; (c) digital equity for marginalized users; and (d) social constructivist pedagogy to focus on the creation of knowledge through interaction with others.\u00a0 Rather than a techno-solutionism approach that focuses on media that delivers the information, learning needs to center on the activities and practices that encourage reflection and thinking.\u00a0<\/span><\/p>\nReferences<\/p>\nBarak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. <\/span>Research in Science Education<\/span><\/i>, 47(2), 283\u2013303. https:\/\/doi.org\/10.1007\/s11165-015-9501-y<\/span><\/p>\nBecker, J. D. (2006). Digital equity in education: A multilevel examination of differences in and relationships between computer access, computer use and state-level technology policies. <\/span>Education Policy Analysis Archives, <\/span><\/i>15(3), 1-38. https:\/\/doi.org\/10.14507\/epaa.v15n3.2007<\/span><\/p>\nFarmer L.S.J. (2012) Culturally sensitive learning practices. In: Orey M., Jones S., Branch R. (eds)<\/span> Educational Media and Technology Yearbook<\/span><\/i>. <\/span>Educational Media and Technology Yearbook<\/span><\/i>, vol 36. Springer, New York, NY. Retrieved from https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/978-1-4614-1305-9_14<\/span><\/p>\nKennedy, C. P. (2012). Indigenizing student-centred learning: A western approach in an indigenous educational institution. <\/span>Journal of International Education Research (JIER)<\/span><\/i>, 9(1), 1-6. https:\/\/doi.org\/10.19030\/jier.v9i1.7494<\/span><\/p>\nMuller, L. & Ragoonaden, K. (2017). Culturally responsive pedagogy: Indigenizing curriculum. <\/span>Canadian Journal of Higher Education<\/span><\/i>, 47(2), 22-46. Retrieved from https:\/\/eric.ed.gov\/?id=EJ1154077\u00a0<\/span><\/p>\nNelson, D., & Parchoma, G. (2018). Indigenizing curriculum development and online course design: A Caribbean study. <\/span>TechTrends<\/span><\/i>, 62, 375\u2013382. https:\/\/doi-org.ezproxy.royalroads.ca\/10.1007\/s11528-018-0272-y<\/span><\/p>\nPhillips, Alana S., Anneliese Sheffield, Michelle Moore, and Heather A. Robinson. (2016). An online social constructivist course: Toward a framework for usability evaluations. <\/span>Quarterly Review of Distance Education<\/span><\/i>,17(1):1\u201310. Retrieved from: https:\/\/royalroads.on.worldcat.org\/oclc\/7132229715<\/span><\/p>\nSelwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. <\/span>Journal of Computer Assisted Learning<\/span><\/i>, <\/span>26<\/span><\/i>(1), 65\u201373. https:\/\/doi.org\/10.1111\/j.1365-2729.2009.00338.x<\/span><\/p>\nWiley, D. (2014). Defining the \u201copen\u201d in open content and open educational resources. Retrieved from http:\/\/opencontent.org\/definition\/<\/span><\/p>\nSchrader, D. E. (2015). Constructivism and learning in the age of social media: Changing minds and learning communities. <\/span>New Directions for Teaching and Learning<\/span><\/i>, 2015(144), 23\u201335. https:\/\/doi.org\/10.1002\/tl.20160<\/span><\/p>\n\u00a0Smythe, S., Pelan, D., & Breshears, S. (2018). The LinkVan Project: Participatory technology <\/span>design in Vancouver. <\/span>Language and Literacy<\/span><\/i>, <\/span>20<\/span><\/i>(3), 9-25. \u00a0 <\/span> https:\/\/doi.org\/10.20360\/langandlit29406<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"To view and download the full-size image of the infographic, click Educational Video and its Socio-Cultural Impact Team 2: Caroline, Sandra, Sanjay, and Sharon Innovation and emergence in digital technologies have caused massive changes in the way we communicate, interact, and learn. And there is no stopping the accelerated growth in digital technology. The power […]<\/p>\n","protected":false},"author":148,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-365","post","type-post","status-publish","format-standard","hentry","category-lrnt526","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts\/365","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/users\/148"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/comments?post=365"}],"version-history":[{"count":8,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts\/365\/revisions"}],"predecessor-version":[{"id":375,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/posts\/365\/revisions\/375"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/media?parent=365"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/categories?post=365"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-json\/wp\/v2\/tags?post=365"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}](\"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-content\/uploads\/sites\/142\/2020\/05\/Infographic-Venn.png\"){kind=link}