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To extend discussion, mention must be made about grassroots video that occurs for teaching and learning but is originally motivated outside a particular educational context. Here, teachers and learners often exchange roles as the content of a video gains value in different ways. The learning is often by design, as users intentionally publish videos for which others find an educational purpose, or seek out video for some homemade instruction. These resources are also by utilization, as users find educational purposes in videos that their creators had not planned but which serve as learning or teaching in some way (Betrus, 2008).

With this user generated material, the topics are almost endless and the users are too. Rarely attracting a homogenous group, a single grassroots video can be viewed by many different people of all ages. An important feature of this phenomenon, grassroots video involves all learners in a level playing field. The learning is available to anyone and all participants are involved in the learning together.

A clear example of this level playing field involves the use of grassroots video in the corporate world. In recent years, campaigns such as Coca-Cola and Doritos have prompted everyday participants to create video which serves corporate and consumer interests as it spurs users to participate in a new learning experience together. The campaigns prompt individual and collective learning with an opportunity to achieve advertising glory in a field where they previously knew little. Such is the power of grassroots video to gain momentum toward new learning endeavours.

This video is a 2009 contest winner about what it means to be Canadian. Notice the teaching and learning possibilities!