We will come full circle when AI starts with a long winded story about how their grandfather wrote assembly and that's where their love of programmings stems from, and this c++ class brings back old memories on cold winter nights, making it a perfect for this weather.

It works to cut down on verbosity, but verbosity is also how it thinks. You could be lobotomizing your responses

YouTube has a lot of junk, but there are also a lot of useful videos that demonstrate various practical skills or the experiences of using certain products, or recordings of certain natural environments, which are original, in the sense that before YouTube you could not find equivalent content anywhere, except by knowing personally people who could show you such things, but there would have been very small chances to find one near you, while through YouTube you can find one who happens to live on the opposite side of the World and who can share with you the experience in which you are interested.

While there is a lot of low-effort content, there is also some pretty involved stuff.

The investigation into Honey’s shenanigans[0] was investigated and presented first on YouTube (to the best of my knowledge). The fraud in Minnesota was also broken by a YouTuber who just testified to Congress[1]. There are people doing original work on there, you just have to end up in an algorithm that surfaces it… or seek it out.

In other cases people are presenting stuff I wouldn’t otherwise know about, and getting access to see it at levels I wouldn’t otherwise be able to see, like Cleo Abram’s[0] latest video about LIGO[1]. Yes, it’s a mostly entertaining overview of what’s going on, not a white paper on the equipment, but this is probably more in depth than what a science program on TV in the 80s or 90s would have been… at least on par.

There are also full class lectures, which people can access without being enrolled in a school. While YouTube isn’t the original source, it is still shared in full, not summarized or changed for entertainment purposes.

[0] https://youtu.be/vc4yL3YTwWk (part 1 of 3)

[1] https://youtu.be/vmOqH9BzKIY

[2] https://youtu.be/kr3iXUcNt2g

[3] https://www.ligo.caltech.edu/page/learn-more

I'm not looking for original knowledge when I go to YouTube to learn something. I just want someone who's good at explaining a math concept or who has managed to get the footage I want to see about how something is done.

I think that's the wrong metric for evaluating videos.

I've noticed that the YouTubers I enjoy the most are the ones that are good presenter's, good editor's, and have a traditional text blog as well.

You are being dismissive, though. There is no "original knowledge" anywhere. If the videos are the best presentation of the information, best suited to convey the topic to the audience, then that is valuable. Humans learn better from visual information conveyed at the same time as spoken language, because that exploits multiple independent brain functions at the same time. Reading does not have this property. Particularly for novices to a topic, videos can more easily convey the mental framework necessary for deeper understanding than text can. Experts will prefer the text, but they are rarer.

There is too much information that is only available in video form. You can use an LLM with the transcript quite effectively these days. I also run videos at higher speed and find that it doesn't help as much because it's a content density issue. Writers usually put more information into fewer words than speakers. Perhaps audio may not be as high-bandwidth a medium as text inherently. However, with an LLM you can tune up and down the text to your standard. I find it worthwhile to also ask for specific quotes, then find the right section of the video and watch it.

e.g. this was very useful when I recently clogged the hot-end of my 3d printer. Quick scan with LLM, ask quote, Cmd-F in Youtube Transcript, then click on timestamp and watch. `yt-dlp` can download the transcript and you can put prospective videos into this machine to identify ones that matter.

As someone who used to do instructional writing, I'm not sure that's true for those specific examples, but I acknowledge that making a video is exponentially cheaper and easier than generating good diagrams, illustrations, or photography with clear steps to follow.

Or to put it another way, if you were building a Lego set, would you rather follow the direction book, or follow along with a video? I fully acknowledge video is better for some things (try explaining weight lifting in text, for example, it's not easy), but a lot of Youtube is covering gaps in documentation we used to have in abundance.