“I did set forth the rule that all the learning for the course had to be on and about YouTube. While this constraint was clearly artificial, and perhaps misleading about how YouTube is used in connection with a host of other media platforms which complement its functionality, it did allow us to become critically aware of the constraints of its architecture for our atypical goals of higher education. Thus, all assignments had to be produced as YouTube comments or videos, all research had to be conducted within its pages, and all classes were taped and put on to YouTube. This gimmick, plus a press release, made the course sexy enough to catch the eye of the media, mainstream and otherwise, allowing for an exhausting, but self-reflexive lesson in the role and value of media attention within social networking.”

Juhasz then continues with some observations about the overall outcome of the course:

“…students quickly realized how well trained they actually are to do academic work with the word—their expertise—and how poor is their media-production literacy (there were no media production skills required for the course as there are not on YouTube). It is hard to get a paper into 500 characters, and translating it into 10 minutes of video demands real skills in creative translation, or artful summary, within word, image, sound, and their layering.“

Juhasz also writes about the imperative of YouTube videos to be quick and entertaining, and thus, force her as a teacher to uncomfortably try to be entertaining as well:

“While I have always been aware that I am a performer, entertaining my students while sneaking in critical theory, avant-garde forms, and radical politics, much of what I perform is the delight and beauty of the complex: the life of the mind, the work of the artist, the experience of the counter-culture. I am not interested teaching as a re-performing of the dumbing-down of our culture. “

Many of Juhasz’s reservations and criticisms certainly have merit, though looking at her course’s page also reveals that many of her students began to produce slightly more rich media presentations over time -some of them actually quite fascinating.

Link to the course/group space on YouTube

Link to Alex Juhasz’s YouTube space

CIT is no stranger toYouTube - we’ve posted pages about it and even used it (and Flickr) to document our annual Showcase. We’ll continue to be available to help faculty think about uses of digital video and yes, even YouTube, for teaching, as digital video continues to factor more heavily into higher education (see, for example the upcoming DDI programs for 2008-2009).

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Flickr, the popular service for sharing photos, has now added video capabilities to the site. The video uploads aren’t intended to replace or duplicate YouTube - the length is limited to 90 seconds - but as a way to augment user image collections with short videos taken with their digital camera. For example, users might have a photo set devoted to an event and the video would give a short interview or footage that gives a flavor of what the event was like. Videos can also be embedded in web pages or blog posts, similar to YouTube content.

Sample videos from the Flickr beta group

Article at techcrunch on differences between FlickrVideo and YouTube

Blog post with thoughts about the service

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Description from the Voicethread website:

A VoiceThread is an online media album that can hold essentially any type of media (images, documents and videos) and allows people to make comments in 5 different ways - using voice (with a microphone or telephone), text, audio file, or video (with a webcam) - and share them with anyone they wish. A VoiceThread allows group conversations to be collected and shared in one place, from anywhere in the world.

You can share and comment on video as well as pictures and documents! What a powerful collaborative tool! Watching the samples on the website is a great way to generate ideas for using this tool. You can embed the “voice thread” on your blog or webpage (even your Blackboard course site), making any site a group collaboration site.

Thanks very much to Lucy Haagen and Donna Hall for telling me about this, and Shawn Miller for remembering what it is called! Please try it and tell me what you think.

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List of 50 ways (plus a few extras) to tell a story using Web 2.0 tools
Slide show of Levine’s conference presentation that is the source of this list

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