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.