YouTube has become a crucial part of learning and teaching since it was purchased by Google in November 2006. Videos on almost any subject can be found: from learning about Pythagoras's theorem, to setting up a satellite dish, to figuring out how to draw a pie chart in Excel, to learning a new language. YouTube has become a "go to" place for learners - many of who prefer to use YouTube for learning instead of attending a class. The vast library of educational content that YouTube has become is very often a "first-stop shop" for learners, who have become adept at finding the content they need. For educators, YouTube as a resource poses different challenges. Many educators will use YouTube as a resource by pointing students to videos such as a poet reading his/her own poem, or to a scientist showing how an experiment works. Many other educators create their own content based on classroom material and publish to YouTube. For 10 years the author has been using YouTube to create content in subject areas such as Statistics, Project Management, and Business Analysis, to augment classroom content. In this presentation he will reflect on his own experiences, and those of over 9,500,000 learners, on learning and teaching with YouTube.

1. Reflections on 10 Years Using
YouTube for Learning and
Teaching
Eugene O’Loughlin

2. Some YouTube Facts
 Over a billion users
 Reaches more 18-34 and 18-49 year-olds than any cable network in the
U.S.
 Number of people watching YouTube per day is up 40% y/y since March
2014
 80% of YouTube's views are from outside of the U.S.
 More than half of YouTube views come from mobile devices
 You can navigate YouTube in a total of 76 different languages (covering
95% of the Internet population)
 The number of channels earning six figures per year on YouTube is up
50% y/y
 All of the top 100 global brands have run TrueView ads over the past
year

3. Why YouTube rocks the classroom
 Students are more engaged through visually-stimulating videos and
presentations (e.g. TED Talks)
 Educational lessons are easily shared across the globe, Students can
upload their own videos to demonstrate understanding
 Students or the whole classroom (or groups) can create video replies
to each other
 Videos can supplement lessons for students
 Teachers can spend more time focusing on students and less time
explaining complex topics
 Teachers will have a library of free information to help explain just
about anything
Source: Dunn (2014)

4. Source: Google Consumer Survey (2015)
U.S. Online population aged 18-34 n=385
67% of millennials agree that they
can find a YouTube video
on anything they want to learn
http://carusele.com/wp-content/uploads/2015/07/millennials_selfie2.jpeg

5. Searches related to
"how to" on YouTube
are growing 70% year
over year
Source: Think with Google (2015)

6. Top 10 How To Educational Searches (2012
– 2015)
1. How to kiss
2. How to tie a tie
3. How to draw
4. How to get a six pack in 3 minutes
5. How to make a starburst bracelet rainbow loom
6. How to make a cake
7. How to curl your hair with a straightener
8. How to make a bow
9. How to make a paper airplane
10. How to dance Source: YouTube Trends

7. Main Subjects I Teach…
 Business Data Analysis (Statistics)
 Advanced Business Data Analysis
 Project Management
 Business Analysis

8. Key Attributes
 Short videos (5 – 10 mins)
 One learning objective per video
 Based on class material
 Recorded quickly (SnagIt)
 Unrehearsed
 Not scripted
 Natural language/accent
 “Good enough” video (Masie)

9. My Channel

10. Feedback & Interaction

11. Statistics Exam – 7th May

12. Learnings
 “Is there a video for that?”
 Student expectation
 99+% of viewers not “my students”
 “coolness” factor
 Help people all over the world
 Spirit of sharing
 Focus on content
 Look for ways to add value with video
 YouTube Partnership – very commercial
 …et Merci M. et Mme. Thibaud!