MEME: Motivating Engagement using Meme Examples

Sarah-Elizabeth Byosiere*, Emily-Jayne Blackwell, Miriam Gordon, Beth Ventura

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

As younger generations enter the classroom, educators can develop (or adapt) assignments that engage students’ technological skill sets (Scardina 2017, Mendez-Reguera and Cabrera 2020). One example of this is the use of a meme assignment (Wells 2018, Paul 2020, Mendez-Reguera and Cabrera 2020).

The assignments presented in this article bring together the perspectives of four animal behavior instructors, each of whom designed and implemented a meme assignment within their virtual classrooms in 2020. The instructors used Twitter as a means to engage with one another and obtain tips and suggestions for their respective meme assignment instructions. While each course varied in terms of course content, the meme assignment satisfied specific learning objectives. These included: 1) understanding and synthesizing complex content, 2) identifying and distilling content into a key point, and 3) translating and communicating this content in an engaging way. Tying together these objectives into a relatively simple and quick meme assessment not only facilitated student learning but also aided instructor evaluation of material comprehension, while adding novelty and fun into the (virtual) classroom.

Below we present information regarding the type of class, the assignment instructions, the method of grading, and tools used to deliver the meme assignments. Specifically, we hope to provide clarification as to how meme assignments can be employed as well as highlight potential variations in using this assessment. We conclude by presenting our collective tips for refining the assignment as well as example student memes and feedback received.
Original languageEnglish
JournalJournal of interactive technology and pedagogy
Publication statusPublished - 31 Aug 2021

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