Many professors on campus are already using YouTube in the classroom because of the ease of use and the sheer number of videos available. So I thought I would highlight some tips and share supplemental activites for faculty using YouTube in their courses.
1. Encourage your students to dig deeper.
After showing a video in class, ask your students to create their own YouTube playlist with other quality videos relevant to the topic introduced. This option will require students to learn more about the topic and/or concept by asking students to review more related material. This might even help the students become fact checkers. There may be hundreds of videos on the Occupy Wallstreet movement, but are they bias? The students will need to filter the content and only choose the few that are the best representation.
2. Experiment with low-stakes testing.
After the students watch the video, ask them to take a 10-15 question quiz relating to the topic. You can use the College’s Google Survey tool to help you create a survey with ease. If you’re already using OAKS to post the video link, you can add or embed the survey in the same module for easy navigation. The low-stakes testing will help you and the students identify areas of weaknesses.
3. Add annotations to your videos.
If you are using YouTube to upload your own videos, take advantage of the annotation features. This allows you to add comments, notes, and spotlights. Watch this quick video about the features at http://youtu.be/UxnopxbOdic. This can help reach your learner in a variety of ways and help highlight important information.
4. Encourage your students to publish!
If you’re requiring your students to create a video for a cumulative project, encourage them to publish the video to YouTube. Rather than having an audience of 30 students, they can have a much bigger community that can view their videos. And they can access the videos after college. (Please be respectful of privacy concerns).
5. Take advantage of YouTube’s brevity.
Terry Heick, the Contributing Editor for Edudemic, suggests “killing the unit. ”While there are feature-length films available, the sweet spot of YouTube lies in quick bursts of videos that allow users to continue self-actuating their own experience.” He challenges teachers to “move to persistent, streaming ‘lessons.’ Leverage the mini-lesson. Use project and mini-projects. Encourage intellectual stamina and endurance not through duration, but anchoring themes and projects that persist.”
Do you integrate other activities or want to share tips for using YouTube? We’d love to hear them! Please use the comment feature below to add to the discussion! You can more find ideas at http://edudemic.com/2011/12/how-to-youtube-your-classroom/.