Okay, so I also accessed into my video but my main message is the video should be much low barrier.
Everybody should do it.
All faculty should do it, all students should do it.
We shouldn't treat the video as like we always have to make Hollywood style movie.
The video should be just like playing piano.
We should always practice video.
This is because I think a video recording of student work is the best way to think,
to see their thought process, analyze the problem.
Oh and by the way, my name is Hong Qin and I'm with the University of Tennessee at Chattanooga.
Okay this is my main message.
I had taught, I was trained in biophysics.
I taught in computer science and biology.
I'm missing my data science course.
So in in all my courses, I require student to use video to complete their assignment.
Either it's the genetics, microbiology, computational biology, data science, Java, Python, algorithm.
So I used to do this, I give a lecture, talk our principal.
It's not moving.
Oh, I gave lecture, talk about the principal then go over data analysis.
This is me doing this.
Then I said if I asked a student to do this, maybe a student tutor will work better
and the other student look at another student tutor, it's become also more persuasive.
So this is actually a student doing this.
[video presentation plays, students talking on video in background]
This they're actually doing in class so on my video they are doing live,
some of them, but this one is recorded a live in class.
I'll just quickly go through it.
So I do this and this is a student doing this and in fact the student connects much better to their peers
than to my video and also it helps the student going over the process.
There are also many advantages of doing this, especially with this online education.
When the student finishes the homework, if they have a problem, how do I help the student?
And the student can send me their video recording and I look at the video and can circle where
the problem is and tell the student "that's your problem".
And this is another example, this is a Java coding problem and I
looked at the video and found out it's not about Java, it's actually about Windows.
[laughter]
So, there it's a very effective way for me to solve the student's problem, especially with,
with now the current economy, many of the students actually have to work and they often have to take the class remotely.
And the common tool I use is the YouTube live stream,
but now this is if you google open source free screen-cast software,
you will get the top ten and plus many others.
And this is just some.
I can do this live to show how easy it is.
So this is often I do this in class.
Live >New Event and then we can just say "edsin live now".
[pause]
Okay, ready to go.
I blocked my camera so you won't see me.
[laughter]
But you can actually, I just shared a screen, share my entire deck screen and then to everyone.
Oh by the way, that's recursion.
That's my example to show students the recursion.
Then start broadcasting.
There, so and then if I turn back, you can actually see that it is recording.
And those are some student examples.
This is algorithm bucket sorting and this is the genetics student walking through the problem,
Pedigree explains the probability of a child having a disease and that's the,
well R data analysis and then they show this.
This is the Unix exercise.
Student actually, in this case, [UCSD San Diego], had performance computing class here.
I'll just, this was actually done when I was [still at Spellman].
And that's [an older class from San Diego].
So this is probably my best work.
"Choppotunity"
I think using video in data science education is a challenging and opportunity.
And I know why to do it and faculty, if you're a PhD, should also do it,
and we actually have a NSF grant to support faculty to do this.
And this year we have 2 computing bootcamps.
That's the link for application and now I'll stop here.
Thank you.
[clapping]