1. What new media can do for
everyone.
By: Brandon Martin

2. • “Cool” Engagements
• Summary #1
• Summary #2
• Epiphany
• YouTube Professors
• Summary #1
• Summary #2
• Epiphany
• Higher Education on YouTube
• Summary #1
• Summary #2
• Epiphany
• Conclusion
• Bibliography

3. • In the article dubed “Cool” Engagements,
James Trier divides media into two groups.
“Hot” and “Cold” groups based on their levels
of participation. Hot groups are low in
participation like News shows where-as Cool
groups are high in participation such as
podcasting, “vlogging”, and even the ever
popular website, Wikipedia.

4. • Trier also discusses ways YouTube has
already been introduced into
classrooms in the phrase “Mosh-Pit
Pedagogy” or “MPP”. This phrase
refers to the random, spontaneous
citing of music, pictures, videos, or
other media to articulate an aspect of
a class reading or discussion.
Along with the “Mosh-Pit”, Trier talk
about “Culture Jamming”, which refers
to changing signs or other things to
drastically change their meaning. In an
example, a McDonalds poster for the
“Double Cheeseburger” was changed
into saying “Double Bypass”, which is
an insult hinting at the unhealthy food
choice.

5. • While reading this article, I learned about how
Culture Jamming can be used as an effective
“free thinking” activity for students and how
using the “MPP” can help certain students
express what they want to say or how they
feel.
• I believe that this would be a great help to
students like myself.

6. • Professors began taking lesions
to YouTube. Some Universities
such as University of California
and University of Berkley have
actually set up channels on
YouTube and other video-based
resources such as the website,
Big Think. Although the idea of
having a YouTube channel for a
university had many
oppositions, the number of
views and comments on videos
tend to point to the success of
the idea.

7. • On the side of the students, many students
find that the online lectures provide an easier
way to watch because they are able to watch
the lectures more than once, whenever they
want, and wherever they want.
• This is one of the main points of having
lectures posted online, to make learning
easier for students and make it more
accessible.

8. • Using YouTube to post lectures would be allow
anyone with internet access to become
educated a little more and could possibly help
society overall.
• While access to the internet is known to
provide thousands of distractions, the simple
fact that the lectures and knowledge are
available is better than it not be there.

9. • In this article, Marilyn Gilroy discusses the
popularity of new media sources such as
YouTube.com/edu, Big Think, Academic Earth,
and others as ways to both entertain students
in classroom and give a classroom lecture to
students outside of the university. While the
direct audience is unknown, its popularity is
growing.

10. • Gilroy states “The idea of adding social
networks as educational tools in the academic
landscape is catching on fast as colleges
recognize the potential to use the networks as
both marketing tools and learning tools.”
Gilroy also briefly discusses the damages of
colleges NOT having social networking profiles
and what these could do for students and
non-students.

11. • After using facebook and myspace for about 5
years, and Youtube for 3, I never really thought
about how helpful they, and other social
networking sites, can be to students, non-
students, and even faculty. After reading this
article, I don’t see a reason for colleges to lack
profiles on these kinds of sites.
• Colleges risk nothing by having profiles on Social
Networking sites such as facebook, myspace,
twitter, and YouTube, but can give so much.

12. • While YouTube does have countless videos of
playful cats, pranks gone wrong, and internet
memes, there is still a place where people
seeking knowledge can go to find it. Many
colleges have realized the potential of
YouTube to help educate students and non-
students alike by uploading videos of lectures
and anything from their classes that could be
of some help to others.

13. • Gilroy, M. (2010). Higher education migrates to
youtube and social networks. Education Digest:
Essential Readings Condensed for Quick Review,
75, 18-22.
• Trier, J. (2007). "cool" engagements with
youtube: part 1. Journal of Adolescent & Adult
Literacy, 50, 408-412.
• Young, J.R. (2008). Youtube professors: scholars
as online video stars. Chronicle of Higher
Education, 54, 19.