I agree with this, though it depends on what you're learning and what you already know.
For example, I do not care for videos about code. I'm experienced in that domain and I want to get right into the meat of things: scroll to the appropriate paragraph, see the example I'm looking for, and move one.
I could see why a beginner would need a slower pace with more "filler" explanation and background information. Videos are a nice format for this, because they allow one to just sit back like we did at school and take in the information.
But that's only considering programming. Other domains are better suited to videos. For example, visual arts in general: painting, photography, filmmaking... I couldn't imagine explaining a picture with words only, or a human interaction with pictures only. Perhaps when I have more experience, but for now, I like videos.
> I could see why a beginner would need a slower pace with more "filler" explanation and background information.
But that's what links are for - allowing you to deduplicate information by merely providing a link to some other content instead of replicating it entirely.
Moreover, you don't know each beginner's background or desired pace. "Fixing" a certain set of information into the video is worse than providing the appropriate links that allow the beginner to read exactly what they're unfamiliar with, and videos hard-code the pace in a way that written material is not - they're the opposite of what a beginner needs.
> Videos are a nice format for this, because they allow one to just sit back like we did at school and take in the information.
The article specifically addresses this - passive consumption (which better describes videos than reading) is scientifically shown to be less effective for learning than active consumption:
> One study[1] found that active learning makes students think they’re learning less even when they’re actually learning more. That’s one reason why, even though they’re less effective, lectures have persisted for so long.
> Other domains are better suited to videos.
The parent comment ("It is more that these days everything is a video.") wasn't taking any issue with the fact that some things are represented as videos, but that everything is. Of course most filmmaking education (modulo some stuff like maybe an introduction to optics) is best done by video - but nobody is complaining about that.
Also, in terms of education, these subjects, while they exist, are a minority. The majority of stuff you learn in school is better done in a non-video format. Not a text format - diagrams and interactive simulation are incredibly valuable for understanding. But, specifically, video is almost exactly the opposite of a good format for learning most things.
It is just sad when I you search for "how to do X in Linux" you get a video in search results first and only second some article where you can actually copy-paste the commands
This lets you skip filler content automatically for many popular videos.