In case you’re wondering why I’m experimenting with video, there actually is an ulterior motive, and it’s the same one that got me into blogging in the first place: teaching. I’m teaching science at an undergraduate institution, and contrary to many people’s expectations, a bachelor’s degree does not confer a deep understanding of science, and it can’t. Students come out of high school with an ability to read and do basic math (at least the ones we admit to college!), and have wildly varying abilities in writing, analysis, and thinking. I think the undergraduate university’s role is more to deepen the student’s abilities in those general skills, and also to provide a broad knowledge base in a discipline of their choosing. We’re preparing students to go off and do science, if that’s what they want to do. I’ve done my job if my students go to graduate school competent and confident, ready to get to work and explore the natural world. Or if they choose not to follow a science career, they’re open to read and think about the world in a scientific way.
So there are a couple of things I do in my upper level lab courses. I take a hands-off approach: I teach students how to use the tools in my lab, give them a general idea of what would be cool to do or see, and turn them loose. If I see a combination of frustration (“I can’t get it to work! How do I get it to work?”) and play (“What if we do this?”), it’s a success. I have them blogging because it’s a sneaky way to get them to think about the subject of the class outside of class, and also to get them to blend their interests — which usually aren’t identical to mine! — with what I’m teaching.
And then there are presentations. Communicating your work is an important part of doing science, too. I try to get them to do that with the blogging, but also our university promotes a capstone experience, our senior seminars. Before a student can graduate, they have to do a one hour talk on some subject in their discipline, and it’s a big deal/ordeal to the students, and also a big deal/ordeal for us faculty in one of the largest majors on campus. Their quality varies all over the place, even though many of my colleagues and I do incorporate requirements for giving in-class presentations in our upper level courses, and we have a preparatory course on writing that includes giving presentations. There’s a limitation on doing that in class, though: you’ve got 20 students, you can’t chew up multiple class hours getting them all to do rehearsals and rehearsals under your supervision. We usually get an abstract and a promise and a conversation with them to help explain the data, and then boom, they do their talk to the class. It’s one shot and they’re done. That’s not the way to learn.
So I’ve had this idea…this is a generation that’s comfortable with their camera phones, that whiles away hours on facebook and youtube. What if I tried to combine that with doing presentations? What if, in one of my lab courses, I made the final project to be producing a short youtube video explaining some piece of data that they’d gotten in the lab? Put a micrograph or a chart or a time-lapse video on the screen and explain it with a voice-over, or stand in front of a camera while discussing some fine point of theory, or make a how-to video on how to use the microscope. It’s something they could tweak until it looks good, I’d be able to review work in progress fairly easily, and then what they put up for final evaluation might be a little more polished. This would be a useful skill for the future. I’m also rather impressed with how Casey Dunn has his students make creature features.
One catch: to have the students do it, I have to be able to do it. So in my spare time (hah!), I’ve been tinkering with ideas. I got some clamp lamps to play with lighting, I’ve got some cheap and simple backdrops to play with, I read Steve Stockman’s How to Shoot Video That Doesn’t Suck (which has a lot of damn good basic practical advice), and I’ve been doing some experimenting, most of which will never see the light of day. I’m learning stuff, which is always fun.
And it’s useful stuff, too. For instance, I’m a words and typing sort of guy, so my approach so far has been to write a script and then wrap video and images around it. That doesn’t work so well. I’m slowly learning that in this medium you start with video and images and wrap words around them. And that’s exactly what we do routinely in a science talk! You’ve got these chunks of data in the form of images and numbers, and what you do in a presentation is show them and add your verbal explanation on top. Man, I ought to know this stuff already. I just have to adapt.
So this summer you might be seeing more of my unphotogenic face in videos as I clumsily try to get some basic skills in this medium. The payoff, though, is that in a year or so I’ll be able to teach my students how to do it better, and then we’ll get a fine new crop of video stars who are comfortable explaining science in front of a camera.
But don’t worry, you don’t have to suffer through my struggles, just don’t watch me.