YouTube and the Classroom

Peter Drucker, author of Managing the near future observed: “We live in a very turbulent time, not because there is so much change, but because it moves in so many different directions. ” (Drucker, 1993) Effective college and university instructors have to be ableto recognize and run with opportunity to learn, and to constantly refresh the knowledge base. ” The difficulty of rapidly changing teaching technology makes it a critical objectives for professionals to learn about the latest tools to enhance presentations in the classroom. YouTube has proven in the last two year to become an emerging technology withstrong potential for enhancing classroom discussions, lectures and presentations.

The following paper discusses a brief history of YouTube, the impact associated with YouTube ontoday’s public speaking audience, as well as the use of YouTube to enhance public speaking curriculum. As part of the research 77 undergraduate students taking the introductoryspeech course at Daytona Beach College (DeLand, Florida campus) were surveyed about the use of YouTube technology in the classroom.


YouTube, the latest gift/threat, is a free video-sharing Web site that has rapidly become a wildly popular way to upload, share, see and comment onvideo clips. Exceeding 100 million viewings a day and much more than 65, 000 videos published daily, the Web portal provides educators with a growing amount if visual information share with a classroom full of young multimedia enthusiasts. (Dyck, 2007) Based in San Mateo, YouTube is a small privately-funded company. The company started by Chad Hurley and Steven Chen. The company raised over $11 million of funding from Sequoia

Capital, the firm who also provided initial venture capital for Search engines, The founders initially had a contest inviting the posting of video clips. The contest got the attention of the masses and Google, Inc. Within October 2006, Google acquired the company for 1 . 65 billion in Google stock.

Since spring of 06\, YouTube has come to hold the leading position in online video with 29% of the U. S. multimedia entertainment market. YouTube videos account for 60 per cent of all videos watched online… The site specializes in short, typically two minute, homemade, comic videos created by customers. YouTube serves as a quick entertainment break or viewers with broadband pc connections at work or home. (Reuters, 2006)

In June (2006), second . 5 billion videos were watched on YouTube. More than 65, 000 videos are now uploaded daily to YouTube. YouTube boasts nearly 20 million unique users per month, according to Nielsen/NetRatings. (Reuters, 2006) Robert Hinderliter, Kansas State University developed an interesting video clip history of YouTube. com. The portion can be found on the YouTube. com internet site.

Impact of YouTube in the class room

“The growing adoption of broadband combined with a dramatic push simply by content providers to promote online movie has helped to pave the way for mainstream audiences to embrace online video viewing. The majority of mature internet users in the United States (57%) report watching or downloading some type of online movie content and 19% do so on a typical day. (Madden, 2007). Daytona Beach College students surveyed indicated that the majority of the students watch video clips on a weekly basis. College trainers can capitalize on the surge within viewing online videos byincorporating their use within the classroom.

Communication research upon using visuals as an enhancement to presentations is supported by earlier researchers including Aristotle. “Although ancient orators weren’t aware of our presently research on picture memory, they did know the importance of vividness. They knew that audiences were more prone to pay attention to and be persuaded by visible images painted by the speaker. In his Rhetoric (Book III, Chapters 10-11) Aristotle describes the importance of words and graphic metaphors that should “set the particular scene before our eyes. ” He defines graphic as “making your hearers see things. ” (Hamilton, 2006)

“Today’s audiences anticipate presentations to be visually augmented, whether or not they are communicated in the guise of a lecture, a business report, or an open public speech. What’s more, today’s audience expects the speaker to visually boost such presentations with a level of elegance unheard of even 10 years ago. ” (Bryden, 2008)

The use of visuals increases persuasive impact. For example , an University or college of Minnesota study found that will using visuals increases persuasiveness simply by 43 percent (Simons, 1998). Modern-day audiences are accustomed to multimedia occasions that bombard the senses. They frequently assume that any formal presentation must be accompanied by some visual element… Presenters who used visual aids had been also perceived as being more expert, better prepared, and more interesting than patients who didn’t use visual aids. One of the easiest ways you can help make certain the success of a speech is to get ready interesting and powerful visual helps. Unfortunately, many speakers either don’t use visual aids or use types that are overcrowded, outdated or difficult to understand. (Ober, 2006)

“The saying “A picture is worth a thousand words” is usually true.
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A look at right brain/left brain theory explains why visuals speed listener comprehension. While the left hemisphere of the brain specializes in conditional processing, the right hemisphere specializes in simultaneous processing of information and pays little attention to details. Speakers who use no visual aids or only charts loaded with statistics are requesting the listeners’ left brains to undertake all the work. After a while, even a good left-brain thinker suffers from information overload, begins to make mistakes in reasoning, and manages to lose interest. In computer terminology, “the system shuts down. ” The proper brain, however can quickly grasp complex ideas presented in graphic form. ” (Hamilton, 2006)

“Most individuals process and retain information greatest when they receive it in more than one format. Research findings show that we remember only about 20 % of what we hear, but greater than 50 percent of what we see plus hear. Further we remember regarding 70 percent of what we find, hear, and actually do. Messages which are reinforced visually and otherwise in many cases are more believable than those that are simply verbalized. As the saying goes, “Seeing is believing. ” (O’Hair, 2007) The majority of students surveyed at Daytona Beach College indicated a preference for audio/visual supplements to mouth presentations.

YouTube videos can velocity comprehension and add interest. Effectively integrateing a YouTube video can assist within audience understanding and comprehension associated with topics under discussion. YouTube video clips can also improve audience memory. Conversation research findings indicate that visual images improve listener recall. YouTube videos can decrease your presentation period. An effective use of a YouTube video will help audience members to understanding complex issues and ideas. Utilizing YouTube can also add to a speaker’s credibility. Professional looking visuals can enhance any verbal presentation.

Curriculum Enhancement

“YouTube” allows users to post videos on the website for anyone to view. Most of the material quietly is entertaining or just odd, but some important videos havefound their method onto this site. YouTube is a great supply for finding video material for use in presentation or as background material… Just like Wikipedia and other sources where the articles is not screened for accuracy, the particular videos you find on YouTube are only because valid as the original source (Bryden, 2008)

All too frequently beginning speakers fail to consider the details of using video inside a speech. Simply because they have access to a means of displaying video, beginning speakers should consider the next issues:

*Cueing video segment prior to starting the presentation
*Checking room lighting, visual distance, and acoustics
*Evaluating the time it takes to introduce, show, and integrate the video segment with all the remaining content of the presentation

The value of YouTube technology for public speaking classes falls into three categories: lecture presentations, integrated use in student messages, and sample speech evaluation.

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