Thanks for the suggestion, and I share the sentiment, but I'm not going to do that. I'm happy for the student to record them and later upload them if (s)he wants to, but I don't want to commit to broadcasting because:

1) I'd rather not have the distraction of thinking "is this going on YouTube?" permeating the lesson and changing the student's (and my) responses. You'd be amazed how much harder it is to think when you suspect the entire internet may get to hear your answers.

2) Things that come up might not be interesting to other people; I take an extremely interactive approach, ideally with the student doing about half the talking.

3) Given the audience, it's possible people might want to ask me about how to apply some mathematics to their business. They may not want relevant information published.

That said, if at the end of the lessons it turns out that they might be a useful resource, and the student agrees, I'll be happy to do this.

Yes, I agree. Heck you could take popcorn.js and make a course out of it like one HN user did with his Django101.com idea. I am not available during those times on the weekday, otherwise I would certainly apply.