YouTube along with the Classroom
- April 2, 2017
- Posted by: marlenedubois
- Category: CPR Training
Peter Drucker, author of Managing the Future observed: “We live in a very turbulent time, not because there is usually so much change, yet because which moves in so many different directions.” (Drucker, 1993) Effective college along with university instructors have to be ableto recognize along with run with opportunity to learn, along with to constantly refresh the knowledge base.” The complexity of rapidly changing teaching technology makes which a critical objectives for practitioners to learn about the latest tools to enhance presentations from the classroom. YouTube has proven from the last two year to be an emerging technology withstrong potential for enhancing classroom discussions, lectures along with presentations.
The following paper discusses the history of YouTube, the impact of YouTube ontoday’s public speaking audience, along with 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 from the classroom.
YouTube, the latest gift/threat, is usually a free video-sharing Web site which has rapidly become a wildly well-known way to upload, share, view along with comment onvideo clips. With more than 100 million viewings a day along with more than 65,000 videos uploaded daily, the Web portal provides teachers that has a growing amount if visual information share that has a classroom full of young multimedia enthusiasts. (Dyck, 2007) Based in San Mateo, YouTube is usually a modest privately-funded company. The company was founded by Chad Hurley along with Steven Chen. The company raised over $11 million of funding via Sequoia
Capital, the firm who also provided initial venture capital for Google, The founders initially had a contest inviting the posting of videos. The contest got the attention of the masses along with Google, Inc. In October 2006, Google acquired the company for 1.65 billion in Google stock.
Since spring of 2006, 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% of all videos watched online . . . The site specializes in short, typically two minute, homemade, comic videos created by users. YouTube serves as a quick entertainment break or viewers with broadband computer connections at work or home. (Reuters, 2006)
In June (2006), 2.5 billion videos were watched on YouTube. More than 65,000 videos are currently 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 history of YouTube.com. The segment can be found on the YouTube.com website.
Impact of YouTube from the classroom
“The growing adoption of broadband combined that has a dramatic push by content providers to promote online video has helped to pave the way for mainstream audiences to embrace online video viewing. The majority of adult internet users from the United States (57%) report watching or downloading some type of online video content along with 19% do so on a typical day. (Madden, 2007). Daytona Beach College students surveyed indicated which a majority of the students watch videos on a weekly basis. College instructors can capitalize on the surge in viewing online videos byincorporating their use from the classroom.
Communication research on using visuals as an enhancement to presentations is usually supported by early researchers including Aristotle. “Although ancient orators weren’t aware of our currently research on picture memory, they did know the importance of vividness. They knew which audiences were more likely to pay attention to along with be persuaded by visual images painted by the speaker. In his Rhetoric (Book III, Chapters 10-11) Aristotle describes the importance of words along with graphic metaphors which should “set the scene before our eyes.” He defines graphic as “creating your hearers see things.” (Hamilton, 2006)
“Today’s audiences expect presentations to be visually augmented, whether they are communicated from the guise of a lecture, a business report, or a public speech. What’s more, today’s audience expects the speaker to visually augment such presentations that has a level of sophistication unheard of even 10 years ago.” (Bryden, 2008)
The use of visuals increases persuasive impact. For example, a University of Minnesota study found which using visuals increases persuasiveness by 43 percent (Simons, 1998). Today’s audiences are accustomed to multimedia events which bombard the senses. They often assume which any formal presentation must be accompanied by some visual element. . . Presenters who used visual aids were also perceived as being more professional, better prepared, along with more interesting than those who didn’t use visual aids. One of the easiest ways you can help ensure the success of a speech is usually to prepare interesting along with powerful visual aids. Unfortunately, many speakers either don’t use visual aids or use ones which are overcrowded , outdated or difficult to understand. (Ober, 2006)
“The saying “A picture is usually worth a thousand words” is usually usually true. A look at right brain/left brain theory explains why visuals speed listener comprehension. While the left hemisphere of the brain specializes in analytical processing, the right hemisphere specializes in simultaneous processing of information along with pays little attention to details. Speakers who use no visual aids or only charts loaded with statistics are asking the listeners’ left brains to do all the work. After a while, even a not bad left-brain thinker suffers via information overload, begins to make mistakes in reasoning, along with loses interest. In computer terminology, “the system shuts down.” The right brain, however can quickly grasp complex ideas presented in graphic form.” (Hamilton, 2006)
“Most people process along with retain information best when they receive which in more than one format. Research findings indicate which we remember only about 20 percent of what we hear, yet more than 50 percent of what we see along with hear. Further we remember about 70 percent of what we see, hear, along with actually do. Messages which are reinforced visually along with otherwise are often more believable than those which are simply verbalized. As the saying goes, “Seeing is usually believing.” (O’Hair, 2007) The majority of students surveyed at Daytona Beach College indicated a preference for audio/visual supplements to oral presentations.
YouTube videos can speed comprehension along with add interest. Effectively integrateing a YouTube video can assist in audience understanding along with comprehension of topics under discussion. YouTube videos can also improve audience memory. Communication research findings indicate which visual images improve listener recall. YouTube videos can decrease your presentation time. An effective use of a YouTube video can help audience members to understanding complex issues along with ideas. Utilizing YouTube can also add to a speaker’s credibility. Professional looking visuals can enhance any verbal presentation.
“YouTube” allows users to post videos on the site for anyone to view. Most of the material on the side is usually entertaining or just odd, yet some important videos havefound their way onto This specific site. YouTube is usually a great source for finding video material for use in speech or as background material. . . Just as with Wikipedia along with some other sources where the content is usually not screened for accuracy, the videos you find on YouTube are only as valid as the original source (Bryden, 2008)
All too frequently beginning speakers fail to consider the details of using video in a speech. Simply because they have access to a means of showing video, beginning speakers should consider the following issues:
*Cueing video segment before beginning the presentation
*Checking room lighting, visual distance, along with acoustics
*Evaluating the time which takes to introduce, show, along with integrate the video segment with the remaining content of the presentation
The value of YouTube technology for public speaking courses falls into three categories: lecture presentations, integrated use in student speeches, along with sample speech evaluation.
YouTube has value for enhancing lecture discussions of various public speaking topics along with issues. 74% of the students surveyed indicated which they prefer to watch a video during a presentation. Public speaking instructors struggle to find timely examples along with illustrations. I recently utilized a speech found on YouTube which was delivered to Columbia University students by Lee Bollinger, the president of the university. President Bollinger gave speech introducing the President of Iran, Mahmoud Ahmadinejad on September 24, 2007. I utilized This specific YouTube speech as a case study to analyze speech ethics. President Bollinger was involved in several ethical issues from the selection of a controversial speaker for the university along with his use of vitriolic language in his presentation introducing the Iran’s president. My classes enjoyed a lively discussion about speech ethics following his presentation.
YouTube has value for integration in student speeches. Daytona Beach College students were asked: “What is usually the greatest value of using an internet video during a speech? Summary responses included the following:
*which gives the audience a better visual along with can help them relate to the topic.
*which makes the audience more interested.
*Some audiences need visuals to understand the topic.
*which helps you to connect to the audience.
*puts some “umph” into the speech..
*its not bad for proving arguments.
*can say something better than you can.
Students are required in basic public speaking classes to utilize visuals to enhance the quality of information shared along with to capture the attention of their audience. A brief YouTube segment can enhance the quality of a presentation. For example, I recentlylistened to a speech on global warming. The student speaker located a brief segment on YouTube via Al Gore’s well known video “An Inconvenient Truth.” The video segment helped to audience to visual the impact of global warming on our environment.YouTube has video segments on a wide array topics via Affirmative Action to Zoology.
YouTube also has value for sample student speech evaluation. which is usually challenging for public speaking instructors to located timely sample student speeches. Some publishers provide instructors with DVD/CD speech samples. yet these samples become outdated quickly. YouTube has recent speeches delivered by students for online college public speaking courses. Also, YouTube features speeches delivered by many business professionals along with educators. For example, last semester my public speaking classes viewed a speech by the Toastmasters International World Champion, Darrin LeCroix. The speech is usually more than entertaining. The speech provided my students with insight into effective oral delivery.
Bill Gates observed: “The actually interesting highway applications will grow out of the participation of tens or hundreds, or millions of people, who will not just consume entertainment along with some other information, yet will create which, too. (Gates, 1995). YouTube is usually providing educators an opportunity to apply This specific technology to improve classroom instruction.
The recent Pew Foundation Internet along with American Life Project observed: “Online video has been a central feature in a growing discussion about the impact of user-driven “Web 2.0″ technologies. YouTube along with some other video sharing sites are often held up as powerful examples of both the social along with monetary value of applications built around user contributions. along with as users have realized the unlocked potential of online video, a completely new channel of interactive mass communication has started off to emerge in daily life.” (Madden, 2007).
YouTube technology can assist both students along with educators in developing effective presentations. This specific technology can also provide college instructors with timely information along with examples. Gardner Campbell, a professor of english at the University of Mary Washington concluded: “We’re witnessing not just the currently routine Internet phenomenon of major completely new resources yet also massively along with unpredictable scaled repositories of public domain materials which are vital information resources for ourselves along with our students. As the information abundance spreads, along with if we are brave along with curious enough to embrace which, we will find our own serendipity fields dramatically expanded. (Campbell, 2007)
Aristotle, Works of Aristotle. (translated by W.R Roberts) London: Oxford University Press, 1971, pp. 663-664.
Campbell, Gardner, “Have You Tried YouTube?” Education World, educationworld.com. May 1, 2007.
Drucker, Peter, Managing the Future. Plume: completely new York. 1993. p. 351
Dyck, Brenda, “Have You Tried YouTube?” Education World. . educationworld.com May 1, 2007.
Gates, Bill, The Road Ahead. Viking: completely new York City. 1995., p. 1
Hamilton, Cheryl. Essentials of Public Speaking, 3rd edition. Thomson: Belmont, CA) 2006, p. 185.
Hinderliter, Robert, The History of YouTube. Kansas State University: Manhattan, Kansas. youtube.com. Spring 2007.
Madden, Online Video, Pew/Internet along with American Life Project: Washington, D.C., July 25, 1007. p. 1.
Markham, Reed, “YouTube from the Classroom Survey.” Daytona Beach College. November 2007.
Ober, Scot, Contemporary Business Communication, 6th edition. Boston: Houghton Mifflin Company, 2006. p. 505.
O’Hair, Dan, A Speaker’s Guidebook, third edition. Bedford/St. Martins: Boston. 2007. p. 282.
Reuters, “YouTube Serves Up 100 Million Videos A Day Online. USA Today, June 16, 2006.
Simons, Tad, “Study Shows Just How Much Visuals Increase Persuasiveness,” Presentations Magazine, March 1998, p. 20.