CLEM as a teacher


Ok, so I got a little bogged down in focussing on the CLEM model (Community, Literature, Example and Model) as a learner, rather than in my role as a teacher.

So here is a quick run with my teacher hat on, in regards to delivering learning programs to Government staff:

CLEM’s four components are:

1. Community;

What, where and how active is the community of teachers/practitioners etc who use this approach to learning? Are there different communities? How do you engage with this community?

Communities might be…..

Here are some of the communities I have identified across Government:


While these communities seem to be mostly in the areas of Government ICT and Human Resources, which is not my area of focus, I can still contact some of the participants to learn more about how they operate and how I can establish a successful community of practice in my own work area.

2. Literature;

What academic (and other) literature exists around this new approach? use of this ICT to enhance student learning? What does it reveal about how to apply this ICT to learning? What does it say about how to use this ICT and how not to use this ICT? What is this ICT good for when it comes to student learning? What are the common problems and limitations?

See my previous post on the CQM Toolbox here, where I have started to explore the literature around professional networks and communities relevant to my learning context. I hope to build on this more in the coming weeks.

3. Examples; and,

What examples exist of this ICT being used to enhance student learning? What makes a good example? What makes a bad example? Are there examples applicable to you? What can you learn from these examples?

The Australian Public Service Commission website provides some different examples of how Government professional communities currently operate, which includes:

The best option for my context would be a Virtual Community of Practice (CoP) using Govdex, which provides a secure online collaborative space,  which (as I learnt only late last week) I will be able to get permission from our Department IT Security team, for our staff to access and use. This would also be a better option then face-to-face networks and forums as our students are geographically dispersed. A CoP would also be more desirable than a website blog because of the need to have a private training space which is just for internal staff

4. Model.

How does this ICT work? What is the vocabulary associated with this ICT? What does it offer that’s different from other ICTs? What are the common technical problems with this ICT and how do you fix them?

I am yet to work out the logistics for setting up a community using Govdex, but I expect it will take some time to learn how to use the site effectively and exploring its potential before seeking access for my students.  I am grateful that there seems to be a help file and a way to contact the site administrators, if technical help is required. I could also ask my internal IT team for support.


CLEM Model Continued – The YouTube Model and an example in the school context


So far I have looked at the existing online Communities and Literature around my selected learning activity – to learn a new Irish tune by ear. Exploration of these aspects of the CLEM model has helped to explain why “watching” YouTube videos assisted me with learning a new tune. This post will look at the remaining components of the CLEM ModelExample and Model in relation to my learning task and how this has helped to explain the benefits of “creating” my own learning video to share with others.

  1. Example & 4. Model

The Model (type of ICT) that I have chosen to use for my learning activity is YouTube. This model enables learners to view other people’s videos and also create their own Channel (an online space) where they share and organise their own videos. In regards to the technical aspects of this Model – I found it quite easy to create a my own YouTube Channel (you can view it here) however found it a little more challenging to personalise the Channel to meet my needs and organise my videos – although I am confident I will work it out with time, I’m sure it just takes a bit of practice. I did not come across any serious technical issues which prevented me from using this platform – no doubt this is part of the reason it is currently the most popular online video sharing platform on the web (Buzzetto-More, 2014).

To help me better understand how this Model could be used in learning, M Quennerstedt’s article “PE on YouTube – investigating participation in physical education practice” provided a useful Example. The article showed that effective learning (in the school context) can occur through social media and that YouTube is a useful platform as it caters to the range of learning styles and preferences and allows for diversity in participating in learning (e.g. flexibility in watching, selecting, creating and presenting videos). Quennerstedt also looked at how students and teachers shape content (i.e. making public how they learn or how they create resources) and demonstrated how this can reveal new aspects of learning that may not otherwise be apparent – something that is beneficial for not only students, but also teachers and researchers. The article also discussed the benefit of YouTube as a tool for archiving learning activities and resources to enable them to be accessed and used by a wide audience not just in the present but well into the future.

In the article, Quennerstedt also outlines some of the technical and ethical issues for teachers using this platform platform for learning E.g. The difficulties with protecting the the privacy of students and their work on this public forum. It was recommended that teachers do not download their students’ videos to their home computer, so that it remains the student’s decision when they would like to remove their work from the public domain. This is something I will need to keep in mind in my role as a teacher and is also something for me to consider as a student of the NGL course – the permanency of the material I post on the web while participating in online communities.


Quennerstedt, M. (2013). PE on YouTube – investigating participation in physical education practice. Physical Education & Sport Pedagogy, 18(1), 42-59.

Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal Of E-Learning & Learning Objects, 1017-32.

CLEM Model – Literature around YouTube in learning


Following on from my previous post on the CLEM model….

In response to the comment from David Jones on my post about what particular aspects of YouTube make it such a good learning resource, I have delved into some of the literature around this platform.

2. The Literature

Buzzetto-More’s article “An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process” has helped me to better understand why YouTube was such a helpful learning tool for me in trying to learn a new Irish Tune (see further details on my learning challenge here).

YouTube is currently the most popular video sharing site, with 1 billion users on average per month (Buzzetto-More, 2014). In a recent comparison of existing video sharing platforms available online, which considered the ease of use and range of features available – YouTube was rated the best, with a perfect score (Buzzetto-More, 2014). It seems no wonder then that there have been a number of studies conducted recently into the benefits of YouTube as a pedagogical tool. In the article, Buzzetto-More provides an overview of these recent studies and the many virtues of this popular platform for learning, which include:
• Increasing depth of engagement in, and understanding of, subject matter.
• Stimulating “greater interactivity with content, increased engagement, more rigorous discourse, and enhanced knowledge transfer and memory building” (Buzzetto-More, 2014, p.20)
• Improving information recall by providing students with memory cues and clarifying understanding.
• Enhancing online courses by facilitating discussions, enhancing lectures, encouraging independent learning, and assisting in tutoring.
• Having a greater appeal to students due to the 15 minute limit on videos.
• Meeting the learning needs of the Digital Natives who are visual spatial learners.
• Ability to support learning for mature and international students by providing easy access to “alternative views and opinions on subjects, variety in delivery mechanisms, and the use of every day examples to illustrate points” (Buzzetto-More, 2014, p.21).
• Supporting conceptualisation through visualisation.
• Providing students with increased choices and control over the direction of learning i.e. supporting activity learning.

The article also looks specifically at undergraduate students’ perceptions of the value of YouTube as a learning tool, concluding that the “incorporation of YouTube enhances instruction and increases student interest” (Buzzetto-More, 2014, p.30). One reason being that students could access YouTube from a range of device, such as their mobile without requiring specific computer software. As a student of the NGL course, this one reason I feel I have been more engaged in this particular course, compared to others is because I have been able to access the Word Press app on my phone easily, at any time and from anywhere.
Another reason the undergraduate studies surveyed in the article, considered YouTube an engaging and valuable tool was because of the short length of the videos (maximum 15 minutes). As a student of NGL and as in my role as a learner this is something which has certainly appealed to me with my limited study time, due to having to balance study with full time work.

Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal Of E-Learning & Learning Objects, 1017-32.

CLEM & Communities for learning Irish Music & my new YouTube Channel


In the week 4 readings, our course convenor David Jones introduced the group to the CLEM approach to learning and teaching. CLEM refers to Community, Literature, Examples and Model. In my position ‘as a learner’ trying to pick up a new Irish tune, these four components are intended to help me think more deeply about this process of learning. I will outline my thoughts, experiences and understanding against each of these components in the following posts, starting with….

  1. Community.

I have spent the last couple of weeks scouring the online world (part of my ‘seek’ stage, as outlined in my personal knowledge management routine) using range of tools and strategies to identify useful learning communities that I could be part of to assist with meeting my learning goal.

I will discuss broadly three types of communities that I have discovered:

  1. The twitter/Blog communities – broad range of individuals and groups providing links and information on happenings in the Irish music world, as well as details about where to find a teacher or session in your location e.g.

I have started following a bunch of these (for example: here, here and here), however have found that while these communities are fairly active, with lots of general information on Irish music and regular updates, it has not been particularly useful for me trying to learn to play certain Irish tunes online.

  1. The Session online forum – This online community has a range of useful features to support a learner of Irish tunes, including – swathes of sheet music, recordings, and discussions on all a broad range of topics. I signed up for the site and have been loving the discussion board. So many of the questions I had about learning music by ear and on fiddle technique have already been asked by other learners, and I have found the responses my other members of the community to have been really valuable. I was also able to listen to some basic midi files of a range of different versions of ‘In the Tap Room’ to give me some ideas of different variations I could play. A great resource!clarejoinsthesession
  2. You Tube – By far the best online community I have discovered for learning Irish music is You Tube. I just typed in name of the tune I wanted to play into the search and was able to easily find a range of videos of people playing the tune, from beginners through to accomplished players, and recordings of the great players of our time. I subscribed to a number of different channels of Irish musicians and this has been, by far, the most useful resource. I have been listening to the videos over and over, and watching the player’s technique, and then using this knowledge to try and play the tune.

In line with the idea of ‘sharing’ my knowledge and making my learning experience public – as I have discussed in previous posts – I have decided to create my own YouTube channel, to start documenting my learning of the tune ‘In the Tap Room’. Check out my new videos here.

my you tube channel

More to come on this soon…