QUADERNS ISSN (online): 2014-2242 / www.cac.cat DEL CAC YouTube as a tool of formative dissemination of the final project: The case of the Bachelor’s in Advertising and Public Relations at the Universitat Autònoma de Barcelona Patrícia Lázaro Pernias Ileana Zeler Associate Professor in the Departament of Advertising, Serra Húnter Fellow in the Departament of Advertising, Public Public Relations and Audiovisual Communication Relations and Audiovisual Communication Universitat Autònoma de Barcelona (UAB) Universitat Autònoma de Barcelona (UAB) Patricia.Lazaro@uab.cat Ileana.Zeler@uab.cat ORCID: https://orcid.org/0000-0001-5633-7612 ORCID: https://orcid.org/0000-0002-5550-1000 Paper received on 30 June 2023 and accepted on 6 October 2023 How to cite: Lázaro Pernias, P. & Zéler I. (2023). YouTube as a tool of formative dissemination of the final project: The case of the Bachelor’s in Advertising and Public Relations at the Universitat Autònoma de Barcelona. Quaderns del CAC, 49, 45-52. doi: https://doi.org/10.34810/qcac49id420937 Abstract Resum This article proposes the use of YouTube as a tool of formative Aquest article proposa l’ús de YouTube com a eina de divulgació dissemination of the activities associated with the final project formativa de les activitats vinculades als TFG del Grau de in the Bachelor’s in Advertising and Public Relations at the Publicitat i Relacions Públiques de la Universitat Autònoma Universitat Autònoma de Barcelona. Specifically, it examines de Barcelona. En concret, recull aquest plantejament formatiu this formative approach through the creation of video tutorials, a través de la creació de videotutorials, alhora que busca while also seeking to promote students’ active participation, impulsar la participació activa dels estudiants i els brinda giving them a prominent role in their own training process by un paper protagonista en el seu propi procés de formació, asking them to produce videos to present and defend their final en proposar-los que produeixin vídeos per a la presentació i projects. defensa dels seus TFG. Keywords Paraules clau Higher education, video tutorial, video defence, YouTube, final Educació superior, videotutorial, videodefensa, YouTube, TFG. project. 1. Introduction habituated to consuming content via multiple platforms, formats and digital media and to meet them on their own terms In recent years, the use of video as an educational resource (Bengochea & Medina, 2013). According to Gutiérrez et al. has risen significantly, including its use as a complement to (2018), some students claim that the tutorials available on face-to-face teaching, especially since the COVID-19 pandemic YouTube are extremely helpful in their learning process because (Pattier & Ferreira, 2022; Succar et al., 2022). Teachers at they can watch them as many times as needed and they adapt all educational levels, including the university, have chosen to to each person and their level of understanding. Furthermore, integrate audiovisual materials into their classes. Video tutorials YouTube is a tool that offers students the possibility of creating in particular are used as a complement to traditional teaching and disseminating their own educational materials, like projects strategies to facilitate comprehension of the information and research, facilitating other students, professors and people (Bengochea & Medina, 2013) and make the teaching-learning interested in the topic access to these materials. Thus, with process more dynamic and appealing. Within this context, millions of videos available on a wide variety of topics, YouTube YouTube has become the platform of choice to both find and has become a rich, diverse source of learning. share these resources, thus becoming an invaluable tool for Despite the increasing use of audiovisual resources in education. university teaching (Bengochea & Medina, 2013; Placencia, One of the essential reasons for using these resources is 2015), particularly platforms like YouTube (Gallego Domínguez to support a generation of students who are increasingly & Murillo Estepa, 2018; Lozano Díaz et al., 2020; Maraza- 45 Quaderns del CAC 49 - October 2023 (45-52) YouTube as a tool of formative dissemination of the final project P. L ázaro and I. Zeler Quispe et al., 2020; Posligua Anchundia, 2020), their specific end, the Ministry of Education and Professional Training has application within the context of final projects for Bachelor’s developed the ‘Reference Framework for the Digital Teaching degrees has not yet been thoroughly explored. The final project Competence’, which compiles digital resources and tools to is a compulsory subject in higher education in Spain in which support teachers as they create and edit, communicate, share the students have to apply the knowledge and competences and collaborate, among other aspects (INTEF, 2017). acquired during their programme in a integrated fashion. Even Video has become a teaching resource that facilitates teach- though there are common guidelines for the design, development ing and the comprehension of information. The use of videos and presentation of the final project, as well as guidelines on in the teaching-learning process makes it more dynamic and the different modalities and contents of the different sections appealing, as prior studies have highlighted (Choe et al., 2019) (Sierra Sánchez et al., 2018), each university establishes their while maintaining high learning outcomes in online education. certain particular rules. In this sense, it may be worthwhile to We presented different lecture video styles with standardized specify these particularities to both students and professors, material to students and then measured learning outcomes especially new ones. No specific class for students or training and satisfaction with a survey and summative assessment. We for their advisors on the final project is currently offered in the created an iterative qualitative coding scheme, “coding online Bachelor’s in Advertising and Public Relations at the Universitat asynchronous lectures” (COAL. Furthermore, in higher educa- Autònoma de Barcelona (UAB). tion, there is evidence that the use of videos can improve the Furthermore, after completing the final project, many students learning process (Noetel et al., 2021). However, it is important have to grapple with their projects’ lack of visibility, which to note that some authors warn that educational videos can be limits their ability to share their research. YouTube could play a more effective when they are applied in groups with a homoge- valuable role in addressing these challenges. neous educational level (Kohler & Dietrich, 2021). Videos can This article presents a teaching innovation project which be used both to teach students content and for students to ex- received funding in an internal call for applications at the press and communicate what they have learned (García Aragón, Universitat Autònoma de Barcelona. The project was developed 2016). Therefore, this resource not only allows educators to by the faculty in the Department of Advertising, Public Relations convey and enhance comprehension but also facilitates creative and Audiovisual Communication at the same university. The communication of what students have learned. instructors in this department are responsible for most of In recent years, the use of video has experienced considerable the final projects in the Bachelor’s in Advertising and Public growth in educational communities and has been shown to Relations, as well as other Communication degrees. afford major advantages for formal and informal education This project proposes using YouTube as a tool of formative during crises, such as COVID-19 (Lowenthal & West, 2020; dissemination of activities related to the final project. Pattier & Ferreira, 2022). The consumption of audiovisual Specifically, it focuses on creating formative video tutorials while content through digital platforms has increased, and more and also seeking to promote students’ participation, giving them a more students are choosing to use these resources for their prominent role in their own training process by proposing that education (Bengochea & Medina, 2013). Furthermore, the they produce videos to present and defend their final projects. imminent arrival of artificial intelligence is challenging forms of This proposal allows students to develop communicative and teaching-learning based on interaction, which is leading to the creative skills while also promoting greater interaction with the development of more automated and predictive education (Incio academic community. This project also addresses the need to Flores et al., 2022). improve the visibility and dissemination of students’ work by The diverse video style available in the field of education using a globally known platform like YouTube to facilitate access (Choe et al., 2019; Zacarias Ricardo & Revilla Miguel, 2019) to and feedback from a broader audience. while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes 2. Theoretical framework and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, “coding 2.1 The didactic use of video in the educational setting online asynchronous lectures” (COAL include video tutorials The integration of the information and communication or training clips (Bengochea & Medina, 2013). Video tutorials technologies (ICT) into teaching has brought about a pedagogical are distinguished from other from recordings of face-to-face innovation. The availability of digital platforms, resources and classes because they are designed specifically to be watched teaching materials contributes significantly to students’ training asynchronously. They include contents that complement in their future competences. According to the recommendations traditional formative strategies, facilitate an understanding of of the European Council, acquiring digital competences is the subject and improve the quality of learning (Bengochea essential in the learning process. Therefore, it is crucial for & Medina, 2013; Jiménez Castillo & Marín Carrillo, 2012). teachers receive to receive training in this area (Calero Sáchez, According to García Aragón (2016), the use of images in 2019) and to use these tools in their own teaching. To this videos may make phenomena or concepts easier to understand 46 Quaderns del CAC 49 - October 2023 P. L ázaro and I. Zeler YouTube as a tool of formative dissemination of the final project because they allow static and moving images, sound and text and their level of understanding. However, some authors claim to be combined in a single piece. This integration of elements that attitudinal factors like perceived utility or ease of use, facilitates the expression of the information to be taught and as well as the quality of the materials, are crucial factors in consequently improves the receiver’s ability to understand it. getting students to appreciate using YouTube videos as teaching Fyfield et al. (2019) suggest certain principles for the design material (Harper et al., 2023). of video tutorials: they should focus on a single learning topic, Many professor comment that this social media facilitates the be short in length and direct students’ attention toward specific understanding of information when presented in video format elements on the screen. Therefore, while these educational (Posligua Anchundia, 2020). However, Harper et al. (2023) videos can be a significant informative resource for students, stress the importance of professors first choosing the contents their success in the university community depends on the in order to avoid the perception of risk among students if they production quality of the content to ensure that it is synthetic, consult inaccurate or obsolete contents or spend too much time quick and effective (Fyfield et al., 2019). searching for appropriate contents themselves. There is a range of tools and media that allow video tutorials On the other hand, YouTube facilitates the administration to be created (Placencia, 2015). For example, the INTEF (2017) and organisation of collections of online educational videos, digital kit includes tips to create high-quality video tutorials, which contributes to academic training. Students also have the as well as recommendations for tools and media to produce opportunity to become producers of videos and to disseminate them (like Filmora, Screencastify, Monosnap, Active Presenter) them via the social media. Thus, YouTube is a potentially and edit them (like VideoPad, Filmora edición, Openshot, beneficial option in the field of education (Maraza-Quispe et al., Wevideo). These tools allow educators to design and develop 2020), as well as one of the social media, along with TikTok effective video tutorials which can be shared via a variety of and Instagram, used the most by higher education institutions digital platforms. Among these platforms, YouTube has become and faculty to connect with the university community (Lozano one of the most popular among educators, primarily since the Díaz et al., 2020). pandemic (Pattier & Ferreira, 2022; Succar et al., 2022,) due There are many experiences using the social media, and its due to its ability to overcome connectivity barriers in certain specifically YouTube, as a teaching tool in university education. social and cultural contexts. The literature and a direct search on YouTube itself show a wide thematic range that encompasses language learning, pedagogy, 2.2 YouTube as a tool for educational dissemination law, medicine and chemistry. Many of these experiences YouTube is the social media with the fourth highest number emerged from the faculty’s desire to seek effective formulas for of users young users and is ranked second by users in Spain teaching innovation and reflect different ways of making the according to the annual study by IAB Spain in 2023 (ELOGIA, most of the medium’s potentialities. Many articles describe 2023). This platform was created as a space to display and how to prepare a repository of selected videos in the medium disseminate one’s own audiovisual contents (Maraza-Quispe itself (Farag et al., 2020; Lozano Díaz et al., 2020; Rudenkin & et al., 2020). Its mission, according to its creators, is ‘to give Grushevskaya, 2019). Other experiences are based on faculty everyone a voice and show them the world’ (YouTube, no date). developing their own materials. In this case, we can distinguish Users of this digital platform can enjoy a wide variety of content different modalities: classes or lectures recorded in the face- in audiovisual format and create and share their own videos to-face classroom (with MIT OpenCourseWare as the main with an extensive audience. YouTube offers the possibility of referent) or developed specifically for educational channels personalising the experience through the creation of one’s own (Pattier & Ferreira, 2022; Ranga, 2017), and the creation of channels, subscriptions to channels of interest and interaction video tutorials or training clips (Bou Franch, 2021; Zhyrun, with the contents. Furthermore, it is available in more than 88 2016). Likewise, we should highlight experiences based on countries through a variety of devices, which fosters global students’ role as content creators (Orús et al., 2016). connectivity (Lozano Díaz et al., 2020). The content available on YouTube is considered an invaluable source of knowledge for both students and teachers. For 3. The final project in the UAB Bachelor’s in Advertising this reason, it is the ideal educational platform, as it offers and Public Relations the possibility of consuming, creating and sharing videos that facilitate knowledge, entertainment and social visibility The final project is an essential requirement to earn an official (Gutiérrez et al., 2018). The use of YouTube videos as teaching university degree in Spain. It became compulsory through material generates positive results in students’ learning due Royal Decree 1393/2007 dated 29 October 2007, which to their keen interest in audiovisual contents (Pérez Gómez was later amended by Royal Decree 861/2010, dated 2 July & Cuecuecha Mendoza, 2020). According to Gutiérrez et al. 2010, and Royal Decree 43/2015, dated 2 February 2015, (2018), some students claim that the tutorials available on which addressed curricular, structural and organisational YouTube contribute to their learning process because they can transformations (Sierra Sánchez et al., 2018). The final project be viewed as many times as needed, adapting to the person is done towards the end of the degree programme, and its goal 47 Quaderns del CAC 49 - October 2023 YouTube as a tool of formative dissemination of the final project P. L ázaro and I. Zeler is to assess competences associated with the degree. Each 5.1 First phase university determines the number of credits (ECTS) assigned to In the first phase, a methodological approach was designed the final project (a minimum of 6 and a maximum of 30 ECTS), that bore in mind students’ training needs and the support that as well as the modalities and procedures of the defence and faculty need when advising final projects, especially new faculty assessment of the project. that are advising them for the first time. At the UAB, these aspects are regulated in the university’s Initially, relevant topics that could be addressed in the video academic rules (Universitat Autònoma de Barcelona, 2022). tutorials were identified, most of them based on the experience Likewise, for the Bachelor’s in Advertising and Public Relations, of the project team and conversations with other professors the access requirements and guidelines for developing and in the degree programme. The following training needs were assessing the project are specified in a section of the Faculty of detected: Communication Studies website (no date). The final project is needs related to the final project planning process, like the kinds a compulsory subject worth 12 ECTS in all programmes in this of final projects, academic rules, the role of the advisor, etc faculty. It can take on one of two forms (research or project) • needs related to developing the final project: structure and can be done either individually or in a group. According to according to type, methodological tools, handling references the rules, each project must have an advisor who is an expert in and the bibliography, plagiarism, etc the field, and its assessment must include a compulsory public • needs related to the defence of the final project, both face- defence. to-face and on video: length, resources and additional tools. In addition to defining the topics, the most appropriate 4. Objectives of the innovation project formats for the video tutorials were explored. The goal was to generate a communicative style that was appealing to students, The innovation project presented in this article seeks to use considering the use of voiceover to provide the relevant YouTube as a tool of formative dissemination of the activities explanations and including images from a variety of sources, associated with the final projects in the Bachelor’s in Advertising like our own recordings, images from free image banks (www. and Public Relations at the UAB. To do so, the following specific pexels.com), music free of copyright (www.jamendo.com) and objectives were set: screen captures. Plus, institutional images that the UAB makes • To promote the creation and posting of video tutorials related available to the university community were used to incorporate to planning, developing and presenting final projects on the features of its corporate identity. official YouTube channel of the Department of Advertising, Next, scripts were prepared for the first videos produced. The Public Relations and Audiovisual Communication at the decision to start the channel with these first few videos reflected UAB in order to contribute to students’ complementary two criteria: to provide material that was chronologically training for this project and to help the faculty in charge of congruent with the stages in the final project, and to meet the advising them. demands of the faculty in the degree who mentioned specific • To promote the preparation of videos presenting the training needs in prior informal conversations. It was considered final projects of students in the Bachelor’s degree and to important to establish a suitable length for the videos (between disseminate them via the same YouTube channel 1 and 3 minutes) to make them more user-friendly, avoid boredom and discourage students from stopping while viewing Unlike many experiments using YouTube in university teaching them. Later, the production and post-production stage of these in which the teachers choose videos previously posted in the materials began (see Figure 1). social media (Lozano Díaz et al., 2020; Oliva Marañón & The materials were posted on the YouTube channel of the Gallego Trijueque, 2021), this proposal entails producing in- Department of Advertising, Public Relations and Audiovisual house audiovisual materials, avoiding the ‘lesson’ format. Communication of the UAB (@departamentpublicitatuab853) within a playlist called ‘Final Projects – Tutorials’ 5. Methodological proposal / work method 5.2 Second phase In the second phase, we enlisted the collaboration and complicity Based on the specific objectives, a study was planned with two of final project advisors in the Bachelor’s in Advertising and phases which were conducted simultaneously. The first phase Public Relations. These professors play a core role in supervising focused on creating and posting video tutorials. The second and guiding final projects, so they were sent a letter introducing phase focused on compiling videos presenting final projects the project and inviting them to participate actively in it. with marks of at least 8.5 (out of 10) in order to disseminate The advisors were supposed to act as intermediaries with the them. The goal of this action was to promote students’ work students interested in preparing the videos presenting explaining and turn it into a reference for future students, thus bringing their final projects. To facilitate this process, they were provided additional value to the final projects. with informative materials that they were supposed to share 48 Quaderns del CAC 49 - October 2023 P. L ázaro and I. Zeler YouTube as a tool of formative dissemination of the final project Figure 1. Stills extracted from one of the tutorial videos published on the YouTube channel Source: Own elaboration. with their students, which included detailed instructions, tips technological resources and specialised staff that may be and practical tools to prepare the videos. The advisors were also unavailable to some professors. However, scriptwriting is a more asked to request the participating students to sign a document accessible task, as it covers contents related to professional granting image rights. team’s teaching and research. These videos are brief and Throughout this process, any questions from the collaborating dynamic and explain the contents in an appealing, clear and faculty were welcomed and answered. Furthermore, concise fashion, in line with what some authors have suggested recommendations provided by the advisors were taken into (Fyfield et al., 2019). consideration and integrated into the project. This collaboration Regarding students’ participation in creating and producing the and feedback were essential to guarantee the success of this videos to defend the final project, is important to acknowledge phase in order to achieve the project’s objectives. that the results were somewhat limited. Fewer materials than Once the process of writing and defending the final project what we had initially forecast were ultimately produced due was over (in the months of June and July 2022 and 2023), to factors that were beyond the influence of the project team: the advisors were asked to send in the videos. The team in not all the final projects reached the minimal mark of 8.5 out charge of the project chose the videos that were ultimately of 10, and those that did do not always provide a video of posted on YouTube. It is important to note that even though sufficient quality to be shared on the channel. Nonetheless, it some of the projects earned a mark higher than 8.5 out of 10, is noteworthy that the students who decided to participate in not all the videos of the final project defences met the quality the initiative and prepared their video defences for the channel standards needed due to flaws in their image and/or sound, expressed their satisfaction with the proposal and positively which excluded them from the channel. rated it. Having considered all these factors, the material chosen Consequently, we believe that more work to reinforce was posted on the YouTube channel of the Department of the collaboration protocols with the final project advisors Advertising, Public Relations and Audiovisual Communication is necessary. Even though the professors who were asked of the UAB, with proper identification of the topic, the authors to collaborate responded positively to the initiative, actual and the advisors of each project. The material was added to a participation was limited and few of them reminded their playlist entitled ‘Final Projects’ during the months of July and students of the possibility of preparing this audiovisual material. September 2022 and 2023, and this was the responsibility of Therefore, it is essential to support both the advisors and the the team in charge of this project. students more closely so that preparing the video defences becomes a common practice within final projects. If the advisors see the usefulness of these materials or the channel in general, 6. Results they will be more likely to motivate their students to collaborate in creating them. Regarding the students, it is essential to The preliminary results of this project enable us to highlight overcome obstacles like the perception that preparing a video several key aspects. Regarding the production of video tutorials, defence duplicates the effort of the final project, given that they we should mention the difficulty entailed in developing high- also have to hold a public defence as stipulated in article 271.1 quality materials that are appealing and do not fall into the more of Royal Decree 822/2021. The strategy of turning this into a traditional tutorial formats (polymedia-type videos or PowerPoint ‘routine’ could contribute to boosting its use. In this sense, the presentations with audio). To achieve this, it essential to apply possibility that the video of the defence contributes to part of a professional audiovisual production approach, which requires the overall grade in the presentation section of the assessment 49 Quaderns del CAC 49 - October 2023 YouTube as a tool of formative dissemination of the final project P. L ázaro and I. Zeler rubrics or in the award of prizes or mentions for the best videos Secondly, it would be beneficial to assess the suitability and could be considered. impact of the video tutorials among both final project advisors and students in the process of developing their own final projects. This would help to determine whether the project is 7. Conclusions truly useful and provide the chance for suggestions regarding contents or topics that could be included in the video tutorials. Final projects are an opportunity for students to demonstrate Ultimately, this assessment would contribute to the constant the competences they have acquired during their Bachelor’s de- improvement of the resources and provide more effective grees, as well as their skills at autonomous work and independ- support for students doing their final projects. ent learning. In line with previous studies based on teaching Finally, the channel and its contents could be extended to innovation experiences, it has been found that the use of video other degrees taught in the Faculty of Communication Studies at tutorials improves the understanding of contents (Bengochea the UAB, given that the academic rules related to final projects & Medina, 2013; Jiménez Castillo & Marín Carrillo, 2012) and share many points in common, regardless of the programme. In that YouTube is an effective platform for fostering students’ in- this way, the YouTube channel could also be used by students dependent learning skills (Posligua Anchundia, 2020; Sandoval in the Audiovisual Communication, Journalism, Interactive Lozano & Rojas Gutiérrez, 2021). Therefore, one of the objec- Communication and Communication in Organisations degrees. tives of this innovation project was to develop specific content In recent years, the use of video as an educational resource for those students who have to do their final project and make has risen significantly, including its use as a complement to it available via the social media used by young people the most. face-to-face teaching, especially since the COVID-19 pandemic However, the project was not solely limited to this initiative. (Pattier & Ferreira, 2022; Succar et al., 2022). Teachers at Current education laws consider digital skills an essential all educational levels, including the university, have chosen to requirement (INTEF, 2017), especially for future professionals integrate audiovisual materials into their classes. Video tutorials in the field of communication. Moreover, it is important to in particular are used as a complement to traditional teaching highlight their value in sharing one’s work publicly. Thus, it is strategies to facilitate comprehension of the information considered worthwhile to motivate students who are finishing (Bengochea & Medina, 2013) and make the teaching-learning their final projects to generate content via YouTube, and this process more dynamic and appealing. Within this context, matches with the findings of other studies which stress the YouTube has become the platform of choice to both find and need to support students as producers of educational content share these resources, thus becoming an invaluable tool for (Lozano Díaz et al., 2020). education. The limitations of this project include the lack of technological and human resources available to conduct it. This entailed a major barrier that limited the ability to produce more video References tutorials. Another important aspect is that this project was developed Bengochea, L. & Medina, J. A. (2013). El papel de los specifically for the Bachelor’s in Advertising and Public Relations videotutoriales accesibles en el aprendizaje del futuro. at the UAB. This restricted the scope of the video tutorials and Actas del V Congreso Internacional ATICA 2013 - the dissemination of the final projects via YouTube. 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