Abstract

Electronic learning is now a global phenomenon, with in- stitutions competing for market share. E-learning is defined by Meredith and Burkle as “learning facilitated by internet and www technologies, deliv- ered by way of end-user computing, that creates connectivity between people and information, and creates opportunities for social learning ap- proaches.” 1 This shift towards e-learning provides an alternative to, or augments, traditional face-to-face academic environments and text-based correspondence-style distance education. In this era of worldwide competition, transformations in pedagogy are currently taking place as a result of the exponential popularity of the socalled social-sharing software of Web 2.0. More traditional ‘push’ approaches to education are being challenged by so-called ‘pull’ approaches of educational content co-created by students as prosumers. This paper explores ‘push’ and ‘pull’ educational pedagogies, exploring the promises and pitfalls of incorporating socially-shared streamed videoclips on YouTube in formal education contexts. It then explores the YouTube “sensa- tion”, 2 “Diagnosis Wenckebach”, as an example of the addition of ‘pull’ to ‘push’ education in neomillennial learning