The presence of Information and Communication Technologies (ICT) in the social, economic and cultural context are transforming the educational environment; at this time when the massive use of laptops, tablets and smartphones become visible in the family nucleus and in educational centers, students should take advantage of the tools and technological competences that students have to enhance their learning significant. Online social networks in particular their educational videos with that you can teach, but also learn; it is the classroom that is available at any time and place, this is where an active, freer and autonomous learning style is fostered; this is a rhetorical-communicative space, where words are found to drive actions, persuasive discourse with the intention of providing learning; these are the ideas that led us to investigate rhetorical discourse of educational videos on social networks, from an opportunity perspective for ubiquitous learning. This research, developed under the qualitative paradigm and with a hermeneutic approach, analyzed the rhetorical discourse used by the educational videos of the social network YouTube, to determine its characteristics and potential as a ubiquitous didactic tool that generates significant learning in students. As a sample, four educational video channels were selected taking some criteria, the most important being the educational theme of the formal school curriculum and the number of visualizations. The rhetorical analysis is the research method used to analyze the educational videos in which the rhetorical operations were studied (intellect, inventio, dispositio, elocutio, memory and actio) and the parts of the speech (exordium, narratio, argumentatio and perolatio).