Abstract
Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential gains in student engagement and learning. Current research reports effectiveness of using humour for teaching but less on practical guidance for educators in how to professionally develop this. This paper is a critical autobiographic narrative about the experience of developing short comedy videos for teaching concepts that students commonly struggle with in an undergraduate methods of research course. Insights for practice include a seven-step method and critical reflection for educators interested in developing skills and networks for disrupting traditional teaching methods to create targeted humorous videos for specific concepts in their courses.
Published Version
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