Outputs emanating from this project. Reference List Arthurs, J., Drakopoulou, S. and Gandini, A., 2018. Researching YouTube. Convergence, 24(1), pp.3-15. Bendersky, M., Garcia-Pueyo, L., Harmsen, J., Josifovski, V. and Lepikhin, D., 2014, August. Up next: retrieval methods for large scale related video suggestion. In Proceedings of the 20th ACM SIGKDD international conference on knowledge discovery and data mining (pp. 1769-1778). Baron, P., 2022. YouTube’s Social Media Analytics as an Evaluation of Educational Teaching Videos. In 2022 IEEE IFEES World Engineering Education Forum-Global Engineering Deans Council (WEEF-GEDC) (pp. 1-8). IEEE. Baron, P., 2023. Using YouTube’s Social Media Analytics for Engineering Educators. In 2023 IEEE Global Engineering Education Conference (EDUCON) (pp. 1-10). IEEE. 2. Sponsorship From two of the videos published on YouTube; an industrial company who supplies the devices used in the video agreed to donate electrical equipment to our laboratories. They also agreed to sponsor our UJ student’s Projects Day 7 —a prestigious occasion for our final year students. Public video sharing also provides marketing for the university. 1. Publications The project led to two conference papers being published (listed in the references under Baron). 3. New educational videos Students rarely get an opportunity to see inside a large-scale industrial company. An application was made to film inside Eskom’s Kusile Power Station. Permission was granted to video at this national key point and the technical documentary is in the making. This video will provide students (and the public) with an in-depth view of how electricity is generated in the second largest coal-fired power station in the world. This is going to be used a teaching resource for our engineering students. Conclusion Using high quality videos was found to be useful for the practical teaching for the workshop skills module. These videos also achieved notable popularity on YouTube. YouTube’s SMA were found to be good at evaluating the educational videos based on the analytics data provided and thus the two research questions were positively answered. Owing to the success of the videos, an additional 14 videos were published on YouTube which have collectedly accrued over one million views and continue to achieve a steady viewership. From the extensive metrics provided by YouTube, educators may gauge how well their videos are being received, not only by their students, but by a global audience. By using the SMA, educators can determine what videos are well liked, what parts of the videos are watched the most, and what topics to cover in future videos. The SMA show that YouTube’s algorithms tend to prioritise the videos with good quality signals. This means that for educators to increase their impact on YouTube, they would need to aim for high percentage watch times, a high likes to dislike ratio, many shares, and continuous subscriber activity for their videos. The findings suggest that educators may consider evaluating their educational videos by using SMA. However, these analytics should be reviewed critically and should comprise of several metrics measured temporally. Understanding YouTube’s recommender system and its influence on the platform is also an important factor in evaluating one’s video content. The full publication of this project can be found in the reference list. 7 https://youtu.be/w8MiU0_CiRQ Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2022 16
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