Videos for Project Dissemination: Adopting Student-Written YouTube Problems in any Course
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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6
- DOI
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10.18260/1-2--40899
- Permanent URL
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https://peer.asee.org/40899
- Download Count
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262
Paper Authors
Matthew Liberatore The University of Toledo
Matthew W. Liberatore is a Professor in the Department of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. From 2005 to 2015, he served on the faculty at the Colorado School of Mines. In 2018, he served as an Erskine Fellow at the University of Canterbury in New Zealand. His research involves the rheology of complex fluids, especially traditional and renewable energy fluids and materials, polymers, and colloids. His educational interests include developing problems from YouTube videos, active learning, learning analytics, and interactive textbooks. His interactive textbooks for Material and Energy Balances, Spreadsheets, and Thermodynamics are available from zyBooks.com. His website is: https://www.utoledo.edu/engineering/chemical-engineering/liberatore/
Uchenna Asogwa The University of Toledo
Uchenna Asogwa is a Ph.D. student in Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Benin, Nigeria in chemical engineering. His current research involves reverse engineering online videos, the rheology of complex fluids, and fuel cell mem- branes.
Abstract
Previous work established that YouTube videos can help with engineering student engagement. A major feature of our YouTube pedagogy centers on students’ writing homework problems inspired by actions in videos. After using student-written problems as replacement for traditional textbook problems, three major facets were considered: problem solving, learning attitudes, and perception of problem difficulty. Research outcomes spanning from students creating problems to solving YouTube problems indicated positive effects of this YouTube pedagogy. The current, work-in-progress paper explores the dissemination of both methods for implementing YouTube problems and research outcomes related to the student-written problems through a series of videos on a YouTube channel. Future research questions will compare videos views to other methods previously used disseminate outcomes from YouTube. Some details involved in creating and editing quality videos as well as and posting videos online will be presented.
Liberatore, M., & Asogwa, U. (2022, August), Videos for Project Dissemination: Adopting Student-Written YouTube Problems in any Course Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40899
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