Team 3: Golddiggers<\/p>\n\n\n\n
Well, my pop music choice for this is too easy, especially given that this group presented on TikTok! Discussions on music sampling and using that to teach music history are also a good link between TikTok and podcasts, which was the topic of Team 5\u2019s presentation<\/a>. I have thoughts on the use of podcasts for education, but that will have to wait for a later blog post.<\/p>\n\n\n\n I loved this group\u2019s chosen topic<\/a>, TikTok in education. The comment that I posted on Stephanie\u2019s blog about TikTok being largely unverifiable<\/a>, based on their presentation, and Stephanie\u2019s reply about there being a new application around the corner for our kids (we have kids about the same age) rings very true (Messier, 2022). The concept of nano-learning was really interesting to me as well. I wonder how much smaller learning credentialling will get, but that is a question for another time.<\/p>\n\n\n\n For now, I want to focus on learner motivation in organizational learning that Stephanie discussed (Messier, 2022). Adnan et al. (2021) discussed listening comprehension. As a language learner myself, I. know how important comprehension is to be able to communicate to others, especially in another language than one\u2019s mother tongue. A TikTok example of this is Dave Poirier, a Canadian teacher that I follow on TikTok. He quite cleverly uses student engagement with pop music in listening comprehension, as the following clip shows (Poirier, 2022):<\/p>\n\n\n\n