One of my classes (that I’m a student in) is split into a lecture and a lab. The lecture is three days a week for one hour, and it is only lecture – slides without a theme (black text, white background), instructor talking, stuff from the textbook, occasional review questions.
They’re so boring. They suck. I can’t focus on them.
As a teacher, a lot of my teaching philosophy has been shaped by the frustrations I had as an undergrad — quizzes worded specifically to trick you, tests where the teacher doesn’t give you any clue as to what they think is important and what they will cover on the exam, boring-ass lectures…
Admittedly, since I teach at a community college, all of my classes are held in computer labs. It is wonderful. I have the ability to flip my classroom, record video lectures to watch as homework, and do programming during class. At university, there are too many students to have all computer science courses in labs – this is true at KU and at UMKC. Still, even though we are constrained to classrooms with desks instead of school computers, it would be nice to try to shake up the class in other ways.
My math classes aren’t just me lecturing the entire session. I give a short lecture, the video lectures that I recorded last semester are available online, and each week I write up an “in-class exercise“, which contains introduction text and examples, and then a series of questions. The students work in groups, and submit only one copy per team. They’re free to ask me questions as well. We spend time learning and practicing in the classroom, instead of putting all the onus on them figuring it out totally alone from the homework questions.
I resent pure lectures. They feel like a waste of my time. If the lectures are just going to reiterate content from the book, why not just let me read the textbook instead? Another big issue I have with lectures are that (1) I never go back and reference my notes. I just don’t. Over my 7 – 8 years as a college student, I just never go back, and (2) When I have taken notes in the past, any time I’m trying to recall something really specific, I can never find it. Probably because I cannot write as fast as teachers can talk.
This is why I record video lectures.
Students can watch again, pause, and watch when it is best for them.
Some teachers in previous classes would just record their in-class lecture – all 1+ hours of it – and post it as-is. You can’t find shit by sifting through such a long video, and it’s still boring as hell. It isn’t concise at all.
This is why I edit my video lectures.
I pre-script them. Usually, this means my slides are pretty detailed and it’s my main script. I export my slides to image files, put them in the video editor, then record my audio in Audacity. That way, I cut out all that is extra. Those go in the video lecture, too.
Then, if it’s a programming class, I use OBS to screen capture while I do some example coding – this is less scripted, but gives the same kind of example coding you’d get from a lecture. If it’s math, I open up GIMP and plug in my Wacom tablet and work some example problems. I further edit these down to get rid of long pauses and excess “ums” and speed up sections where I’m only writing stuff out or coding stuff after I have explained what I am doing.
I comb several books to figure out what points I need to make on the topic, and I put my slides together. Everything I would test over, I mention. I want my students to get everything they need, and be able to access that information at any time.
But it sucks for me.
I’m already the type of person who likes to control things, and gets annoyed when Redbox’s user interface isn’t as streamlined as I would like. (Brightspace has inconsistencies in user interface that drive me up a freaking wall!!!)
This means that when I’m a student rather than a teacher, I get really frustrated by the classes I take. I’m frustrated by the boredom, the inefficiency, the unknown, the schedule.
Best I can do? Basically go through the course content the way I would as a teacher – and write my own notes. Basically come up with the same sort of resources that I would as a teacher (because sometimes we have to teach ourselves the content while teaching, too – do you think I really remembered discrete math from when I took it 10+ years ago??)
So, just like I make repositories for my courses and throw all the content I make, available for anyone at any time (https://github.com/Rachels-Courses), I do the same with my classes. My notes, the code I write to try to learn the content, and so on. (https://github.com/Rachels-studies).