Using YouTube and BlackBoard to share micro lectures with a learning community.

I’ve been experimenting with different ways to share micro lectures with students this spring term. This has been prompted by learning that the vast majority of my first year students are using their cell phone data plans to download course content while socially isolating, and that over 80% of students feel challenged by having to share screens, space and time with family members. Suddenly, posting 1 GB narrated powerpoint files felt a little extreme!

To enable students to download content asynchronously while avoiding placing extra burdens upon their time, administration skills and data plans I’ve been using YouTube to host micro lecture videos, and embedding them into my BlackBoard course shell learning modules. This has a bunch of bonus points that I didn’t even think of before I started. I can see when, for how long, and how often students are watching the micro lectures (this helps me plan which topics we need to review or reintroduce for our learning community). I can see when my most popular times and dates are for watching the videos (hint: it is waaaaay later than I stay up each night), and most importantly, I can see which concepts students are cruising through, and which ones they are pausing and rewatching in order to contextualize their learning.

The following video presents a quick reflection on how I use YouTube videos on BlackBoard, and how I embed them into the BlackBoard shell.

Published by

AnneMarie Dorland

AnneMarie Dorland is an Assistant Professor in the Bissett School of Business at Mount Royal University, an innovation focused university that offers a different kind of business education to students who want to make a change in our world. Named a Joseph Armand Bombardier Scholar by SSHRC and a member of the University of Calgary’s Teaching Academy, Dorland has been committed to bringing together her background as a graphic designer, brand strategist and qualitative researcher to develop innovative, creative and design-oriented undergraduate learning experiences for the past decade. Through her work as a mentor and facilitator, she has supported undergraduate research and inquiry-based learning for hundreds of students in the classroom and in work integrated learning projects. She maintains a research focus on creativity and creative problem solving practices such as design thinking and her current program of research focuses on design-based problem solving practices and their use in undergraduate student learning outside of the studio space. Dorland has played an integral role in the design and leadership of the inquiry-based and experientially focused UCalgary Global Challenges curriculum, the first of its kind in Canada, and in the development and implementation of undergraduate research support for a U15 Canadian University. A creative practice researcher and contributor to several international publications on the use of design-based problem solving, she is passionate about using the practices of the studio to help students create new and innovative ideas in their marketing, branding and design work. Dorland is a professional member of the International Society for the Scholarship of Teaching and Learning (ISSOTL), the International Association of Business Communicators (IABC), Ethnographic Praxis in Industry (EPIC), the Service Design Network (SDN), the Canadian Communication Association (ACC-CCA), the Canadian Sociological Association (CSA), the Canadian Marketing Association (CMA), Registered Graphic Designers (RGD), Graphic Designers of Canada (GDC) and the Design Management Institute (DMI).

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