ABSTRACT

YouTube hosts a vast catalogue of instructional videos that are increasingly used in formal education contexts. Teachers regularly use YouTube to select videos for students, but the processes they use to select these resources have been understudied. This study explores how teachers search for videos, and the role of YouTube’s complex algorithm in that process. It reports on a case study of nine Australian teachers working across two schools, at various stages of their careers, from a variety of subject domains. When searching for content on YouTube, most teachers use what can be described as a search and scroll method, meaning they enter a relatively simple search term then scroll through the resulting list. This strategy relies on the teacher to select appropriate videos displayed by YouTube’s algorithm, representing an entanglement of human and software labour. The considerations of teachers around specificity to learning goals, length, engagement, and affect when choosing videos are discussed as important factors in final selection. While some teachers navigated through the search returns using well-developed content knowledge, others used rushed, or uncritical methods, increasing the influence of the algorithm in their practice.

摘要

YouTube拥有大量的教学视频，这​​些视频正越来越多地用于正规教育环境。老师经常使用YouTube为学生选择视频，但是他们用于选择这些资源的过程已被研究不足。这项研究探讨了教师如何搜索视频，以及YouTube复杂算法在该过程中的作用。报告报道了一个案例研究，其中有九名澳大利亚教师在两所学校工作，其职业生涯的各个阶段来自各个学科领域。在YouTube上搜索内容时，大多数教师使用可称为搜索和滚动方法的方法，这意味着他们输入一个相对简单的搜索词然后滚动浏览结果列表。这种策略依赖于老师选择YouTube算法所显示的适当视频，这些视频代表了人力和软件的纠缠。在选择视频时，围绕教师对学习目标的特殊性，学习时间，参与度和影响的考虑是最终选择的重要因素。一些教师使用完善的内容知识浏览搜索结果时，另一些教师则使用匆忙或非批判性的方法，从而增加了算法在实践中的影响力。