Top Q0 YouTube Shorts Ideas to Quickly get Viral

Internet, has quickly become its opposite (“emancipation without end, but also without exit” according to Aranda, Wood, and Vidokle)-a prison (although not a punishment, as it is always entered willingly and ever with the promise of pleasure); a highly-structured corporate-dominated sink-hole. I was going to assign books on the subject (with a few pages excised, mostly due to their discussion of sexuality on YouTube), exercises where prisoners would write screenplays to be shot by their fellow-students who had access to cameras and the Internet, and conversations about the meanings of all of our varied and regulated access to technology. In theory, a viral YouTube video might take a few hours to spread through the Internet and get a large number of watchers. Stunning is the speed and complexity of this familiarity; enervating is its occlusion of familiarity with and interest in the other norms, places, and histories that we might once have understood as part of being institutionally, culturally and personally “situated.” The current version of the course makes me feel at once stimulated and enervated because I have seemingly nothing and everything to teach them. I did not get to stretch and learn and teach as I had hoped with my prisoner students who have so much to teach us about technology, as they are denied access to social media and are therefore uniquely situated to see it, but I have learned about social media and social justice this semester from other students and teachers.

In contra-distinction to the experience of prisoners, for my students, the Internet is the very air they breath in a way that was simply not true in 2007 (as much as my students thought it was). He considers why inmates are allowed and even encouraged to watch television all day while their access to the Internet is limited or more often than not prohibited. So let’s take a look at these 10 simple and easy-to-follow YouTube Shorts ideas to produce more attractive clips. Choose someone who can take a new look at your business and explain it to you in plain English. If you’re playing games with your family or friends, you can compare who’s better at gaming and create short entertainment videos. Since I began teaching the class in 2007, in the matter of just these few short years, access to social media has exploded (for those not denied it as a condition of their punishment). Maybe it did exist only a short time ago, but not it only remains as a blur, a cloud, a friend, a deadline, a redirect, or a 404. If it ever existed, we couldn’t see it.

As a founding member of FemTechNet, the collective that successfully offers the DOCC (Distributed Open Collaborative Course) at places of higher learning around the world, I have worked with others to criticize MOOCs from feminist perspectives on education, technology, and neo-liberalism. But of course, Steyerl knows, as must we all, that while the Internet feels like it is the whole world, or perhaps too much world, there are blank spots on the map where the Internet can not see, there are ways not to be seen, and there are dark spots in our situated communities where the Internet can’t or perhaps is not allowed to go. I long for the views of my prisoner students: humans who can teach us a thing or two about place, liberation, punishment and control sans the Internet. Because these tiny review films are only a few minutes long, you can sell whatever you want.

I believe that MOOCs are terrific for prisoners and support unlimited access to them as part of a technologically-assisted education. He ends with a plea: why not change the accessible technology of choice from TV to MOOCs? This situated critique of MOOCs allows me to heartily second Lennon’s request. An inmate at Attica Correctional Facility in New York, Lennon makes a nuanced request about education and technology within the American prison. One of our ongoing claims is that education needs to be situated in the lived environments of learners, whether that be institutional (are you at a community college or an art school?), regional (California or Calcutta?), cultural (what traditions and values matter where we live and learn and how do we speak about them?), or personal (what matters to me?) In their top-down, one-size-fits-all, elitist, scale-and-profit-driven underpinnings, most MOOCs are not particularly responsive to or even interested in the situated, lived differences that make learning (and teaching) both exciting and challenging.

This article was gener᠎at ed by　GSA Conte nt Gene᠎ra tor DEMO.