YouTube was made publicly available in November, 2005.
This means that in a few short years,
YouTube and similar Web 2.0 video sites have transformed
the way in which the world creates and communicates.
When using video for instruction, remember your audience:
Here are a few economics instructional videos:
The Good...
The Bad...
And the Really Ugly...
- There are, of course, many many video sites now, for example:
- Video from TV/News sites, for example:
- How will you use video for your courses? Thinking about this will help to guide your search.
- In class, to briefly illustrate a concept?
- Out of class, to motivate thinking and reflection?
- As part of an online quiz, or a discussion board?
- ???
- ACTIVITY: Find AT LEAST ONE YouTube video to use for your class.
- One of the great benefits of video sites recently is that you can quickly copy the video code, and then include it in your Course Management System (CMS) -- in our case, Blackboard. For instruction on how to embed your video that you have just found into Blackboard:
- Do I need or want a YouTube account? Although you certainly don't need to have an account if all you want to do is search for videos, it can be useful if you want to . . .
. . . subscribe to a particular person's videos. For example, I think that Chris Pirillo is fantastic at explaining tech topics (his background is in education!) so I subscribe to his videos:
. . . keep all of your "favorites" in one place:
. . . create playlists of videos -- this makes it easier to organize and find them later:
. . . leave comments about videos. You cannot comment unless you are logged in:
Watch this demo for instructions on setting up a YouTube account.
Click here to see how to (and why you'd want to) Convert an Online Video to a Storable File.
Educause: 7 Things You Should Know About YouTube **
[click here for PDF version]
** The "7 Things" about any given topic are:
- What is it?
- Who's doing it?
- How does it work?
- Why is it significant?
- What are the downsides?
- Where is it going?
- What are the implications for teaching and learning?
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