The Efficacy of YouTube as a Regular Tool for Reflection in Classrooms

Note: This post is for my class at NYU Steinhardt.  I'm a masters student in Education, getting preliminary credentials in English and Drama. My class, Teaching Reading in the Secondary English Classroom, had us read a YA novel and post about our experiences via some social media platform.  I chose to read the novel The Book Thief, by Markus Zusak.  I talked about the book and my experiences thereof in a series of Youtube posts. The video posted below is the first truly substantive video on the topic.  Please watch the rest of them and comment if you have the time+energy.

My Experience

I decided to use YouTube as my social media platform because I didn't know anything about how to use the platform as a content creator.  I was an innocent.  I could (and continue to be able to) use the platform as a consumer, but the creation side? Not so much.  I wanted to use the requirements of a school assignment to format my exploration.  If it was through a school project, I could motivate myself to continue to create: I wouldn't have to rely on my (otherwise fairly weak) powers of self-motivation.

I'm glad I did have the structure of a school assignment. YouTube is confusing to learn and to navigate from the other side (content creation).  I had the benefit of a laptop with a built-in video camera, and of video software that I didn't have to shell out hundreds for.  But even within those obstacles removed, starting from absolute scratch was difficult.  With zero experience in video software, I had to muddle through how to record my video, split my video into clips (as you can see above, I did that as little as possible), arrange any clips I might have, save the video into the correct format, and upload to YouTube.  Each of these steps were rather confusing at first, and I felt as though I were muddling through a thicket - each tool in the iMovie application were like trees, and I bumped into them without any idea how to make them work for me except in the most general sense.  There was a lot of trial and error.  If I hadn't promised to use YouTube, I might have given up and used a primarily-written format instead. Like this one.

However, my skills did progress.  By my sixth video, posted below, I had figured out how to arrange photos, do voice-overs, add titles, and much more.  In my opinion, there's a clear growth between my first videos and my final video (although there was a 'I'm going to do short videos' spell in the middle).

The actual format of a short video places certain restrictions on the content which you can include. Anything you include needs to be in a format that will translate well via video.  It needs to be short, well-reasoned, and pre-thought-out. The video format also constrains how deeply you can delve into your various points.  I found that my opinions needed to be quick, definite, and with a fillip of passion.  Anything less, anything qualified, lost power and effectiveness in a video format.  Instead of looking knowledgeable and reasoned, I looked (and sounded) horrifically boring.

YouTube as a classroom tool

So, then, how useful is YouTube and short video as a tool and format for school assignments?  It really depends.  While many high school students know how to use YouTube, there are many who do not, and just know how to comment.  Any teacher hoping to use YouTube as a mandatory format for shared response will need to take the time to TEACH the use of video recording devices, video editing software, and all the accompanying skills that make a good video - script-writing, presentational skills, and more.  The time and energy investment is large.  In addition, you need resources to mandate video. Either the students or the school will need to own the equipment to record and upload videos.  These costs can range into the thousands of dollars for high-end equipment.  For many students, YouTube may be out of their price range.

YouTube might also be out of their time range.  It generally took at least five hours of thinking, planning, recording, editing and uploading time for a single ten-minute video.  For my final video, I spent an hour online looking for information and pictures on the Allied bombing of Germany.  While the research skills and the knowledge obtained are wonderful, teachers will need to decide what amount of time they are willing to have their students spend on communicating their ideas rather than simply thinking of their ideas.

YouTube content creation needs to be TAUGHT.  And that means that it will take time and energy to teach it well.  My prior experience of seeing YouTube videos used in class was in a final project "choose your own format" way.  Those students who already possessed the resources to create videos, including an understanding of YouTube, did that.  Students who didn't have the resources, knowledge or energy did another project.  In this way, the teacher reaps the benefits of having occasional video projects.  However, the teacher also fails to teach students how to use a popular, important medium.

I'd be interested on your thoughts on YouTube in the classroom. Please comment.  Also, as a reminder, check out my other videos at THIS LINK.

Back, and My Unsolicited Opinion on the HHS decision

I finally feel passionately enough about an issue to post on this blog after what, a year and a half?

Re: Kathleen Sebelius and her not letting minors buy Plan B over the counter

I feel very conflicted about this issue, and I come down on Sebelius' side for one reason, although I REALLY wish that I could create a compromise between HHS and FDA's respective decisions.

My opinions:

1) Plan B is ABSOLUTELY SAFE for all women or girls of reproductive age to take.

2) Plan B should be available over the counter.

3) Plan B should be available to all girls 12 and over.

4) Plan B should NOT be available to girls 10-111. But why do I feel this way about the youngest girls, and not about 15-year-olds? Because I feel very strongly that girls of that age are NOT OLD ENOUGH to either give consent or understand the consequences of those actions. I want them to get a prescription not because I want them to suffer the consequences of rape and assault, but because I want those girls, who are so young, to see a doctor and get help. It is so unfair to just let these girls slide through the system without someone being able to investigate why these girls are pregnant. Just because they CAN be pregnant doesn't mean that they should, and I want them to be able to get help.

My compromise: All women and girls 10 and older have access to over-the-counter Plan B. If a girl under 13 tries to purchase it, they and their parents are automatically referred to Child Services. If a 12 year old girl is pregnant, something is very, very wrong.

The true pain of art, and not being able to go the distance

From Sandra Tsing Loh, in an essay response to The Tiger Mother.

One of the most painful things about being us is how we ache to be as beloved as Mozart, but are stunted. When I think of Chinese parents, I think of people who weep upon hearing Beethoven, but who can’t necessarily bring that joy to others. Perhaps we can do so fleetingly, through our children, while they are still young, decades before they, like me, will sit at a piano, Fallen Prodigies in their 40s, their own kids squalling, dogs barking—once-perfect dolls who berate themselves for losing their youthful technique.

I feel this constantly, and the terror of not being able to get it back paralyzes me.

'An important message about the arts' - an animated video by artist Davi...

Dear All, Please take a moment to view this cute and funny video on the relevance of the arts to Britain (and, correspondingly, to the United States).

Blogging Janelle Monae

So, I bought both Janelle Monae cds because I was sent her music video twice by friends. TWICE. They were absolutely right that Monae's music is exactly what I like, and I bought. She's fantastic. She's just as much of a performance artist as GaGa, with as much funky gender-bending design, but she's a better singer and has a MUCH more interesting musical environment. I just started listening to her stuff, and oh, she's just spectacular.

I will admit, I've never been one for orchestral music, but I was totally surprised by how much of a visceral reaction I had to the opening of her CD the Archandroid. It's pegged as the overture to "Act II" of her android saga. I had to close my eyes and just drink it up. I'm SO excited for the rest of the CD.

Uh Oh...

I was just watching Rachel Maddow Show clips from last night, and OMG it was so frightening - Stephen Chu, Secretary of Energy, HAS NO CLUE WHAT DRILLING IS APPROVED OR NOT APPROVED UNLESS HE READS IT IN THE PAPER.

I immediately started panicking. What the heck is the Administration doing? Don't they know that in a case like this Interior and Energy should be communicating every single day? Who cares that permits to drill are Interior? They should have a hold on them that is totally binding, and approval of any new ones should be ferried up the line to be approved by the heads! Ugh. This is turning into a horrible disaster. My interpretation of what ought to be done:

1) Send out a "request for volunteers" to all high schools and colleges in the US, and have the government organize the shore cleanup. BP should not be in control of that. They don't care about wildlife, they don't care about Louisiana.

2) Have the government control the on-sea cleanup effort. they should stop BP from spraying any chemicals, and instead organize that cleanup themselves.

3) Sequester BP officials and scientists in a room and have them focus all their attention on capping the spill. The government should say that damages will be calculated after the spill is capped, and set no ceiling on damages. BP would then fight the spill while understanding that the quicker they cap it, the less money they'll be sued for.

If a BP manager or other spokesman comes to the government (aside from interior or energy scientists), the ONLY question should be: Is the spill stopped? If it isn't, THEY SHOULDN'T BE TALKING.

At least the gamma ray mapping of the blow out worked...

I am growing an avocado tree in a cup

I am excited to be venturing into this kindergarten-level experiment in gardening and the growth of seeds. Reactions to the seed in a cup:

My Father: You know, Cara - you are not likely to be here when this tree would be planted, so your mother and I are not going to be responsible for the continued health of this plant.

Me: Ok, well if it dies I'll look sad.

Father: That's acceptable.

My Mother: Oooh! I would love to have an avocado tree.

Two reactions, both wonderfully indicative of their characters.

I am now going to attempt to post a picture of said tree.