How can the benefits of YouTube in education be assessed?

How can the benefits of YouTube in Education be assessed?

We will focus on Youtube

Anecodotal Evidence - A Teacher's Perspective

Sources of information for analysis

Survey

Students who use YouTube to assist with their learning - A survey of EDUC 106 Thursday 5 pm tutorial group

• Anecodotal Evidence
• Survey
• Peer reviewed research

We talked with Dr Katherine Stewart, a lecturer from the Department of Education at Macquarie University about how and why she uses YouTube when presenting lectures to students. Dr Stewart says that YouTube is effective in engaging and motivating students particularly as videos often feature students similar to those in her lectures, meaning they are easy for students to relate to. Students are empowered by the fact that video subjects are not experts and that videos and the procedures they depict are not perfect. Formal student feedback suggests that students enjoy the integration of YouTube in their learning experience (K. Stewart, personal communication, 28 October, 2013).

Lee and Lehto's study

Gilroy, M. (2009) Higher education migrates to youtube and social networks. The Hispanic Outlook in higher education, pp 12-14

MILROYS STUDY

Lee, D., Y. & Lehto, M., R. (2012). User acceptance of YouTube for procedural learning: An extension of the Technology Acceptance Model. Computer and Education, 61, pp. 193-208

Desmet's Study

• • Lee and Lehto (2012) use the Technology Acceptance Model (“TAM”) to assess the benefits of YouTube in learning.
• • They argue that YouTube is particularly useful for learning procedural tasks as learners prefer demonstration to written procedure therefore YouTube expands access to preferred learning methods.
• • However, YouTube’s usefulness is limited by the users’ perceptions of:

o Affinity of preferred learning style with the resources provided by YouTube

o amount of available information, its validity and currency

o depth of information provided in a video

o ability to use YouTube

• • Youtube is a global phenomena that should be embraced

covers every topic from Maths, to science

• • top videos reaching as many as 25,000 views – “star trek tech”
• • “Any qualified teacher can contribute and absolutely anyone can learn”
• • the only disadvantage is there is no filtering system on youtube, that users have to self approve the video they are watching
• • seen as inevitable and if the institutions or school don’t embrace social media sites such as youtube, then the student body will create a site for them, potentially portraying the school in a negative or undesired way
• • some critics claim that youtube and social medias are a fad and too easily “out of fashion” just like the telecourses that where available and were to revolutionize learning in the 1970’s
• the highest group of users of Youtube is the age category of 16-35 which is during this pivotal time of high school and tertiary education

• “Youtube can help students better appreciate literary details in Shakespeare and learn more about the cultural and aesthetic value of imitation, parody and irony”.
• It is an easy site to navigate and search for videos. You can subscribe to different channels and see related videos.
• Models the peer review process that students often have to take part in.
• Perfect for introducing key concepts in Shakespearean plays.
• Short videos allow flexible use in the classroom.
• Youtube assists in the interpretation of the Shakespearean plots and language through visual translation.

“Teaching Shakespeare with Youtube”, Christy Desmet (2009)

Lichter's Report

Dreon, Kerper and Landis

Lichter, Joseph. (2012). Using YouTube as a Platform for Teaching and Learning Solubility Rules. Journal of Chemical Education. 89, p1133-1137.

• With the increase of use of electronic devices in day-to-day life, many educators felt they had difficulty in creating effective learning environments with traditional teaching methods.
• In this case study, YouTube was introduced for ease of access and a different, more entertaining, learning method.
• In one out of 2 classes, students had the option of creating a video assignment on the solubility rules in Chemistry.
• Results were as shown:
• In exam:
• Students in class with assignment got on average 66.9% correct on that question for the exam
• Students without got 48.3% correct
• Creators of video:
• Those who had made a video on average scored 81.3% in that question
• Those who did not, but in the same class, scored 61.7%
• Previous averages for a similar question was ~52%
• Students agreed that using YouTube in learning made learning more enjoyable and easier.
• These results show that the value of using YouTube in learning is the peer-to-peer instruction

CONCLUSION

Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital Storytelling: A Tool for Teaching and Learning in the YouTube Generation. Middle School Journal, 4-9.

Digital storytelling: A tool for Teaching and Learning in the YouTube Generation:

• "How we speak to our students is as important as what we say."

• YouTube is a culturally and socially relevant form of providing and accessing information
• Naïve of teachers to ignore the multitude of social media that students are involved with.
• University courses specifically for teaching future teachers how to incorporate technology and digital storytelling into classrooms.
• •My Binkley's instructional math videos.
• Incorporating the mechanics of video editing, the techniques of modern storytelling, and the integration of the content and the medium.
• Privately accessible benefits struggling students without social or peer labels.
• • Issues of accessibility.

In conclusion it is evident to see that Youtube has been determined by most scholars as a useful and resourceful tool in education. It is also accepted by its own limitations but is regarded as a helpful addition to learning with positive impacts on primarily student attention and focus.

http://www.youtube.com/watch?v= NegRGfGYOwQ

Lichter, Joseph. (2012). Using YouTube as a Platform for Teaching and Learning Solubility Rules. Journal of Chemical Education. 89, p1133-1137.

Reference list

Gilroy, M. (2009) Higher education migrates to youtube and social networks. The Hispanic Outlook in higher education, pp 12-14

“Teaching Shakespeare with Youtube”, Christy Desmet (2009)

Lee, D., Y. & Lehto, M., R. (2012). User acceptance of YouTube for procedural learning: An extension of the Technology Acceptance Model. Computer and Education, 61, pp. 193-208

Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital Storytelling: A Tool for Teaching and Learning in the YouTube Generation. Middle School Journal, 4-9.

http://www.youtube.com/watch?v=7YbOvpnKLy 0

Thanks for watching :)