Week 10 YouTube, TeacherTube, and the Future of Shared Online Video

Sunday, March 18th, 2012

March 19, 2012  YouTube, TeacherTube, and the Future of Shared Online Video

Articles I Read:

Peter B. Kaughman and Jen Mohan (2009, June). Video Use and Higher Education: Options for the Future. http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf

Pew Internet and American Life Project.

Mary Madden (2009, July). The Audience for Online Video- Sharing Sites Shoots Up. Pew Internet and American Life Project. http://www.pewinternet.org/~/media//Files/Reports/2009/

The-Audience-for-Online-Video-Sharing-Sites-Shoots-Up.pdf

Mary Madden (2009, July 25). Online Video. Pew Internet & American Life Project. Pew Internet & American Life Project. http://www.pewinternet.org/~/media//Files/Reports/2007/

PIP_Online_Video_2007.pdf.pdf

Pew Internet & American Life Project

Kristen Purcell (2010, June 3). The State of Online Video. Pew Internet & American Life Project. Pew Internet & American Life Project. http://www.pewinternet.org/~/media//Files/Reports/2010/PIP-The-State-of-Online-Video.pdf

Kathleen Moore (2011, July 26). 71 Percent Report Using Video Sharing Sites

Pew Internet and American Life Project, http://pewinternet.org/Reports/2011/Video-sharing-sites/Report.aspx and http://pewinternet.org/~/media//Files/Reports/2011

/Video%20sharing%202011.pdf

Stephen Downes (2008). “Places to Go: YouTube,” Innovate: Journal of Online Education, http://innovateonline.info/pdf/vol4_issue5/Places_to_Go-__YouTube.pdf

Craig Howard and Rodney Myers (2011). Creating-annotated discussions: An asynchronous alternative, International Journal of Designs for Learning, 1(1). Available:

http://scholarworks.iu.edu/journals/index.php/ijdl/article/view/853/912

Alexandra Juhasz blog posts and video book:“I Proclaim the Stuff on YouTube to be Leprous,” Media Praxis (February 29, 2008), http://aljean.wordpress.com/2008/02/29/i-proclaim-the-stuff-of-

youtube-to-be-leprous/

“Teaching on YouTube,” OpenCulture (April 22, 2008), http://www.oculture.com/2008/04/teaching_on_youtube.html

Marc Parry (2011, Feb 20). Free ‘Video Book’ From MIT Press Challenges Limits of Scholarship, Chronicle of HE, http://chronicle.com/article/

Free-Video-Book-From/126427/

Learning from YouTube (a video book), by Alexandra Juhasz (2011), MIT Press, http://vectors.usc.edu/projects/learningfromyoutube/

Bonk, C. J. (2011). YouTube anchors and enders: The use of shared online video content as a macrocontext for learning. Asia-Pacific Collaborative Education Journal, 7(1). Available: http://www.acecjournal.org/2009/Journal_Data/Vol7No1/201103.pdf and http://www.acecjournal.org/

source:  http://www.brainlesstales.com/2011-01-27/i-phone-you-tube

I read all of the given articles this week.  I am interested in using video in the elementary classroom because it is engaging for young children.  I learned very quickly that their attention span was short and they liked to be entertained.  Thus, I only showed brief interesting clips.  Back in those days (six years ago) I used VCR tapes and DVD discs.  YouTube was only a year old when I started teaching.  Until I took Dr. Bonk’s classes, I felt similar to how Alexandra Juhasz felt about YouTube.  I didn’t trust the sources and I thought it was used mostly for amateur’s home videos.  After reading these articles, I have a better appreciation for the work that goes into YouTube.

I love the fact that YouTube is free but it still makes me nervous.  I don’t like the idea of unsavory people posting inappropriate content.  I don’t like to run across it myself and I certainly don’t like the fact that children can too.  I know there are filters for that, but they are a pain!

I also wonder how the YouTube videos get around copyright laws and privacy concerns.  It seems like it would be impossible to police it.

I guess the privacy concern is an issue because I just read in the news about the college kid who set up a camera in his dorm room to catch his gay roommate in the act.  It’s in the news all the time.  Just last week, a couple of Bloomington High School North boys were fighting on Facebook.  Then they were fighting near the parking lot of the school and the other kids were videotaping it.  One boy went to the hospital for injuries.  Sad.

I was hoping that by taking these IST courses, I would be getting ahead of the game in the use of technology in the education setting.  Yet, when I read about this generation of tech savvy students I feel myself slipping behind again.  Sigh.

I value the guest speakers we have in the class because they reinforce what we read and reflect on each week.  Having Craig Howard speak to us last Saturday was a treat.  I hope that the other instructors and professors come to realize that the forums are not engaging too.  I’m sure there are other avenues outside of Oncourse that are better.  I enjoy discussing online with the other students but when the conversations and topics are forced, they are not fun and are more like a chore.  I wonder if the students in Craig’s class responded more because of the high expectations or the novelty of using YouTube.  I wonder if they liked the new method compared to the forums.

I think that Alexandra Juhasz’s results of her YouTube course are valuable to the social aspects of online learning.  I also think that the requirement of posting videos allowed the students to use higher order thinking skills and creativity.  Her insights, the six oppositions, are a nice contribution to comparing online and traditional classrooms.

Dr. Bonk’s anchors and enders article inspired me to use this idea with exit slips.  The teacher could show a video clip in the beginning for engagement. Then the teacher could show another video clip at the end.  The students could reflect on what they watched and learned about by completing an exit slip.

New “revolutionary” technologies sometimes seem to be a reinvention of past technologies.  I’m not sure that YouTube clips are going to make that much of a difference.  They will promote creating and sharing and they are more convenient and easy to use.  But really they are no different from TV in the classroom.

I think what will be more exciting is students creating their own videos and teaching each other.  That will be a revolution!

For more information about this week, see my summary posted in the forums in Oncourse.

Adobe Premiere Elements Cool Trick #10:

Time Warp

German Words:  

gutaussehend-  good-looking

gross-  tall

klein- short

lockig- curly

glatt- straight

schon- beautiful

hasslich- ugly

gesund- healthy

duschen- take a shower

sauber- clean

source:  Babbel app

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One comment on “Week 10 YouTube, TeacherTube, and the Future of Shared Online Video

  1. Curt Bonk says:

    You read a ton here this week Kim; enough to make you a quasi-expert in the field. At least you should be able to create a talk for other teachers (and parents) on the benefits (and detriments) of shared online video for learning. Right?

    You are worried about YouTube for 1. cheating and 2. sharing reasons and for 3. potentially inappropriate content appearing. You also raise 4. quality issues again. And then there are 5. copyright and 6. privacy concerns. Then we have issues about 7. trusting the source and 8. fire wall issues. And of course conversations around them as you say 9. may be forced. Finally, 10. the kids might know more than the teacher about the availablity and use of such video technology. Seems like the deck is stacked against the benefit of YouTube and other shared online video in the classroom. You and Alexandra Juhasz both raise many concerns about using video in the classroom; albiet elementary ones like yours or college ones like hers.

    So what are the benefits?
    1. Students as producers of content. they might own it.
    2. Video is available on demand…you do not have to go to Franklin Hall or a video store and rent out a copy.
    3. Muliple people can use at the same time.
    4. Many instructional strategies can wrap around them to enhance learning; including your exit slip idea.
    5. You can float in a video at any moment and create a sense of suspence and variety in the class.
    6. Students can see visuals to go with their texts and lectures.
    7. Historical footage can situate learning in a more authentic and contextually rich environment; the context for learning is richer.
    8. Students can comment on the videos and rate or rank them. With annotation tools like Craig Howard showed us, there is much more interactivity possible for learning.
    9. Students can share points of view–what do each have as takeaways from a particular video or set of videos.
    10. Students can suggest videos, and in effect, course content.

    There are many more pros and cons. But I think overall, the learning benefits outweight the deficits. Hope you agree. And I am happy to hear that my article made an impact. As all the articles apparently did this week.

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