You Tube Strategies and Rationales
By: Rebekah Donaldson
Strategy / Rationale1st Strategy: Using YouTube for explanation and demonstration.
· Teachers using YouTube videos as a supplemental tool to enhance the content or broaden the knowledge of a concept for the students.
· Teachers using YouTube videos to show a different method or explanation of a concept.
· Students using YouTube videos for an alternate explanation of a concept whether in class or on their own.
· Students using YouTube videos to explain their own ideas of a concept. / · Based on our class summary for meaningful uses of technology, using YouTube as a helpful explanation or demonstration tool can help to support student success in learning specific content and also addresses the needs to the learner based on their preferred learning style. If students are very visually motivated, a video that demonstrates a curriculum objective may be helpful for the student to understand a particular concept. Using videos for an explanation tool can also help to enhance the learning environment by adding a different mode for learning and help to increase engagement.
· Based on the Bransford et al. article, using YouTube videos as an explanation tool can help a learner by addressing their preconceptions of a concept. By watching a video, or several videos, a learner may confirm their preconceptions or change their preconceptions because of the material they have watched. By using YouTube as a tool for explanation and demonstration, it can help to build a deeper understanding and increase a learner’s base of knowledge. The video can help to teach the subject matter in depth and in a different format above direct teaching, or other learning formats.
· By using YouTube videos to explain and demonstrate ideas it targets the Net Generation. With respect to the eight norms of the Net Generation, using YouTube videos helps to address the norm of freedom and scrutiny. Students or teachers using the videos to explain or demonstrate a concept have the freedom to search and choose whatever video, or several videos, that most makes sense to them and captures their interest. They can also build scrutinizing tactics by viewing more than one video to deem whether the information is correct, or demonstrates the topic in the best format. Scrutiny is also built into the program by showing how many views a video has, and by allowing comments from viewers who are able to express any concern that they may have with the content of a particular video.
· In addressing different learning theories, I believe that using a video for explanation or demonstration could be applied to a couple of different theories. One theory is Discovery Learning, as students can have the option to search, choose and discover a video that can reveal more about a concept that may not have been presented to them previously or was previously presented to them in a way that may not have made sense to them. They can also search among thousands of different topics that can direct their learning in a number of different ways. I also think that it can be applied to Problem Based Learning as well as watching a video on a particular topic can help solve a problem that may have been presented to them as well. For instance, a student may need help balancing equations, by using YouTube there are many demonstrations on different strategies on how to accomplish this task, which can effectively help the student to solve their problem.
· For 21st Century Skills needed for students, using YouTube would be an effective mechanism to distinguish their Information, Media and Technology skills by improving their Information Literacy by being able to use, find and manage new information, and analyze the information that has been given to them. YouTube can be used to enhance their information scrutiny skills and help them to build more new knowledge. The new knowledge can also be applied to the Core Subjects and Content Theme as students need to have a foundational knowledge on different concepts in order to be successful in the 21st century world, and using videos can help to build that knowledge.
2nd Strategy: Using YouTube as a communication tool
· Teachers using YouTube videos/podcasts for communication of ideas with their students.
· Teachers using YouTube videos for a flipped classroom purpose. Teachers “teach” the main ideas of the concept through video that the students watch on their own time and in class they do “work” related to the concept.
· Students using video to communicate and demonstrate concepts learned to the teacher.
· Students using video to communicate ideas learned to a wider peer audience (possibly the world). / · YouTube is a meaningful use of technology because of its uses as a communication tool. Again, using this technology has provided the option for teachers to communicate their ideas to students in a meaningful manner to students. The ability for teachers and students to use this communication tool enhances the content, engages students and provides for the needs of the learner. Because it enables students to communicate in a format that is appealing for them, I believe that using YouTube can support and enhance student success.
· Using YouTube as a communication tool can help students (and teachers alike) to organize their knowledge in a visual, audio, and text format which supports Bransford et al. ideas on how individuals learn. The videos can also be used to help demonstrate the students’ knowledge and ideas of specific concepts, which could be used as metacognitive learning as the students are defining and demonstrating their own learning goals and achievements.
· In the Net Generation article, many of the norms fit into using YouTube as a communication tool. For instance, YouTube gives students and teachers a freedom in communication because they are free to design and create their own media for their audience to see as there are few rules in what can or cannot be posted on YouTube. They can also specifically customize how they want to demonstrate or teach their knowledge of certain concepts. For students, creating their own videos can also be done with a great deal of collaboration with peers and helps to add to the greater web community’s knowledge base as well. Also, although there are almost no rules on what can or cannot be posted on YouTube, there are some stipulations, which can help to build integrity and scrutiny into what students (or teachers) post on YouTube. For instance, if a video is not appropriate for general viewing, one can report a video due to a number of reasons, sexual content, child abuse, or infringement and copyright issues. This helps students to be aware of what they are watching and to be wary of what they may be posting as it could lead to serious and legal issues.
· The learning theories that using YouTube as a communication tool could be applied are Problem Based Learning and Social Learning. YouTube can be used as a forum for students and teachers to communication to others how they’ve solved different real world problems (or those presented in class) and propose new problems that may need addressing. Due to the larger world having access to these ideas, it may open up a wider discussion and generate more ideas on how to solve an issue. As this is an appropriate communication tool, it can be applied to the social learning theory as YouTube is a social community by which people can learn through observation and imitation from others within the community (whether the community be on a small classroom scale, or worldwide).
· Based on Kay’s 21st Century skills, this most relates to students using YouTube for communication in Learning and Innovation Skills under Creative Thinking, and Communication and Collaboration. In order for students to use YouTube as a communication tool they must think creatively on how to produce an innovative and ultimately effective video that will adequately demonstrate their knowledge or skill. They also must be able to work with others to have this accomplished or rely on others within the diverse online environment of YouTube. They also must communicate properly to articulate their thoughts appropriately and for the video to be meaningful to others.
3rd Strategy: YouTube for engagement
· Many interesting things are placed on YouTube, teachers and students alike can use YouTube videos for capturing an audience regarding a concept or idea.
· Many people enjoy making videos and watching videos and this can be used to engage students in what they are learning by asking them to creatively capture their learning through making a video.
· Can help to engage students who prefer to learn by visual or audio means. / · According to our class discussion on meaningful uses of technology, students will have more success in learning if they are actively engaged and in control of their learning. Therefore, using a simple YouTube video to engage a student before or after learning a concept can help the student have more success in learning a specific concept because now they are interested.
· Based on Bransford et al’s article, engagement helps to build some initial understanding of a concept and can help to fuel further study or work on a concept. YouTube videos can help to spark that initial interest that may help a student to continue wanting to learn about an idea.
· According to the Net Generation norms, students want a source of entertainment which can help them to be engaged and can lead to learning a particular concept. YouTube can definitely be a source of entertainment, but could lead to further questions and ideas that can support the learning of a concept. Also, because YouTube is available to everyone it opens a source of freedom for students, which can also help to build engagement. They have the freedom to make choices on what they would like to make a video about, how they’re going to post it, who they’re going to share it with, all of which can build engagement in a topic.
· The learning theories that this most applies to would be the ARCS model of learning and Social Learning theory. The ARCS theory is based on four attributes needed for learners to sustain motivation: attention, relevance, confidence, and satisfaction. Attention and relevance could be revealed by using a video to demonstrate a topic (a science experiment/demo). This could capture the student’s attention by the audio or graphics used in the video, and the content could help to build relevance. Having the student create their own video could help instill confidence in knowing the concept or idea and can give them great satisfaction in producing a meaningful product. For social learning theory, students can observe others, which can build engagement, and can be collaborative which students also appreciate. They also can be engaged by finding out what others think of their video once it’s posted from comments posted from the online community as many students enjoy getting feedback from peers.
· With regards to 21st Century Skills, using YouTube for engagement can mostly apply to Information and Media Skills with Media Literacy and Learning and Innovation Skills with Creativity and Innovation. Being able to produce a meaningful video to engage an audience requires students to use the technology effectively and to use the most appropriate media tools and conventions. Students must also creatively produce a product in order to communicate with others and engage their audience. Teachers also must think of what may engage and hold the attention of their students so that they are excited about what they are learning.