- Good morning.
Today we are going to talk about my 9 "dos"
for making engaging flipping videos
- Hey, guys.
- Hey, Bo.
- Hi, Bo.
♫ Flipping Physics ♫
My first "do" is, enjoy yourself.
- Enjoy yourself, really?
That's your advice?
I paid money for this?
- You did?
- Yeah, didn't you?
- No.
- Nope.
- Oh.
- I know some of you are going
to scoff at this suggestion,
but I really do think it's very important
that you enjoy making your flipping videos.
If you do, it will come through in your videos,
and your students will enjoy them more.
For example, I really enjoy pretending
to be three different characters.
- Wait, what?
- Look at the video camera.
If you are continually looking
somewhere other than the video camera,
the students watching your video will feel
like you are talking to someone else,
and not to them.
You don't always have to look at the camera,
but it is a good idea to at least,
often look at the camera.
Next, collaborate.
Collaborate with teachers,
collaborate with students
because, generally, dialogue is
more engaging than monologue.
That's why I have my three students.
- Yep, that's why we're here.
- Students love to help with the videos.
I've heard from several teachers
that they ask students to come in
and help video the lectures
so that those students will get
the lesson at least twice.
I have also heard from teachers
that it can be difficult to collaborate.
While this may be true,
in this day and age,
you don't even have to be in the same country
to dialogue with colleagues
about an important topic.
- Today we're gonna discuss
which flipping physics student is the smartest.
Billy, Bobby, or Bo.
You each have five seconds, go.
- Clearly it's Billy, because he wears a bow tie.
- Bo doesn't ever take notes,
so clearly he's the smartest.
- Uh, I think it has to be
Bobby cuz ...
- Well, it sounds like we haven't quite reached
a definitive conclusion, just yet.
- I didn't know people watched these videos.
- Provide lecture notes.
These are what my lecture notes look like
for a recent flipping physics video.
I clearly provide as much
as possible in my lecture notes.
Some teachers choose to provide
just an outline or guided lecture notes.
It doesn't matter exactly
what form your lecture notes take,
but having a physical item
for your students to interact with
while watching the video,
helps to keep them engaged.
Have a theme.
It doesn't have to be much,
just something to connect your videos to one another.
Imagine, if you will,
you could have your wife walk in
and hand you a cup of coffee.
Thank you very much.
Ten videos later, you could have your daughter walk in
and hand you your script.
Thank you.
- You're welcome.
- Then, seven videos later,
your other daughter could
go running across the screen
brandishing a foam sword.
- A-a-a-a!
- Again, it doesn't have to be much.
Just something to connect your videos,
and keep your students
guessing and watching.
Next, use a script.
This is what the script looks like for this video.
I post it on the wall and I use it as a guide.
No, I do not use a teleprompter.
Having a script will make it
so your videos take less time to film,
and will also make your videos shorter
because there will be fewer pauses
for you to figure out what you are going to say.
Again, don't read the script
like I'm doing right now
because then it will probably sound unnatural
like it does right now,
and you probably won't be looking at the camera.
Make mistakes and address misconceptions.
As the teacher, you learn what mistakes students
are going to make and you know
what misconceptions they are generally going to have.
But if you only do what's correct in the videos,
they won't learn what happens when they make mistakes.
So it's actually very important
that you address mistakes
and common misconceptions in your videos.
Here's one of my examples.
Billy, explain to me what would happen
if the acceleration at the top
in the y-direction were equal to zero?
- It would stop in mid-air and just float
because if the velocity is zero at the top
and the velocity isn't changing,
the velocity would continue to stay zero,
and the ball would just float there.
- Right.
It would look like this.
Eh.
- Awesome.
- Mr. P, that's cool.
- Wait, I thought it wouldn't do that.
- Fast forward when necessary.
It seems pretty obvious why.
It saves time.
What's kind of funny about this
is that I recently realized
that in one of my flipping physics videos,
I could have fast forwarded through part of it,
and saved 50 seconds.
I've made that change,
and here's what it looks like now.
Let's do one more example.
Again, let's say that I start here.
- This guy is strange.
- Yeah.
- Billy, what was my displacement?
Now, you may think, eh,
50 seconds, it's not that long.
If you have three classes of thirty students
over the course of ten semesters,
that's 45,000 seconds,
or 12 1/2 hours that students
did not have to watch your video.
If you want students to be engaged in your videos,
then fast forwarding when you can,
will really help.
- We are pretty busy.
- Please, don't waste our time.
- Ditto.
- Finally, be creative.
The more creative you can be,
the more you will enjoy yourself
and the more your students
will actually want to watch your videos.
Dang it, not again.
In summary, enjoy yourself.
Look at the video camera.
Collaborate.
Provide lecture notes.
Have a theme, use a script.
Make mistakes, address misconceptions.
Fast forward when you can,
and be creative.
- How are we still here?
I thought the video self-destructed.
- Yeah, this doesn't really
make any sense.
We shouldn't be here.
- In case you missed it,
I also have two other videos
about making engaging flipping videos,
The Basics of, and my list of 8 "Don'ts."
Thank you very much for learning with me today.
I enjoyed learning with you.