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El uso de YouTube como analizador del desencuentro pedagógico en el nivel superior - The use of YouTube as an analyzer of pedagogical disagreement at the higher education level.
Abstract
Resumen: La presente ponencia se propone aportar a la discusión sobre el papel creciente que tienen los contenidos audiovisuales (CAV) provenientes de YouTube en el ámbito educativo, a partir de demandas que nacen de los propios estudiantes. Presentamos un estudio aplicado a una muestra de 269 estudiantes argentinos de nivel superior que interrogó sobre el uso de YouTube con fines de aprendizaje, tanto para atender cuestiones ligadas a la educación formal como otras asociadas a la vida cotidiana. Los hallazgos aportan insumos para problematizar el desencuentro que conlleva la propuesta pedagógica de la educación formal con los aprendizajes de los estudiantes, quienes dan cuenta de situaciones que funcionan como “resortes” para acudir a YouTube. Aunque hace muchos años que afirmamos que enseñanza y aprendizaje constituyen procesos diferenciados y no unívocos, los hallazgos de este estudio nos ayudan a avizorar los distintos elementos que están jugando, según sea el caso, en este desacople, y con ello nos permite pasar revista a algunos nudos de la problemática educativa en el plano epistemológico-pedagógico, como el divorcio entre la teoría y la práctica, la comprensión como dimensión ausente de la enseñanza, la diversidad de estilos de aprendizaje, entre otrosLa presente ponencia se propone aportar a la discusión sobre el papel creciente que tienen los contenidos audiovisuales (CAV) provenientes de YouTube en el ámbito educativo, a partir de demandas que nacen de los propios estudiantes. Presentamos un estudio aplicado a una muestra de 269 estudiantes argentinos de nivel superior que interrogó sobre el uso de YouTube con fines de aprendizaje, tanto para atender cuestiones ligadas a la educación formal como otras asociadas a la vida cotidiana. Los hallazgos aportan insumos para problematizar el desencuentro que conlleva la propuesta pedagógica de la educación formal con los aprendizajes de los estudiantes, quienes dan cuenta de situaciones que funcionan como “resortes” para acudir a YouTube. Aunque hace muchos años que afirmamos que enseñanza y aprendizaje constituyen procesos diferenciados y no unívocos, los hallazgos de este estudio nos ayudan a avizorar los distintos elementos que están jugando, según sea el caso, en este desacople, y con ello nos permite pasar revista a algunos nudos de la problemática educativa en el plano epistemológico-pedagógico, como el divorcio entre la teoría y la práctica, la comprensión como dimensión ausente de la enseñanza, la diversidad de estilos de aprendizaje, entre otros
Abstract: This paper aims to contribute to the discussion on the growing role of audiovisual content (AVC) from YouTube in the educational field, based on demands that arise from the students themselves. We present a study applied to a sample of 269 Argentine higher education students that inquired about the use of YouTube for learning purposes, both to address issues related to formal education and others associated with everyday life. The findings provide inputs to problematize the disagreement between the pedagogical proposal of formal education and the learning of students, who report situations that function as "springs" to turn to YouTube. Although we have been affirming for many years that teaching and learning are differentiated and not univocal processes, the findings of this study help us to glimpse the different elements that are playing, as the case may be, in this disengagement, and thus allow us to review some knots of the educational problem at the epistemological-pedagogical level, such as the divorce between theory and practice, understanding as an absent dimension of teaching, the diversity of learning styles, among other things.
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The study was carried out to find the effect of YouTube on the performance of students in secondary schools. Four (4) research questions, three (3) hypotheses were raised, answered and tested at 0.05 level of significance. Quasi-experimental design was employed by using pre-test post-test control group. Population is 2,221 SS2 Biology students in13 secondary schools in Ikwere Local Govt. Area of Rivers. A sample size of 109 students from two schools using purposive sampling technique was used. The instruments Biology Performance Test (BPT) was validated by science education experts. A reliability coefficient of r=0.95 was calculated using Pearson's Product Moment Correlation Formula. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses. The findings show that YouTube improves students 'performance. The findings also showed that the control group also performed better, there was no significant difference in the mean scores of both male and female students, it was then concluded that despite the urge and need to blend traditional classroom teaching/learning with some online YouTube contents, students can still perform better when taught concepts in Biology using enhanced conventional teaching method. It was recommended that educators should blend their teaching of curriculum contents using YouTube.
YouTube es uno de los portales de recursos audiovisuales más visitado en la red en el plano internacional. Se trata de una herramienta con un alto valor en el ámbito educativo, por su carácter motivador. Por ello, en este artículo se pretende conocer el potencial de uso de la herramienta cuando se utiliza en la práctica de aula en la educación superior. Este estudio responde a un diseño cuantitativo de corte descriptivo, en el que la muestra ha estado compuesta por ciento veinticuatro (124) estudiantes de los diferentes grados impartidos en la Facultad de Ciencias de la Educación de la Universidad de Sevilla. Para recabar los datos se diseñó un cuestionario ad hoc, procediéndose a su análisis mediante el programa SPSS (v.21), así como de la estadística descriptiva. Los resultados revelan tres aspectos de interés: a) YouTube, utilizado adecuadamente, es una herramienta útil y eficaz en el proceso de aprendizaje de los estudiantes; b) la creación de canales de contenidos educativos propios aporta importantes ventajas a la práctica docente en el aula, y c) es necesario el incremento de formación en competencias digitales en cuanto a la utilización de la herramienta como elemento innovador y motivador del aprendizaje. Palabras clave: Competencia digital, herramienta didáctica, multimedia, educación superior, diseño de contenidos.
YouTube as a learning tool in higher education ABSTRACT YouTube is one of the most visited audiovisual resource portals in the web. It is a high-value tool in education for it is highly motivating. This article aims to understand its potential in classroom practice in higher education and the study had a descriptive and quantitative design with a sample composed by one hundred twenty-four (124) students of different grades taught in the School of Education Sciences at Universidad de Sevilla. In order to collect data, it applied an ad hoc questionnaire analyzed through the SPSS program (v.21), as well as the descriptive statistics. Results show three interesting aspects: a) properly used, YouTube is a useful and effective tool in the learning process; b) creating channels of personal education content brings important advantages to the teaching practice in the classroom, and c) it is necessary to increase training in digital skills for using this tool as an innovative and motivating element for learning.
Youtube, as a Web 2.0 tool, can be utilized for knowledge generation through observation and social interactions. However studies related to the use of Youtube in education have focused mainly on academic achievement, with very few studies are conducted in the instruction of the performing arts. In addition, there are very few studies done in the performing arts related to future studies. The objective of this study was to get consensus on the benefits of the use of Youtube as a tool for teaching and learning in the performing arts, and for maintaining students’ interest and achievement in learning, as well as to determine the suitability of using Youtube as a tool for teaching the performing arts in future. In this study, the Fuzzy Delphi technique was used to get consensus among 20 experts who were instructors and lecturers in seven areas of specialization: music, creative writing, theater, television film, dance, animation and fine arts from the Academy of Arts, Culture and National Heritage (ASWARA). The findings show that Youtube the potential to be used as an instructional tool in the performing arts in line with current trends of collaboration and social networking in education
How can video clips embedded in multimedia presentations be used to improve learning in college courses? To answer this question, a review of the theoretical and research evidence on videos and the brain is presented first. That is followed by a description of the theory of multimedia learning as it relates to videos and a review of studies using videos over the past four decades in college courses. The results of these studies and the verbal and visual components of a video potentially provide a best fit to the characteristics of this Net Generation of students and a valid approach to tap their multiple intelligences and learning styles. Concrete guidelines are given for using available video technology in the classroom, selecting appropriate video clips for any class, and applying those clips as a systematic teaching tool. The use of clips can also attain 20 specific learning outcomes. Toward that end, 12 generic techniques with examples to integrate video clips into teaching across the college curriculum are described.
Video is an excellent medium for medical education, both for clinicians and for the public. YouTube has emerged as one of the largest sources of freely accessible content. It is our intent to provide a preliminary discussion of the growing role of videos in medical education, sources of this video content, and the format of surgical video content on YouTube. Additionally, we will highlight the limitations and pitfalls that clinicians and the public should be aware of when viewing online video content. Several sources of both patient- and clinician-directed videos are easily accessible from the Internet and DVDs today. Medical professionals, students, and patients now have mobiles and instantaneous access to a growing collection of video content. A brief list of online video sources to view and learn dermatologic surgical techniques is provided. Given the increasing ease of creating and posting high-quality video content, this list will continue to grow, providing dermatologic surgeons with an ever-increasing wealth of visual knowledge. Although YouTube is a dominant source of publicly accessible videos, clinicians and consumers should be aware of the source and intent of the video content before accepting the content. Although it is easy to post content on YouTube, it is difficult to verify sources and the credentials of the people posting the videos. Therefore, the viewer should filter content with a discerning eye, embracing the concept of caveat emptor--or buyer beware.
YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user-centric, user-content generated and user-guided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new "Learning Ecology" is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information. Web 2.0 technologies provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media. These can be used in the development of authentic learning tasks and enhance the learning experience. However in order for a new learning tool, be it print, multimedia, blog, podcast or video, to be adopted, educators must be able to conceptualize the possibilities for use within a concrete framework. This paper outlines some possible strategies for educators to incorporate the use of some of these Web 2.0 technologies into the student learning experience.
Traducción de: Die feindlose Demokratie
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