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An Academic Online Resource at Técnico Lisboa
Ana Moura Santos and Rui Costa
A total of 41,916 views were registered on the YouTube
channel with an estimate of 138,682 minutes of video being
watched. The video with the most views was the Linear
Algebra module, Eigenvalues I, with a total of 2,973 views
and an estimate of 11,187 minutes being watched. That
means an average of 3:45 minutes of video being watched
per visitor. Based on this statistic, it is possible to conclude
that videos are not being watched in their full extent but
mostly browsed to the more important parts.
Regarding the visitors’ source country, 74.72% views
originated in Portugal, while 17.8% were from Brazil. By
comparing these results with the Web portal results, one
may conclude that a significant part of the visitors from
Brazil accessed the contents produced by IEEE-IST Academic
through search engines, either directly from You-
Tube or other providers, such as Google or Bing.
Moreover, 50.7% of the videos were watched in the
YouTube page, against 45% seen on the IEEE-IST Academic
web portal embedded player. This shows a balanced
distribution between users who browse and watch
the videos on the web portal, and users who browse the
videos directly in the YouTube website (either by direct
search queries or by choosing the YouTube interface).
References
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(Eds). Rethinking learning for a digital age. How learners are shaping
their own experiences, Routledge, New York, 100-113.
Jinwen, Z. (2010) A hybrid online-education strategy for delivering engineering
and technology courses. In: Networking and Digital Society
(ICNDS), 2nd International Conference on, vol.2, 448-451.
Mcauley, A., Stewart, B., Siemens, G. & Cormier, D. (2010). The MOOC
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www.edukwest.com/wp-content/uploads/2011/07/MOOC_Final.pdf.
Rennie, F., & Morisson, T. (2008). e-Learning and Social Networking
Handbook: Resources for Higher Education. Routledge, New York,
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This last result reinforces our belief that it is important,
in order to keep users on the website rather than have
them randomly browse the videos on the YouTube channel,
to add information that enhances the learning experience
of the content presented in the video modules.
Final considerations
With regards to the contents of the Academic project, we
expect that they will remain up-to-date and valid for several
years as long as the author-professor feels that they
are adjusted to the main goal. Due to the videos’ division
in atomic concepts and topics, in case of minor changes
in the course curriculum, videos can be rearranged in the
web portal and YouTube channel, without the need for
new recordings. Other topics can always be added.
Based on the Técnico Lisboa experience, the authors
conclude that this sort of initiative constitutes one of the
best ways to cope with students’ needs. The innovative
approach of professors and students of local institutions
and countries creating locally-based video contents helps
substantially to enhance the learning experience of students
with academic contents. What we try to always
keep in mind within the Academic project is that, in the
end, students are at the heart of the learning process and
should be its main beneficiaries.
Experience Track | 267