Introduction of Memes

Educators are continually encouraged to incorporate technology in the

classroom to increase student engagement and enhance student learning. Amidst
this frenzy of integrating technology in pedagogical practices, it is important for
instructors to evaluate the effectiveness of different technological products in
yielding favourable cognitive learning outcomes for students. To that end,
extant literature has shown that digital media production is a valuable
pedagogical tool that stimulates students’ creativity, collaboration, and problem-
solving skills (Bennett, 2008; Buckingham, 2013; Ito et al., 2019). Hobbs
(2019) stated, “As students participate in digital learning ecosystems, they learn
by hanging out, messing around, and geeking out with digital media” (p. 207).
Digital media production can have different variations, ranging from writing
Wikipedia articles, to creating podcasts, to hosting You tube channels. In this
assignment, students analyze Internet memes to demonstrate their understanding
of concepts.

Internet memes (commonly referred to as memes) can be described as

humorous or satiric digital texts involving multimedia content (e.g., static
images, verbiage, audio, or video) that are repeatedly shared across the Internet.
As they are shared, certain components of the original text are changed and
others kept so that new layers of humour or satire are created, which typically
continue to acknowledge the original source or make reference to other related
memetiary biologist .

Richard Dawkins (1976) used the term “memes” in his book The Selfish Gene
to explain the transmission of cultural information in society.Dawkins (1976)
drew a parallel between memes and the Darwinian concept of genes: just like
genes are units of biological information that get transferred from one person to
the next, similarly, memes are units of cultural information that spread from one
person to the next by means of replication and imitation. Dawkins states that
although some memes are highly successful—and as a result proliferate widely
—others quickly become extinct. Like genes, he suggests that the key qualities
for a successful meme are longevity (how long each copy lasts), fecundity (how
frequently copies are made), and copying fidelity (the accuracy of copies).
Unlike gene transmission, however, meme transmission is subject to continuous
mutation. This is because as an idea is passed on, it is invariably altered to suit
the particular interpretations, interests, and embellishments of the receiver.
Nevertheless, Dawkins still views copying fidelity as a significant property of
successful memes, as he points out that the essential basis of the original must
always be retained for the meme to be recognized as such.

In order to explain his theory of meme proliferation, Dawkins metaphorically

evokes the meme as a living structure, working to maintain its own survival by
exploiting the human brain’s capacity for imitation. However,other memeticists
appear to take the view that memes actively use human brains as their
propagating and copying machinery more literally. Susan Blackmore argues, for
example, that the relatively large size of the human brain and our capacity for
language, art, and music—the vehicles for meme transmission—are the
products of memes’ parasitic drive for proliferation.The human brain, she
suggests, is a meme machine. For Blackmore, new memes evolve from the
variation and combination of old memes, a process that involves a struggle
between memes as they compete to capture our attention for selection and
retention. As a result, Blackmore states that our creative role does not involve
generating ideas from nowhere. Instead, humans are “copying machines, and
parts of the selective environment, in a vast evolutionary process driven by the
competition between memes. “The implication here is that human creativity is a
by-product of memetic, rather than the other way around.

Juliana Brunello is critical of this reification of the meme and its

conceptualization of the passive human subject. In contrast, she argues that
meme propagation and mutation are a consequence of the creative agency of
individuals. Focusing on Internet memes in particular, Brunello shows how they
evolve as the individuals who create and reproduce them creatively draw upon
the postmodern aesthetics of antifoundationalism, ironical self-criticism,
extreme intertextuality (including remixing and contextualization), and
exaggerated irony, among others, for humorous, satirical, or sociocritical
purposes.

Internet-memes are, as we have seen, often the result of a play with meanings,
appropriating the original one and intentionally altering it by placing it out of
the original context. In this sense, internet-memes are creations out of one’s
own will; they are the deliberate result of someone’s creativity. One creates a
meme not because one is compelled to, or is taken over by a “virus of the
mind.”
In the present day, memes have become synonymous with Internet memes,
which Shifman (2014) described as “(a) a group of digital items sharing
common characteristics of content, form, and/or stance, which (b) were created
with awareness of each other, and (c) were circulated, imitated, and/or
transformed via the Internet by many users” (p. 41). Internet memes typically
cross-reference a host of popular culture events, artifacts, and practices through
images, videos, catchphrases, and musical tunes that individuals share with
others via platforms such as Instagram, Facebook, and Twitter (Knobel &
Lankshear, 2007).

Memes & critical thinking:

Harshavardhan, D & Kumar (2019) published a study entitled Humour

Discourse In Internet Memes: An Aid in ESL Classrooms suggests that teaching
needs to be creative in order to be successful in the ever-changing classroom
dynamics of the twenty-first century. Members of virtual communities
interacting mainly through the digital medium are the youth of the present era.
This digital contact has its influence on conventional lectures in the classroom.
In addition, based on the study of Purnama (2017) entitled Incorporating Memes
and Instagram to enhance Student’s Participation stated that the teaching and
learning of today faces more challenges because technology continues to
upgrade itself. Teachers are expected to incorporate as many technology items
as possible to facilitate the participation of students in classroom activities.
Evidently, Bruyckere, Kirschner & Hulshof (2016) discussed on their article
entitled Technology in Education: What Teacher Should Know has confirmed
that learning effectiveness is largely measured by the manner in which the
medium is used and the consistency of the training that accompanies that use.
The choice of medium does not affect learning when media (or multimedia) are
used for instruction. For instance, Internet memes have been developed by the
newest types of media (Cannizzaro, 2016). Moreover, Boa Sorte (2019)
revealed that Internet memes are massively embedded into the everyday lives of
students, and a few taps on the mobile phone screen that can easily access or
create them. They are part of digital community in which students are engaged
in an inevitable way. Furthermore, Clayton (2019) discussed in her study
entitled ‘Meme-orising’ visual literacy in the classroom: Investigating the role
of meme in literacy development, memes are pictures containing few words
introduces them as acceptable visual texts because the manner in which
materials are perceived is questioned. Beyond what has been simply spelled out
in words, they involve analysis and interpretation, and the absence of interplay
between image and text may challenge…readers as they read…to consider
visual texts’ potential for meaning. Also, Internet memes that involve verbal
and visual elements play an important role in the autonomous and intrinsic
development of meaning. They are also used not only to amuse the reader by
humorous messages, but also to express moral messages (Ariyoga & Rahyono,
2020). For example, students find examples of memes that deal with the subject
and examine the underlying subtext of each as a way to start exploring the
cultural commentary around a topic. This contributes to a rich debate and ties
course material to current events (Reyes, Kaeppel &, 2018). Therefore, the use
of memes helps educators to see how students view a specific problem and
where they are thinking about it (Navera, Garinto & Valdez, 2019).

The term pedagogy has been appropriated in education discourse as simply

strategies of instruction. This instrumental understanding of pedagogy has
reified the term both in the vernacular of education and in research of teaching
and teacher education, leading the scientific pursuit of pedagogy to exclude the
relationship between pedagogy and pedagogue. Pedagogy in educational
vernacular has gained currency as a substitute for methods of instruction or
techniques of teaching (Loughran, 2006; van Manen, 1999). Moving this
relational understanding of pedagogy into the realm of education, teachers stand
in pedagogical relation to students. Placed in a position to lead students toward
academic and personal growth, the very nature of teaching and pedagogic action
is animated by continuous discernment and constant determination. The
relational and reflexive nature of teaching becomes apparent—behind every
pedagogic action lays the intent of the pedagogue. Accounting for the
intersection of knowledge about teaching and moments when something
pedagogic is expected of the teacher educator, pedagogy is as much interactive
as it is deliberative.

Pedagogy is concerned with the teaching processes. The instructors at all levels
of education need to ensure that they put into practice the teaching methods,
teaching materials and instructional strategies in such a manner that would
contribute in a notable manner in promoting student learning. Within the course
of time, it is necessary to make use of modern, scientific and pioneering
methods in the pedagogical practices. But when any changes and improvements
are to be brought about, it needs to be ensured, they are favourable to the
students. The students should make use of them in an effective manner and
achieve academic goals. Therefore, it can be stated, pedagogical methods are
fundamental in promoting student learning, achieving academic goals and in
enriching the overall system of education.

The instructors regard pedagogy as an essential part of the teaching-learning

methods and instructional strategies. Having a well-thought out pedagogy can
bring about improvements in the quality of life of teaching and the way the
students can learn. Being aware in terms of the methods one can teach and
facilitate student learning can contribute effectively in acquiring an
understanding in terms of importance of pedagogy The educators need to be
understanding in terms of needs and requirements of the students, whereas, the
students too need to obey their instructors and follow the rules and instructions.
Therefore, when these factors are put into practice in an effectual manner, the
importance of pedagogy is recognized.

Pedagogy is the act of teaching. In the past, the instructors made use of
traditional methods in imparting knowledge and understanding to the students in
terms of lesson plans and academic concepts. But with the advent of
technologies, they are making use of technologies and other modern and
innovative methods in facilitating learning. Apart from utilization of
technologies, the instructors are making use of modern, scientific and
innovative methods in facilitating learning. Therefore, it is well-understood,
when the utilization of these methods prove to be advantageous and meaningful
to the students and facilitate the achievement of academic goals, the individuals
are able to understand the importance of pedagogy.

Consideration needs to be given to the voice of the students, especially when

any improvements and changes are to be brought about in learning and in
system of education. The performance and conduct of the teachers is regarded
to be of utmost significance in understanding the meaning and significance of
pedagogy, achieving academic goals and in up-grading the overall system of
education. Thinking in terms of long-term and short-term learning outcomes
renders an important contribution in highlighting the meaning and significance
of pedagogy. Focus upon scaffolding the learning of the students is essential in
leading to enrichment of pedagogical practices. Scaffolds are transitional in two
senses, i.e. they support a developmental change in the learner and they also
change themselves in that as the learner develops a higher level of
understanding. Taking into account academic goals and enrichment of the
overall system of education is another factor that not only facilitates in
recognizing the meaning and significance of pedagogy but also information in
terms of the ways of bringing about improvements in the pedagogical methods.

Memes have the potential to provide a new approach for instruction at all levels
of education as they can appeal to different styles of learners while also
increasing engagement with course content. This may be achieved by utilizing
the mnemonic nature and the social entertainment of the meme formats to
further engage and reinforce complex concepts. The integration of the education
system, the Internet, and the media gave birth to new ways of information
interaction between people. As the main element of images and visual culture in
this era, memes are rapidly spreading in the network sphere, relying on the
currently used media platforms. Memes can influence the effectiveness of
student learning in an era of distance learning as the current one; therefore, the
study of memes is of great practical importance in the educational process.
Communicating most of 2020 on the World Wide Web during the regime of
self-isolation and distance learning, many students, intensified the process of
creating memes on burning topics, responding to all changes in the educational
process. To increase the attractiveness and credibility of student learning, it
must be inseparable from fully understanding and using the “new favorites” of
the time and applying them to education and learning. This is not only a
direction that needs to be explored for the development of education itself, but
also an inevitable attempt to match the psychology of students.

Meme is a new educational tool that provides more extensive materials for
communication between teachers and students. Since the textual representation
of the content of education is more formal and serious, teachers will inevitably
appear constrained and alienated in the process of knowledge transfer and
learning. Through visual representation, students ‘ visual perception organs are
mobilized to create a strong emotional vibration. As for specific educational
content, the meme uses its own display of symbolic meaning and emotional
substitution, thereby creating opportunities for aspiring teachers and students to
participate in student learning. Thus, the display and transmission of educational
content using emoticons is more emotional and vivid than simple text
expressions. This can stimulate the enthusiasm and initiative of college students
to participate in educational exchanges, and can also reduce the alienation of
personality between educators and students to enhance the emotions between
the two parties, thereby effectively connecting them. This can activate and
mobilize the enthusiasm and initiative of students to participate in the
educational process. Innovative expression of educational content will
inevitably attract the attention of students.

One of the aims of education is to prepare students through discovery.

Providing opportunities to practice being analytical thinkers can allow students
to analyze the way of reasoning of others and test other’s logic. (Joseph, 2019)
Therefore, it is necessary to adapt education to how learners learn, given the
context of how knowledge is processed and consumed by each generation.
(Brown, 2020) Moreover, as a subject corresponds to what students want to do,
interaction deepens as they willingly spend time in meaningful ways of
thinking, dialoging, and generating ideas. (McCarthy, 2014). Quality Matters
(2018) noted on their article entitled Use Humor to Improve Student Learning,
with students, memes are very popular, making them a very relatable and
engaging tool. And since memes are amusing, learners can not even know they
are learning. When making memes, students use both Imaginative and critical-
thinking abilities. Since they mostly deal with current events or social problems,
memes may also spark complex conversations. Plus, in the end, students
develop technology skills. . Many studies used memes as a pedagogical tool;
each one of them focused on a different educational purpose. In general, they
wanted to increase motivation and foster critical thinking, but they all have
positive results for the students.

In this day and age, teaching needs to be innovative in order to be more

effective. While teachers are constantly looking for resources to make their
lectures interactive and engaging, memes could be one of the pedagogical tools
that a teacher needs to make the students more interested in classroom learning.
Since memes are funny and informative, they can be used in a plethora of ways
by the teacher. For example, they can act as icebreakers between students and
teachers. They can also be used for setting the classroom rules, introducing a
topic, learning new vocabulary, or emphasizing a syntactic structure or sentence
ambiguity. Students can also create memes as a way to review the material.
Memes could be a significant pedagogical tool for teaching the students of the
twenty first century. Prensky (2001) coined the terms of “Digital Natives” and
“Digital Immigrants” in reference to the variant degrees of relationship between
individuals and technology. “Since our students are “Digital Natives”,
incorporating memes, and other technologies, could reduce the affective filters
(Krashen, 1982) and increase students motivation and interest in learning. For
our students, the digital natives, memes will have an attractive rule in their
language learning. As such, it is assumed that since memes embody longevity
and fecundity traits, it will be easier to be applied into classroom that is fully
loaded by “Digital Natives”. Memes could be a great educational device for
teachers and students alike to promote pedagogy and humor. In other words,
memes can be taken seriously!.

One of the main challenges of contemporary education, at any level, is to

promote practices that allow students active participation in activities of the
digital culture (Souza, 2019). Technology has become a crucial tool to be used
in class when accompanied by goals and purposes. Its use has demonstrated
advantages for the teachers who lead with the 21-century student and other
generations. Some examples are the increase in motivation and participation.

Learning Style Inventory

An important aspect of communication is an understanding between the Student

and the Field Instructor about learning styles. Most teachers adopt a style of
teaching which matches their own learning style, but which may be different
than that of the Student’s. Many misunderstandings can be avoided if both the
Student and Field Instructor take the time to complete the Learning Style
Inventory. Not only can misunderstandings be avoided, but also through
awareness of your own learning style an expansion of both learning and
teaching styles may take place. This is important since one of the roles of the
social worker is to educate, and our clients and colleagues will have a variety of
learning styles that we need to understand.

The Learning Style Inventory is derived from an experiential theory and model
of learning developed by Kolb (1984) and based on the seminal contributions of
John Dewey, Kurt Lewin & Jean Piaget. It is a practical self-assessment
instrument that can help us assess our unique learning styles, and has the
advantage of only taking 30-45 minutes to complete. It tells us our preferred
approach .

Kolb (1984) describes the characteristics of each style based on both research
and clinical observation:

Convergent -- The convergent learning style relies primarily on the dominant

learning abilities of abstract conceptualization and active experimentation. The
greatest strength of this approach lies in problem solving, decision-making, and
the practical application of ideas. The style works best in situations where there
is a single correct answer or solution to a question or problem. The style
suggests a preference for task accomplishment or productivity rather than for
more socio-emotional experiences.

Divergent -- The divergent learning style has the opposite learning strengths
from the convergent. It emphasizes concrete experience and reflective
observation. Its greatest strength lies in imaginative ability and awareness of
meaning and values. The primary adaptive ability of divergence is to view
concrete situations from many perspectives and to organize many relationships
into a meaningful "gestalt." The emphasis in this orientation is on adaptation by
observation rather than action. It is called divergent because it works best in
situations that call for generation of alternative ideas and implications, such as a
"brainstorming" idea session. The style suggests a preference for socio-
emotional experiences over task accomplishment.

Assimilative -- In assimilation, the dominant learning abilities are abstract

conceptualization and reflective observation. The greatest strength of this
orientation lies in inductive reasoning and the ability to create theoretical
models, in assimilating disparate observations into an integrated explanation. As
in convergence, this orientation is focused less on socio-emotional interactions
and more on ideas and abstract concepts. Ideas are valued more for being
logically sound and precise than for their practical values. It is more important
that the theory be logically sound and precise.
Accommodative -- The accommodative learning style has the opposite strengths
from assimilation, emphasizing concrete experience and active experimentation.
The greatest strength of this orientation lies in doing things, in carrying out
plans and tasks and getting involved in new experiences. The adaptive emphasis
of this orientation is on opportunity seeking, risk taking and action. This style is
called accommodative because it is best suited for those situations where one
must adapt oneself to changing immediate circumstances. In situations where
the theory or plans do not fit the facts, those with an accommodative style will
most likely discard the plan or theory.

Although each of us may have a dominant learning style it is important to

remember that a learning style describes how we learn, not how well we learn.
No particular style is intrinsically better or worse than another -- only different.
Understanding the commonalties and differences between your learning style
and those you are working with may be useful in communicating more
effectively. It can also give you an idea of your strengths and where you can
grow.