Weller (2020) argues that the reduced cost of creating high quality video productions and the ease in which finding high quality video content made it much easier for educators to make multimedia courses (p. 88). This has held true for nursing education in my experience, I have personally made demonstration videos or recorded lectures for my students to provide instruction. What I find particularly compelling in Weller’s (2020) chapter on video though is his statement that video as a means of assessment is limited due to standards of how to evaluate a video, he states, “Perhaps the issue is more that educators know what a good essay looks like, and how to assess it, but are less sure what constitutes a video.” (p. 89). I have experimented with having students complete recorded assignments and I struggle with assessing them, primarily because video creation is not a learning outcome in my courses.
Weller acknowledges many of the risks of social media, including misinformation, trolls, bots, privacy, and corporate control, but he also emphasizes its potential to democratize academic discussion and research. What I struggle with is Weller’s take that social media can democratize academic research and discussion, I find it difficult to reconcile Weller’s optimism with current events, like the recent court case in the United States that accuses Meta of targeting children with addictive algorithms (Hays, 2026). Due to this I would be extremely hesitant to suggest social media to students as a trusted source of information without significant critical evaluation.
References:
Hays, K. (2026, August 18). Meta hooked children on Facebook and Instagram, US court hears. BBC News. https://www.bbc.com/news/articles/cly5r7vr7q1o
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press.https:/doi.org/10.15215/aupress/9781771993050.01
Hi Callan,
I have used video to teach as well, and have found it very helpful and relevant. When I was teaching at a college back in 2007, one of my course assignments required students to produce a video, and I remember receiving quite a bit of pushback from other instructors who questioned the value of the assignment. Even though I created a rubric and wrote very clear instructions, they were skeptical. Students loved it, and produced amazing work. Producing a video was not a learning outcome either, but I saw it more as “another way to demonstrate the skills you’ve learned.”
I also struggle with the idea of social media democratizing academic spaces, but I also struggled with the idea of online learning taking off when it started… I might change my mind!
Hi Christiane,
I have found my students push back on any kind of recorded assignment but in the end enjoy them and they produce quality work. I think the key in using video or other kinds of recordings for assessments is to keep the guidelines really clear and to acknowledge that the point of the assignment isn’t the video but the demonstration of skills so that students know you will be forgiving in that aspect. Zubedia mentioned other social media alternatives that are community led, like Mastodon, which I’ll have to try out; like you maybe I’ll change my mind!
Cheers,
Callan
I completely agree with your skepticism of social media democratizing academic spaces, especially in light of the Meta court case (Hays, 2026). Major social networks now prioritize profit over safety and critical thinking.
Instead of walking away from online learning entirely, some educators look to alternative options like Mastodon (run by communities, not corporations), Bluesky (lets users choose their own feeds), or LinkedIn (more professional and accountable).
Still, these alternatives come with real trade-offs:
* Higher Friction: Joining requires picking servers or settings, which creates tech barriers.
* Smaller audiences: Fewer people use them, so it is harder to reach a broad group or find diverse opinions.
* Inconsistent safety: Volunteer-run platforms can struggle to manage harassment or afford long-term costs.
There is no perfect option. The real goal is using these platform choices to teach critical media literacy—helping students notice how corporate control, privacy, and safety impact how they learn online.
Thank you Zubeida for your comment, yes I’m super concerned with tech giants, billionaires, and the push for deregulation that is happening. I worry about the future of my children, the environment, and democracy; we are making great leaps forward in regards to workers rights, equity, and equality but it feels like those with power are trying to claw it back. I’m not a fan personally of LinkedIN but I’ll have to check out Bluesky and Mastodon; I’ve been avoiding social media and have only heard mention of these alternatives and just thought they were smaller less successful Twitters.
Cheers!
Hi Callan,
I agree that video can be an effective teaching resource for communicating information, and I’d like to point that educators can focus more on the content rather than the aesthetics of the video by creating a marking rubric. One question I keep coming back to, though, is how comfortable video-based learning and creation are for all types of learners. What about introverted students or those who may feel uncomfortable being in the spotlight? Even as someone who would consider myself an extrovert, I cringe at the thought of having to create a video of myself! It makes me wonder how we can use video effectively while still providing options that make all learners feel comfortable and included.