Oh, nice example. I wonder if repackaging a viral content of '<meme>' as a conversational cartoon, 'A: "<meme>!" B: "LOL!"', might increase the likelihood of

Oh, nice example. I wonder if repackaging a viral content of '<meme>' as a conversational cartoon, 'A: "<meme>!" B: "LOL!"', might increase the likelihood of it being spoken? Perhaps yielding viral content spread, with oral storytelling leaves. Or maybe even A: "<idea>" B: "Neat! <question>?" A: "<answer>" to scaffold further conversation and thought? There's a common professorial comment, that they didn't really understanding some topic, until after preparing for, and teaching it. So the exploratory question is, how might 'preparing for, and teaching it' be made a greater part of the science education content and outreach experience. For the additional motivation of sharing the knowledge with others. And for the incentive towards clearer, more integrated understanding - eg, to be able to answer non-toy real-people questions.