Videos

One of my interests is in using videos in my classes.  This has taken a variety of forms, including:

  • Video lectures for PHY202 and PHY203 for students to watch to prepare for a flipped class.
  • Problem solving videos for PHY202 and PHY203 to provide screencasts of step-by-step calculations.
  • Pre-lab videos for PHY210 and PHY150, explaining the equipment and measurement strategies before students come to lab.
  • Student team-created video projects for a variety of classes.
  • Student team-created video tutorials on electronics for YouTube.

While I believe that in person student-teacher interactions are at the heart of learning, videos have a number of advantage.  By using videos to deliver content (lecture), class time is freed for activities and more in person interactions.  Students can rewatch videos and go at their own pace.  Student-created videos allow their work to be preserved and shared with others.  Students may find that they can deliver higher quality work without the pressure or anxiety of speaking in front of others.


Student-created Electronics Videos

The goals of creating this playlist include:

  1. Diversifying the available YouTube videos on electronics
  2. Encouraging students to think of themselves as experts
  3. Creating a resource for future students in the class
  4. Helping students organize their knowledge into discrete chunks

 

Pre-Lab Explanations Videos

These videos, used in both PHY150 and PHY210:

  1. Introduce students to the overall goals and approach of the lab
  2. Show students the lab equipment and how it is to be used
  3. Reduce class time spent on basic explanations
  4. Provide the students the opportunity to rewatch the video while doing the lab to check individual steps and rehear explanations

Problem Solving Videos

These videos are used in PHY202 and PHY203. The playlist is only shared via Moodle, because I work out textbook problems. These videos:

  1. Show step-by-step methods for approaching problems, including how I plan the approach and how I check my answer.
  2. Provide the opportunity for students to refer to example problems while completing their homework.
  3. Allow students to rewatch videos and go at their own pace
  4. Free up class time for active learning and personal instruction
  5. Can go at a slow pace, without being rushed for time (as I would be in lecture).