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Increased work for the prof should of course be balanced by decreasing work somewhere else. How many courses could have (some or all) video lectures recorded be

by Jach 11y ago

Increased work for the prof should of course be balanced by decreasing work somewhere else. How many courses could have (some or all) video lectures recorded beforehand and assigned to watch as homework, thus saving the teacher lecture time and allowing the students who need extra help (and who otherwise would slow the whole class down by interrupting non-video lectures) to visit during office hours, or ask during a smaller lecture Q/A time slot of normal class, and point out exactly what parts of the recorded lecture they struggled to follow? And those who don't speak up their questions will get frequent feedback on their misconceptions anyway from the optional tests and determine if they should try harder or just drop the course.

kaitai 11y ago
As a prof, pre-recording video lectures doesn't save time -- it's a lot of work. And then you can't see the faces of students and react to their current state of understanding. Students "slowing down the class" are about 80% of the time providing the primary value of in-person instruction: they're creating the interaction that makes a lecture valuable. What you suggest has essentially been done, with "book" substituted for "video". That's why all those profs wrote books -- they figured the students could read beforehand, thus saving the teacher lecture time and allowing students who need extra help to visit during office hours. That's the dream; video is simply a change in format. I point out to students often what parts of the book they should return to when they struggled to follow. The most interesting question for me is what new technology adds or allows beyond old technologies. Analogize: what were the elements that changed from reading a serial in the paper to watching a show on TV to listening to a serial podcast to watching a YouTube series? As someone currently employed as a "prof who makes videos" I refuse to do any video unless I think it adds something beyond simply changing information format!

by Jach 11y ago

kaitai 11y ago

As a prof, pre-recording video lectures doesn't save time -- it's a lot of work. And then you can't see the faces of students and react to their current state of understanding. Students "slowing down the class" are about 80% of the time providing the primary value of in-person instruction: they're creating the interaction that makes a lecture valuable. What you suggest has essentially been done, with "book" substituted for "video". That's why all those profs wrote books -- they figured the students could read beforehand, thus saving the teacher lecture time and allowing students who need extra help to visit during office hours. That's the dream; video is simply a change in format. I point out to students often what parts of the book they should return to when they struggled to follow. The most interesting question for me is what new technology adds or allows beyond old technologies. Analogize: what were the elements that changed from reading a serial in the paper to watching a show on TV to listening to a serial podcast to watching a YouTube series? As someone currently employed as a "prof who makes videos" I refuse to do any video unless I think it adds something beyond simply changing information format!