Courtney Clausen
Social Media—YouTube
courtney.clausen@usu.edu
Melissa Wicklund
As I have reviewed the material on YouTube through this Module, I realize how much I don’t use YouTube’s features in my classroom or have my college students use YouTube in the classroom. Because we use “Canvas” as a learning management system (LMS), instructors are usually embedding YouTube videos into class material instead of “sharing” YouTube videos and/or creating Playlists.
What I realized regarding YouTube hales back to my MS in Technology Integration K-12. I often used social media and digital technology into their classroom material to enrich what was being taught in terms of the social sciences. In the college classroom, I have technology take a backseat unless I am preparing instructional material for my flipped-classroom teaching and learning.
When I started teaching in the college classroom at Utah State University in Applied Sciences and Technology Education, the science, technology, and society class that I taught was melded into a flipped-classroom format because I wanted to take a traditional lecture course and transition it into a hands-on/minds-on learning environment.
As the material in this Module describes teaching within a flipped-classroom format puts the content in front of the student before they come to class and then in class, the students ask questions and apply what they’ve learned into a class activity. This format brought the videos and material that the students reviewed to life and created dynamic conversations amongst the students based on their understanding of reading and videos.
I took this same flipped-classroom format into the technical and professional communication class I now teach and continue the hands-on/minds-on learning. I do this by finding videos and open-access material that gives the students review material from past educational experiences in communication and writing PK-higher education. Then, in class, the activities challenge the college students to work with one another and apply “real-life information” into a controlled environment where I can be the guide on the side rather than the sage on the stage.
The playlist that I created following the Module’s instructions included an introductory video of the flipped-classroom, an introduction to technical communication, and finally a video covering the importance of visual communication--Understanding Foundational Ideas in 3050--
https://youtube.com/playlist?list=PLB1mLvI1REqGA2RBU48WM0EzCbZI1LrhE&si=4MwYp7AQb16qE-9V.
Again, as I reviewed the uses of YouTube via the Module, I realized that rather than giving my students videos to watch, I should empower them in their own learning and have them share videos that help support their learning surrounding topics in professional communication. What that might look like is providing students with a playlist like the one above and then asking them to find videos that reinforce these ideas and explain these ideas in different ways.
Lastly, I found ideas and material on this webpage--
https://ditchthattextbook.com/youtube-classroom-video-ideas/, linked into the Module, really informative and useful in brainstorming ideas on how to challenge myself and my students to use media in our teaching and learning.
Locked
