YouTube and the Classroom

Peter Drucker, author of Managing the Future observed: “We reside in an extremely turbulent time, not because there is very much change, but because it moves in so many different directions.” (Drucker, 1993) Effective college and university teachers need to be ableto recognize and manage with opportunity to discover, and to persistently revitalize the knowledge base.” The intricacy of quickly changing teaching technology helps it be a critical objectives for professionals to discover about the latest equipment to enhance presentations in the classroom. YouTube has proved during the last 2 calendar year to end up being an emerging technology withstrong potential for improving classroom discussions, lectures and presentations.

The following paper talks about the history of YouTube, the influence of YouTube ontoday’s public speaking audience, and also the use of YouTube to improve speaking in public curriculum. As part of the investigating seventy seven undergraduate pupils taking the introductoryspeech course at Daytona Beach College (DeLand, Florida campus) were surveyed about the usage of YouTube technology in the classroom.


YouTube, the most recent gift/threat, is a free video-sharing Web site that has rapidly turned into a wildly popular method to upload, share, view and comment onvideo clips. With at least hundred million viewings 1 day and more than 65,000 videos uploaded every day, the Web portal provides teachers with a growing amount if visual information share with a classroom dominated by young multimedia enthusiasts. (Dyck, 2007) Based in San Mateo, YouTube is a little privately-funded company. The organization was created by Chad Hurley and Steven Chen. More than eleven dolars million of funding from was raised by the company Sequoia

Capital, the firm that also provided first venture capital for Google, The founders in the beginning had a contest inviting the publishing of video clips. The competition got the eye of the masses and Inc, Google. In October 2006, Google acquired the company for 1.65 billion in Google stock.

Since spring of 2006, YouTube has come to hold on to the leading position in video which is online with 29 % of the U.S. multimedia entertainment market.YouTube videos account for sixty % of all movies seen online… The website specializes in limited, generally two minute, homemade, comic movies produced by users. YouTube functions as a swift entertainment break or perhaps viewers with broadband computer connections at work or home. (Reuters, 2006)

In June (2006), 2.5 billion videos happened to be watched on YouTube. At least 65,000 videos are uploaded daily to YouTube. YouTube boasts close to twenty million unique users per month, according to Nielsen/NetRatings. (Reuters, 2006) Robert Hinderliter, Kansas State University produced an interesting video heritage of The segment may be located on the website.

Effect of YouTube in the classroom

“The growing adoption of high speed broadband combined with a remarkable push by content providers to advertise video that is online has helped to pave the way for mainstream audiences to embrace online video viewing. The vast majority of adult web users in the United States (fifty seven %) report downloading or seeing some sort of online video content and nineteen % do so on a typical day. (Madden, 2007). Daytona Beach College students surveyed stated that a vast majority of the students watch video clips on a weekly schedule. College instructors are able to capitalize on the huge increase in viewing web based videos byincorporating the use of theirs in the classroom.

Communication analysis on employing visuals as an enhancement to presentations is supported by very early researchers such as Aristotle. “Although ancient orators were not aware of our currently research on picture memory, they did recognize the importance of vividness. They were aware that audiences were a lot more prone to take notice to and also be persuaded by visual photos painted by the speaker. In his Rhetoric (Book III, Chapters 10 11) Aristotle talks about the value of words and graphic metaphors which usually will “set the scene before our eyes.” He defines graphic as “making your things.” is seen by hearers (Hamilton, 2006)

“Today’s presentations are expected by audiences to be visually augmented, whether they’re communicated in the guise of a lecture, a business report, or a public speech. What is more, today’s the speaker is expected by audience to visually augment such presentations with a level of sophistication unheard of possibly ten years ago.” (Bryden, 2008)

The use of visuals increases persuasive impact. For example, a faculty of Minnesota study discovered that utilizing visuals increases persuasiveness by forty three percent (Simons, 1998). Today’s audiences are accustomed to multimedia events that bombard the senses. They often imagine that any formal business presentation must be accompanied by some visual element… Presenters which utilized visual aids were additionally perceived as being a lot more professional, better prepared, along with more interesting than people who didn’t make use of visual aids. On the list of least complicated ways you are able to help guarantee the success of a speech is preparing exciting and effective visual aids. Unfortunately, many speakers either do not use visual aids or use models that are overcrowded, difficult or outdated to understand. (Ober, 2006)

“The saying “A picture is definitely worth a 1000 words” is generally correct. A look at right brain/left brain theory explains why visuals speed listener comprehension. While the left hemisphere of the brain itself specializes in analytical processing, the right hemisphere focuses on simultaneous processing of info and pays minimal attention to information. Speakers who perform zero visual aids or even only charts loaded with statistics are asking the listeners’ left brains to complete all of the work. After some time, even a terrific left brain thinker is afflicted with info overload, begins to make mistakes in reasoning, and manages to lose interest. In computer terminology, “the system shuts down.” The right brain, however could possibly quickly grasp challenging ideas presented in graphic form.” (Hamilton, 2006)

“Most people process and retain info best whenever they get it in more than a single format. Research findings point we remember merely about twenty percent of what we pick up, but more than fifty % of what we come across and hear. Further we remember about seventy % of what we see, audibly hear, and actually do. Communications that happen to be reinforced otherwise and visually are frequently more believable than those that happen to be simply verbalized. As the saying goes, “Seeing is believing.” (O’Hair, 2007) The majority of pupils surveyed at Daytona Beach College indicated a preference for audio/visual health supplements to oral presentations.

YouTube videos can speed comprehension and add curiosity. Effectively integrateing a YouTube video is able to aid in audience understanding and comprehension of subject areas under discussion. YouTube videos can also improve audience memory. Communication research conclusions suggest that graphic images improve listener recall. YouTube videos can decrease your presentation time. A powerful use of a YouTube video is able to help audience members to understanding complex ideas and issues. Utilizing YouTube also can lend to some speaker’s expertise. Professional looking visuals can enhance any verbal presentation.

Curriculum Enhancement

Users are allowed by “youtube” to post video clips on the website for any individual to see. The majority of the content on the edge is enjoyable or just weird, though quite a few essential videos havefound their way onto this website. YouTube is a great method for finding video material for use in speech or even as background material… In the same way with other options and Wikipedia where the subject material is not screened for precision, the videos you find on YouTube are merely as valid as the original source (Bryden, 2008)

All too often beginning speakers fail to consider the specifics of making use of videos in a speech. Merely because they’ve permission to access a means of proving to online video, beginning speakers have to think about the following issues:

*Cueing video segment before beginning the presentation
*Checking room lighting, visual distance, as well as acoustics
*Evaluating the time it requires to introduce, show, and incorporate the video segment with the other content of the presentation

The value of YouTube technology for speaking in public programs falls into 3 categories: lecture presentations, integrated use in student speeches, and also sample speech evaluation.

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YouTube has value for improving lecture discussions of various public speaking topics and also issues. 74 % of the pupils surveyed suggested they want to look at a video during a business presentation. Public speaking trainers struggle to discover appropriate examples and illustrations. I recently applied a speech discovered on YouTube that has been sent to Columbia University students by Lee Bollinger, the president of the faculty. President Bollinger gave speech introducing the President of Iran, Mahmoud Ahmadinejad on September 24, 2007. I applied this YouTube speech as being a case study to examine speech ethics. President Bollinger was engaged in a number of ethical issues in the number of a debatable speaker of the faculty and the use of his of vitriolic language in his presentation introducing the Iran’s president. My classes enjoyed a lively conversation about speech ethics following his presentation.

YouTube has value for integration in student speeches. Daytona Beach College students have been asked: “What is the best value of using an online footage during a speech? The was included by summary responses following:

*It provides the audience a better visual and could guide them relate to the subject matter.
*It tends to make the audience even more interested.
*Some audiences need to have visuals to understand the topic.
*It allows you to connect to the audience.
*puts some “umph” inside the speech..
*its perfect for proving arguments.
*can say something better than you can.

Students are required in basic public speaking classes to use visuals to improve the quality of information shared in order to record the eye of the target market of theirs. A short YouTube segment can add to the quality of a business presentation. For instance, I recentlylistened to a speech on climate change. The student speaker located a brief segment on YouTube from Al Gore’s popular video “An Inconvenient Truth.” The video segment helped to audience to visual the influence of global warming on our environment.YouTube has video sections on a wide array topics from Affirmative Action to Zoology.

YouTube additionally has value for sample student speech evaluation. It is difficult for public speaking instructors to located timely sample student speeches. Some publishers provide teachers with DVD/CD speech samples. But these samples become outdated quickly. YouTube has recent speeches delivered by pupils for web based college public speaking courses. Furthermore, YouTube features speeches delivered by many business professionals and educators. For instance, last term my public speaking lessons thought of a speech by the Toastmasters International World Champion, Darrin LeCroix. The speech is a lot more than entertaining. The speech provided the students of mine with insight into good dental delivery.

Bill Gates observed: “The really intriguing highway applications will grow out of the participation of hundreds or tens, or millions of people, who won’t just consume other information and entertainment, but will create it, too. (Gates, 1995). YouTube is providing educators a chance to try this technology to enhance classroom instruction.


The recent Pew Foundation Internet and American Life Project observed: “Online video is a main function in a growing debate around the influence of user-driven “Web 2.0″ technologies. youtube and Other video sharing websites tend to be held set up as potent illustrations of both the social and monetary value of applications crafted around user contributions. And as buyers know the unlocked potential of online video, a new channel of interactive mass communication has started to come through in everyday life.” (Madden, 2007).

YouTube technology is able to help both students and educators in developing highly effective presentations. This technology can also provide college instructors with appropriate information and examples. Gardner Campbell, a professor of english at the Faculty of Mary Washington concluded: “We’re observing not simply the now regular Internet phenomenon of significant brand new energy but probably greatly and unpredictable scaled repositories of public domain materials that are info resources that are important for ourselves as well as the students of ours. As the information abundance spreads, and if we’re brave and curious enough to embrace it, we will find our own serendipity fields drastically expanded. (Campbell, 2007)

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