YouTube as a Learning Resource

GRIFFITH UNIVERSITY

YouTube as a Learning Resource 7131EDN Assignment 1 Adrian Chong 4/17/2017

This document contains eight pages including the cover page

Name: Adrian Chong

Course: 7131EDN

Introduction to YouTube as a Learning Resource Digital literacy among the youth and the culture surrounding this digital age has enabled its participants to easily create and use new media to convey knowledge and learning experiences in ways that were not possible with traditional media such as text, speech and static pictures. In the context of tertiary learning, there have been studies which demonstrate students’ readiness to engage such learning within a guided curriculum. This pedagogical approach has unlocked a greater participatory element in students’ learning by allowing them to delve deeper into topic reflection, and express their findings through new media platforms like YouTube. Through this approach, observations have been made about students’ learning using this resource. The main question that is addressed in this review of related literature is the extent to which learning objectives and outcomes can be achieved through creating YouTube videos as part of an instructional course. These key ideas and the questions arising from it are of keen interest as YouTube is a learning tool with great potential in engaging students by way of being meaningfully invested in. This aspect of digital culture is chosen as this reviewer has taught introductory computing students utilizing this method, with mixed results of success, and is thus interested in how other educators and scholars have address this approach.

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Name: Adrian Chong

Course: 7131EDN

A YouTube Approach to Learning The starting point of discussion to consider is in the compatibility of YouTube’s goals with learning in general. Antonio and Tuffley (2015) have described YouTube as disruptive technology that is changing the behaviour of students in the way they interact with their environment. These authors have noted the shift in pedagogical trends where instructors not just refer to YouTube videos as supplementary content, but in some circumstances as the main authoritative source, as stated by Khan (2011) in his TED lecture. Antonio and Tuffley also contend that as long as students and instructors are digitally literate and adaptable to the approach, they are able to access thousands of educational content which can be of much inspiration particularly for students to create their own videos. They argue that this has resulted in combined instructional approaches of the flipped classroom model with reflective learning from student-created YouTube video assessments. Pappas (2015) shares his thoughts on why instructors should strongly consider integrating YouTube as part of student learning, as it allows instructors to construct learning in a flexible way that engages students. He notes that as long interaction is tailored in a way that appeals to students, with the learning goals and objectives in mind, the social interactive nature of YouTube in initiating classroom discussions can open up greater opportunities for further learning beyond the classroom and curriculum. Wesch (2011) solidifies this idea by drawing attention to Burgess and Green’s (2009) bottom-up creativity aspect of YouTube as the platform allows participants to explore their own identity and expression through this dynamic “mediascape”, kick-starting dialogues with other interested or invested participants who share a sense of meaning through the videos, and possibly encourage further discussion via comments. Robin (2008) opines that creating videos also helps develop 21st Century Literacy skills which consist of digital literacy, global literacy, technology literacy, visual literacy and information literacy. The one skill that stands out as being unique to YouTube compared to other forms of literacy is visual literacy, which is further emphasized by Skiba (2007) as being an important skill to learn in “conveying information and knowledge”. Due to its creative potential to draw students into deep reflection and enable a personalized element within it, YouTube has been labelled by some authors as a digital story telling tool (Robin, 2008) in achieving certain learning objectives and goals. Sadik (2008) solidifies this view that student created stories encourages them to reflect deeper about meaning, society and the environment, and personalized their experiences in relation to the topic, instead of merely regurgitating facts from a textbook.

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Name: Adrian Chong

Course: 7131EDN

Macro and Micro Level Studies on YouTube in Education When considering the kind of setting or environment which would be conducive to support learning through digital storytelling, one needs to consider views from both a macro and micro level. There was a major study conducted in the U.S. covering the efficacy of computer software use in improving students’ scores in reading and math (U.S. Department of Education, 2007) which appeared flawed according to observers. Mary Ann Wolf, executive director of the State Educational Technology Directors Association, best sums this up by highlighting that “strong leadership is needed to encourage the correct use of technology, provide support throughout, and systemically integrate the use of technology for instruction”. She adds that “integrating technology is much, much more than putting a piece of software into a classroom”, as quoted from “ED study slams software efficacy” in the May 2007 issue of eSchool News (Robin, 2008). This infers that institutional and governmental policies play a crucial role in determining the extent, context and suitability of technology in supporting the learning needs of students. In contrast to this flawed study from a macro level, one study on a micro level reveals greater evidence of success compared to wide reaching studies across many schools. This study by Sadik (2008) argues four points:1. Professional development of teachers to upgrade their skills and reshape behaviours in conducting courses with effective technology integration are vital to provide them with a compatible philosophy and perspective in approaching and utilizing suitable technologically supportive pedagogy; 2. Teachers should consider how they can help create conducive environments for students to learn how to use digital storytelling tools and for problem-solving effectively; 3. Teachers should encourage deeper reflective learning among students by the development of digital stories as part of an ongoing e-portfolio; and 4. Developing scoring rubrics that consider six traits (Moskal, 2003), some of which consists of criteria that are observable and clearly linked with task requirements and objectives; and clear rubrics which are fair and free from bias. In another micro study conducted by Chtouki et al. (2012), they observed a test and control group of non-computing background computing students and found that students’ interest and performance on a difficult topic (networking) in Computer Science, despite little practical activity in the subject, did marginally improve with the use of YouTube in explaining concepts. This did not however, replace instructors’ explanation nor the requirements of recommended reading from textbooks, as the study concluded that face-to-face guidance and recommended reading is still necessary in this particular context, and YouTube had merely supported the learning by simplifying the content into video format.

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Name: Adrian Chong

Course: 7131EDN

Adopting YouTube as a Learning Tool Given the great learning potential YouTube has in active learning, one would then ask about the utilization rate for academic teaching purposes. Moran et al. (2011) reports that YouTube and other online video sites were widely used by teaching faculty as part of a blended learning approach. However, there were some concerns or barriers to adoption for faculty members, where 80% of respondents from a sample study of 1,920 teaching faculty members from all disciplines were concerned about the integrity of student submissions as a high barrier; while over 70% were worried about a lack of privacy in the use of social media. These concerns were further echoed by Burke and Snyder (2008) with regards to ensuring greater enforcement and judgement towards integrity and security of the content within student created videos. Despite these concerns, Moran et al. (2011) insists the usage patterns of online video sites matches the participants’ view that YouTube and similar sites hold the greatest potential in blended learning environments. To strengthen the view of consumption “all good things in moderation”, a broader empirical research by Jones and Shao (2011) that extends to several countries found that students prefer more moderate use of ICT; that there is no consistent demand for changes to existing teaching pedagogy; and that young students do not express consistent demands that conform within a “NetGeneration of Digital Natives”, that necessitates government agencies to push for ICT pedagogical changes to university structures.

Humanizing Classroom Learning Given the majority of findings in support of using YouTube as part of a digital storytelling and blended learning approach to achieving learning goals and outcomes, there are a number of influential thinkers who articulate this trend in what other ways than through YouTube itself. Michael Wesch (2007) is one such proponent who asserts that the behaviours of modern day students in traditional lecture halls demonstrate the incompatibility in engaging them effectively. His YouTube video which was created with help from his students show their honest thoughts on traditional lectures, lessons and assessment, concerns on their work readiness and future job prospects in light of traditional pedagogy, and the value and applicability of what is learned in the course. Another insightful video is that of Judy Willis’ (2011) Science of Learning, in which she explains that subtle tweaks to pedagogy can inspire voluntary change in behaviour and mind set, by removing stress (and the resulting boredom) and encourage participation. The neurologist turned educator encourages using what she calls 21st century approaches to pedagogy by emphasizing the development of executive functions for problem solving, more than regurgitating facts; and engaging students’ visual and auditory senses to capture curiosity and focus attention. Another influential educator is Salman Khan, who in his TED Talk video explains automated video tutorials afforded students their own time, pace and comfortable environment to replay and review the teaching on the video, compared to face-to-face interaction, which can be bothersome for some. He also advocates the “Flipped Class” model of reviewing individual homework problems in class while viewing the YouTube lesson as part of homework. This way he proposes that class sessions 4|Page

Name: Adrian Chong

Course: 7131EDN

become more humanized with teacher intervention into specific problem-solving. He also accidentally found through his experimentation with YouTube learning videos that it has helped autistic children better understand calculus concepts for example, and that it overall contributes social value of more engaged learning through YouTube.

The Evolution of YouTube as a Resource for Learning YouTube has become one of the modern means to achieve meaningful learning in the world we live in than through traditional methods such as print medium and lectures. As a teaching resource, there is a dedicated channel for education called YouTube EDU, which is an academically driven learning and reference resource for different categories of learners. It contains valuable and credible content from laureates and professors from elite universities such as Harvard, MIT, Yale and Stanford; as well as talks by business and political leaders. Now other platforms such as TED.com are superseding YouTube EDU as an inspired learning platform. The above trend is also reflected in the conceptual shift of focus from faculty-based studies to comparative studies to take advantage of students’ respective interests and strengths in various fields (Jenkins, 2007). An example is MIT’s Media Studies faculty’s evolution to the Comparative Media Studies faculty in response to blurring lines in the educational landscapes. Hence the shift to “YouNiversity”, which is the move away from class-based learning towards social networked learning from entrepreneurs, social-preneurs and other global experts from all fields.

Conclusions and Directions Moving Forward The above review has broken down the benefits of student engagement in creating YouTube videos, and can be summarized by the following three points: -

YouTube creation exercises have the ability to foster self-awareness through self-reflection (Scobie, 2011); The medium allows students uninhibited expression through self-monologue via the selfcreated videos (Scobie, 2011); and The creative and reflective process gives exposure to developing general insights, and problem-solving, digital literacy and tech-savvy skills (Burke and Snyder, 2008)

While there is much evidence of the benefits of integrating YouTube videos are part of learning exercises, there are still challenges for tertiary institutions, particularly in leveraging technology in delivering quality teaching through new media platforms. Crucially while they adopt the technologies, they still have to find ways to tap into the curiosity of students through the mentoring of experienced instructors. (Antonio and Tuffley, 2015). These education hacks in the 21st century presents a great opportunity not only to instruct students within the course, but to contribute to the volume of educational videos that are being uploaded to YouTube daily. Existing literature on this topic has not identified any single framework that works best, and any chosen method would need modifications to adapt to the digital storytelling needs of the students 5|Page

Name: Adrian Chong

Course: 7131EDN

and course. One such example considered by Robin (2008) which can be a base for adoption and modification is the Technological Pedagogical Content Knowledge, which is extensively described by Mishra and Koehler (as cited in Robin, 2008). While most focus is on methodology, Muller et al. (as cited in Robin, 2008) go on to suggest more studies can be conducted on methods to drive student motivation to participate in digital storytelling as well. Perhaps the study of student motivation as a driver of technology adoption may help map out the phenomenon of students taking greater ownership of their assignments, including digital storytelling. Further studies that focus on the importance of higher order thinking skills (rather than test scores) must not be left out, and may be more impactful (Robin, 2008) in establishing a justification towards a more blended learning approach, if not a complete flipped classroom model. Apart from the focus on the executive thinking functions, Sadik (2008) also suggests deeper studies into overcoming obstacles in teaching subjects such as maths and science using digital storytelling technology should be explored. She suggests that better methods can be developed which utilizes technology integration to humanize teaching certain science subject or to make teaching math more elegant. Adding all the above suggestions to the collective research topics on YouTube in education, while not exhaustive, helps point academia to the future with hopes of establishing more humanizing ways of approaching learning in the 21st century with the use of technology. That the focus has now shifted towards the students as consumers of learning, tertiary institutions, governments and instructors too have to evolve in order to remain relevant themselves, in the changing landscapes of education and lifelong learning.

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Name: Adrian Chong

Course: 7131EDN

References Antonio A. & Tuffley D. (2015). YouTube a valuable educational tool, not just cat videos. Retrieved from http://theconversation.com/youtube-a-valuable-educational-tool-not-just-cat-videos-34863 Borland, J. (2007). A smarter web. Technology http://www.technologyreview.com/Infotech/18306/

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Burke, S. C., & Snyder, S. L. (2008). YouTube: An Innovative Learning Resource for College Health Education Courses. International Electronic Journal of Health Education, 11, 39-46. Chtouki, Y., Harroud, H., Khalidi, M., & Bennani, S. (2012, 21-23 June 2012). The impact of YouTube videos on the student's learning. Paper presented at the 2012 International Conference on Information Technology Based Higher Education and Training (ITHET). Jenkins, H. (2007, 2007/02/16/). From YouTube to YouNiversity. The Chronicle of Higher Education, 53. Jones C. & Shao, B. (2011). The net generation and digital natives: implications for higher education. Retrieved from http://files.eric.ed.gov/fulltext/ED535130.pdf Khan, S [Sal Khan]. (2011, March). Let’s use video to reinvent education. [Video File]. Retrieved from https://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education#t-1207830 Moran M., Seaman J. & Tinti-Kane H. (2011). Teaching, Learning, and Sharing: How Today’s Higher Education Faculty Use Social Media. Retrieved from http://files.eric.ed.gov/fulltext/ED535130.pdf Pappas, C. (2015). 8 Important Reasons Why YouTube Should Be Part Of Your eLearning Course. Retrieved from https://elearningindustry.com/8importantreasonsyoutubepartelearningcourse Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220-228. doi:10.1080/00405840802153916 Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506. doi:10.1007/s11423-008-9091-8 Scobie, W. (2011). An Anthropological Introduction to YouTube by Michael Wesch. American Anthropologist, 113(4), 661-662. doi:10.1111/j.1548-1433.2011.01386.x Skiba, D. J. (2007). Nursing Education 2.0: YouTube(TM). Nursing Education Perspectives. 28(2) Retrieved from http://ovidsp.tx.ovid.com/ Wesch, M [Michael Wesch]. (2007, October 12). A Vision of Students Today. [Video File]. Retrieved from https://youtu.be/dGCJ46vyR9o Willis, J [Edutopia]. (2011, June 21). Big Thinkers: Judy Willis on the Science of Learning. [Video File]. Retrieved from https://youtu.be/J6FqAiAbUFs

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