Burnout

This semester, I’ve been teaching 20 credit hours – 6 classes. Two sections of Data Structures online, three sections of Discrete Math 1, and one section of Discrete Math 2, which is the first time I’ve taught Discrete Math 2. I’m getting it done.

I’m not putting as much effort into Data Structures as I had wanted this semester, but I am getting it done. Instead of lecture slides and videos, I just write detailed notes in the labs. I know my students aren’t reading the textbook, I really ought to do something to encourage that. They come to me with questions that would be covered by the textbook if they had read it. With a math textbook, it is easy to get them to use it – assign homework. With a textbook on data structures, it doesn’t so much have a repository of homework to do, but is more of a reference item. I need to figure out some homework to get them to go through it.

I’m pretty happy with Discrete Math 2 this semester. I haven’t had much trouble ramping up on each new section as I re-teach myself stuff I took in college maybe eight or so years ago. I’m happy with my LaTeX assignments that I’ve been writing up, and the class has gone smoothly. Discrete Math 1 has also been going alright, though my night class is mostly silent. It’s a Monday night class, my lectures are all up online in video form, and in class we work on the exercises I write. For my day classes, students pair up and discuss the work. For the night class, everyone works solo (even though I’ve tried grouping them up) and is quiet. Their lack of energy saps my energy, and my lack of energy saps their energy – at least, that’s how it feels. In my more “outgoing” classes, I find talking about the topics easier. The night class, nobody works together, nobody asks me questions, and they already have all the resources they need. It’s such a weird dynamic.

 

Beyond classes this semester, I find it really hard to operate outside of work-mode. I’m so over-worked that it can be hard to wind down or relax or focus on any other tasks I want to do. It’s hard to go to sleep at night after working all day, because I still want to do something fun. But with any spare time I find, I cannot think of what is fun to do; I haven’t spent much time on fun all semester so my brain isn’t configured to receive fun. Sometimes I can get lost in an evening of Overwatch, but otherwise I just feel tired and lethargic.

As the semester end slowly comes, I keep thinking about what Moosader thing to work on next. And my mind is fuzzy. It’s so hard to focus on anything outside of my day job. The big picture, the small picture, anything. It stresses me out.

And I know next semester I will be teaching 4 classes (two Discrete Math 2s, two Data Structures) and taking one grad class. I know I’ll continue being exhausted for the foreseeable future, and that to get anything done with my startup I’ll just have to adapt.

I’m hoping that I will go back to part-time Summer 2018, adjuncting at my school and maybe another, and hopefully that will free up my brain for working towards something that is really my career goal – my startup – and not just working towards my backup goal – teaching. I love teaching, and I’m fine doing it, but I’m not ready for this to be the “endgame” in the MMO of life and career. I figure, after my Master’s, I can work as a teacher anywhere as needed. To add in some extra income, to work on when I’m closer to a retirement age, do pursue if we move to India, etc.

I’ve always dreamt of running my own company, I’ve always loved making work for myself, but these things have always been shoved on the back burner due to school or work. I don’t have the luxury to just quit a job and focus on a startup full-time; I have bills to pay. I have student loans to pay off. But when I think of where I want to be in the future career-wise, what I’m doing now isn’t exactly what I envision.

It’s my birthday!

Me: “I should keep up with grading by grading one assignment every night!”

My day –

Teacher work: Wake up, eat, begin working on class prep for the day. Fund an old lecture on stacks and queues, write a lab, adjust an old project to be a new project.

Business work: Create a set of wireframes for contract app, send out emails to client and to interns.

Homework: Spend last half hour before class begins working on homework. Fix queue problem.

Teach class: Give lecture, read through documentation of my homework while my students work on their lab, answer questions as-needed.

Get home: Eat fast food, be lazy for a while.

Work on homework: Figure out WTF is going on with this programming assignment since the project spec doesn’t really give us much to go on.

Look at clock: 1:30 am…

Tomorrow’s plans: Wake up early, work on class prep before my first class, teach Discrete Math at 12:30, work meeting, then meet with intern after class to help them set up their tools, eat, teach my 6 – 9 pm class, do homework until late again.

Friday…: 9 am meeting at work, meeting with intern, then I guess homework all weekend. Also need to write a letter of recommendation and do my taxes and finish up the fiancé visa paperwork.

Maybe I’ll fit in grading somewhere around there.

Just because I’m a student doesn’t mean that you shouldn’t respect my time: Study guides

OK, I was going to write this blog post after I was done studying for the midterm, but I’m just too steamed right now so I’m going to vent and then get back to it. My plan right now is to spend this entire weekend re-reading all the chapters of the book and making notes on everything. (I keep these notes on my GitHub.)

I’m salty because I emailed the instructor a month ago and asked for the best way to study for the midterm. The response I got was:

Hi Rachel

Lecture notes and the book are probably the best way to prepare for the exam. 

So I guess that I’m just supposed to memorize every fucking thing out of the textbook, because there is no clear way to tell what this teacher things is important and what we will be assessed over.


A textbook I teach out of with only a few sentences highlighted

I clearly have not highlighted every paragraph of the Data Structures textbook that I teach from.

“Oh well you should be learning everything anyway.”

Sure, read all the content, absorb it all, but what we need to know of and what we need to have burned into our brains are very different. I sift through the textbooks that I teach out of and I sure as hell don’t highlight every damn line with what I think is important.

And it depends between teachers!

What I highlight and think is important is based on my own experience in the professional world with things that have come in handy, what I’ve needed to know, and so on. What somebody in academia thinks is important, someone whose research focus is operating systems, might be completely different than what someone thinks from a practical standpoint.

Textbooks are full of words. These words might be good in creating a flow for the textbook, but they are not reference material, and they do not only contain the important bits – they contain information on context, examples, and explanations. At some level, when studying, I’d prefer a reference book than a textbook, because there’s so much to sift through and pull out.

Something I probably don’t need to memorize, but is still mentioned in the textbook, taking up valuable space: “Two common techniques for loading executable files are double-clicking an icon representing the executable file and entering the name of the executable file on the command line (as in prog.exe or a.out).” – Operating Systems Concepts, 9th Edition, Silberschatz


It's part of a study guide that I've prepared.

It’s part of a study guide that I’ve prepared.

The study guides I prepare contain all of the information that I expect my students to know, and that they may potentially be tested over during an exam. It may still be a lot to read and learn, but it doesn’t compare to the amount of time they would have to spend in their textbook, guesstimating what may be important and what may not be.

Because how is a student supposed to properly figure what is and is not important? They’re students. They haven’t had the same background as the instructor, and cannot properly judge what the instructor is going to deem worthy to know.

Functions? Yes, you better damn well know the vocabulary relating to functions so that you can know what I’m talking about when I tell you specifically, “you’re not passing in enough arguments into your function call.”, because if you don’t know the definitions you’re lost.

You need to know how to use pointers, and the operator names and in what contexts what * does. But do you need to know how many bytes an integer, float, and double need? I don’t have that information memorized, and it has never affected me. So I don’t tell them to memorize that. That information is good for some background knowledge and context, but they don’t need to know how many bytes they’re allocating, at least in C++, to write a basic program.


So, in summary, it pisses me off when teachers don’t provide study guides. It already seems like a lot of teachers (especially at university level) have disdain for undergrad students, thinking that they’re so frivolous and immature. What could those kids possibly be doing with their time? Obviously all they should be doing is studying! It comes off as disrespectful. Many of us work, many have families – even at the community college level! – We have shit to do, we’re here to learn, but we’re not here to memorize textbooks. Exams really aren’t the best way to assess students, but when we have so many students there’s not really a chance to do things more personally.

I teach full time, and when you teach full time, that’s way more than a full time job. I’m working on visa paperwork and travel plans. I’m studying for classes. I’m trying to get an advisor and learn about gradschool. And I’m the only one at home to take care of things. And, sometimes, I want to play video games.


Next rant: “Why my powerpoints > your powerpoints”? the next chapter on “Why I’m a better teacher than you are”, the ego-driven blog series on why school sucks and why I make it sssooooo much better. ;P

See also: “Why I make my study notes public – so that other students don’t have to suffer as I have. My teaching philosophy in a nutshell.”

More exams are better

Schedule for the Operating Systems class that I’m taking

I am stressed out. The class I’m taking has only two exams – Midterm and Final. The exams together are worth 45% of the grade. This is unfortunate for me, considering that I’m not too great at exams!

In yet another example of “things that frustrate me as a student, so I try to do better at as a teacher”, I don’t like exams that cover too many topics. Sure, make the final cumulative; that’s fine. But, during our “learning period” of the semester, I prefer a tighter cycle – Teach, practice, assess. Teach, practice, assess. You can spend more time doing in-depth study of fewer topics in order to prepare for that topic’s exam, rather than panicking and trying to cover every topic for the first 8 weeks and praying to your exam-god that your teacher’s exams aren’t unintuitive, and that what you think is important to study happens to be the same thing that your teacher thinks is important to study. (For reference, I also hate the lack of study guides!)

Schedule for the CS 200 class that I’m teaching

In my classes, I tend to have about 4 exams, including the final. I like to schedule my courses in chunks, with exams being the clear delimiter between topics. For exam 2, students will be studying up on arrays, pointers, memory management, and dynamic variables/arrays; all related and tie together. Exam 3 is everything OOPey. Structs, classes, inheritance.

For Data Structures, the first exam is over introductory content, wrapping static and dynamic arrays, and building a linked list. The second will be over stacks, queues, and dictionaries. The third will be over trees, heaps, and balanced search trees.

And for Discrete Math, each chapter of the book gets its own exam as well. A nice, clean, split between topics in the course.

I also either prepare study guides, or provide exams from a previous semester. Why? I don’t protect my old exams like a dragon hordes treasure because at some point, somebody is going to have that information. And they’ll distribute that information among their friends, so then only a small pool of people will have it. That’s not fair to everybody, and that’s also not really something I can stop. So start them all on even footing. I hope that it also discourages cheating if students know what I expect of them, and what I intend to assess of them.

So I’m nervous about this upcoming midterm. I have actually taken this class before, as an undergrad, at another university…

… and while I scored really well in my programming assignments, I just don’t do well on these kinds of exams. Math, gimme, I’ll ace that. Exams with coding on paper – ok, I can do that. Exams where you memorize a bunch of random information aimlessly? That is not my strong suit.

The first time I took the course, it was taught by Dr. Cotter, who is one of my favorite teachers. Even having an interesting teacher didn’t make it easy for me to do well!

Of course, I’m older now, I’m more experienced, I’m better at knowing how to learn. I have been using more resources as I study these concepts so that I have a better understanding than I would if I only studied from the textbook. But still, I resent not knowing what is expected of me. I resent the lack of respect for my time, by making the exam an amorphous mystery – good luck.

How I prepare for weekly lessons

Lecture prep with textbook open and video editor open.

Here’s a preview into how I create the content for my courses. I always hated slides straight from the textbook publishers, so I always make my own. I also frequently have to re-teach or re-view content that I’ve learned previously, so the best way to learn is to consume all the information and then be able to regurgitate it in my own words.

For discrete math, I first go through the book and highlight the important bits – definitions, laws, notes about how things work. So much content in textbooks is just fluff… while it can help you gain context for what you’re learning, I wish it were separated a little more… give me the pure information in one section, and the pure exposition in another. Examples after that. Make it easy to parse.

So I come up with what I want to cover – then I usually look line for additional resources. I frequently quote Wikipedia pages on math because it’s easier to cite; I don’t want to get in trouble for quoting the textbook (because proprietary, ugh.) There are also Wikibooks (a, b) on Discrete Math, and other class resources from other universities.

Next, I build my lectures. Yep, it’s a slideshow (built with the open source LibreOffice Impress), however:

  • I try to write out all the information that I want to cover for the chapter in these slides. I hate when class slides are useless on their own.
  • I use the slides to give information, show examples, and give practice problems.
  • I turn it into a video, for students to watch on their own time.

As I turn it into a video, I alleviate some of the shitty parts of slideshows further:

  • I don’t just record myself talking as I run through the slideshow “live”. Nope. I throw the slides in my video editor (kdenlive, also open source), then record my talk for each slide separately (with Audacity, also open source). I put them all together in the video editor. This means I cut out all the “ums”, pauses, and stumbles.
  • I insert in working math by-hand by recording myself working problems in a paint program (GIMP, open source) with my drawing tablet (a cheapo Wacom), recording the screen with OBS (also open source).

 

I’m currently writing the lesson plan for a chapter on logic circuits, which means I pull out another handy open source tool: dia.

Using dia to diagram circuits

It’s dia!!

I’ve found that I’m too busy this semester to actually grade paper homework. With my own homework and studying to do as a grad student, it just isn’t practical. Therefore, I’m also leveraging our LMS (learning management software) to build custom homework questions that are self-grading, and give students immediate feedback.

Creating a quiz in D2L

 

Millennials rock

“demographers and researchers typically use the early 1980s as starting birth years and the mid-1990s to early 2000s as ending birth years.”

I think that teachers of the my generation and future generations will end up being more effective because of our experience with various types of technology. Many of us have grown up editing videos, using YouTube, or even making animations (*cough*Newgrounds*cough*…) and when we leverage our experience into our professional lives, we become that much better at creating tools and content. As kids and teens, we learn to be content creators, whether we’re making videos about video games, or programming tutorials, or drawing, or whatever our interests are.

We aren’t afraid of technology, and we pick up the tools we need and teach ourselves. I have a toolbelt full of software for video editing, audio editing, music writing and sheet music creation, diagramming, art, animating, software development, and more. I taught myself to animate as a tween, which is a skill that has served me throughout the years. I began making YouTube programming tutorials when I was about 18, which is another skill that I still build and use today.

We don’t rely on expensive proprietary software to come along and let us teachers achieve what we need – there are tons of tools for all sorts of things, and many are free and open source. And if those tools don’t exist, there are more and more tools popping up for building your own.

We are the generation that creates!

(And is also sleep deprived from too much work. Looks like I’ll get less than 5 hours of sleep tonight…)

Lecture sucks

Scribbles on a slide that is incomprehensible if you're viewing independent of the class.

Scribbles on a slide that is incomprehensible if you’re viewing independent of the class.

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).

Road map

Next week, I begin my first semester as a grad student at KU, and my second semester teaching full time, teaching two sections of Discrete Math, and one each of Data Structures and Programming II. Moosader is also on my mind, and I feel like I have a bit more of a focus for what we should do in 2017. Marriage is also on my mind, though I’ve never been engaged before or planned for such a thing before.

 

Grad School

kuOrientation at KU opened my eyes to some possibilities that I had not thought of; I had originally just planned on doing it for the paper, to push forward my career, but talking to the EECS faculty inspired me a bit.

I like watching Day9’s Mostly Walking series, and one of the guests on that web show is Sean Bouchard. Sometimes he talks about his work, and though I don’t know much about it, it had piqued my interest prior to even thinking about grad school, and going to orientation made me think of some of the things he had talked about, which got me excited.

Now I see grad school as more of a journey than just a means to an end. Perhaps at some point I will switch from working full time and studying part time to vice versa – going back to being an adjunct and studying full time so that I can spend time on a research project, centered around software and education.

 

Teaching

This year, I’m an assistant professor. The previous semester, I was a full-time-temp, so I worked full time but I didn’t have the same responsibilities; it was like being an adjunct but with more hours.

I’ve been with my community college for a full year now – all of 2016. I really enjoy the teaching aspects, but this is the first place I’ve worked where I keep being put in the middle of faction politics. Perhaps I just hadn’t been at any software companies long enough to experience this, or I was always really low on the totem pole.

It isn’t making my job unpleasant at this point, per se; I mostly see it as weird, bizarre entertainment. But, it has affected my long-term goals there. That, and also being full time means I have more responsibilities now, such as attending meetings and a “butt-in-seat” policy (having to be physically present at the workplace to “prove” that you’re working, when really it just proves that you know how to look busy.)

I left the software industry to get away from arbitrary things that kill my productivity, such as required work hours and require work locations. If you want me to create my best work, you need to trust that I know how to best produce that productivity in me, rather than restrict me to silly standards that make no sense.

Anyway, this is part of why I’ve shifted my excitement towards grad school, and why I’m thinking of adjuncting after my year-and-a-half contract is up. Keep a foot in the door, but put my efforts elseware.

 

Moosader

fdeIn 2016, I was convinced that I could put out Fin ‘N’ Kit, rewriting it in C++ so that I could control more of its features than what the original engine had allowed for. However, this just ended up meaning I was the bottleneck and my team didn’t have anything they could work on. In 2016, we basically just re-released Gift Grab with new graphics as a free game with ads, since in 2015 we basically had about 12 sales.

So one of the things I’ve learned is that, this early in, we need to be building games with tools that increase our speed. Visual Novels in RenPy, or maybe using other engines or languages, rather than rewriting a full engine in C++. Fin ‘N’ Kit is in alpha, but there just isn’t much interest, so I guess it is suspended for now.

I put out a survey – in English and in Esperanto – with a list of some of the games we have prototyped, or just ideas for, to see where the interest lies. Mostly, the interest is around the language learning educational apps, moreso than anything that we’ve worked on purely for entertainment. Sure, there’s a little interest in a game where you’re a courier in a post-apocalyptic setting, handing out bills for peoples’ still-active student loans, and returning the payments back to the student loan H.Q. — Because, even after the apocalypse, student loans will continue to exist. Get it? 😛

And, honestly, it is hard for me to find inspiration for the “purely for fun” types of games anymore. This inspiration was severely killed off during my years as a software developer, as my soul was slowly killed as I zombied through the days. It was language learning that rekindled any sort of passion in me. As a result, I can easily think of games that I would like to play to help me learn languages, in the style that I best learn, so designing these sorts of games comes much more naturally. Coming up with something purely fun for fun’s sake outside the context of learning, my brain just doesn’t do that anymore.

 

Marriage?
rai22016 had mostly been good to me, up until a certain point. I began taking antidepressants/antianxiety meds, started my new job as an adjunct instructor, which I really enjoyed, and started my relationship with Rai, whom I met on Tinder. I had not been intending to find a serious boyfriend, and only date around to fill time, but we actually hit it off really well, and it had been the most healthy, supportive relationship I had ever been in.

In late October, however, the company that Rai was subcontracted under had budget cuts and rolled him off the project. He was given two weeks to return back to India. So, November 1st, he returned, where he continues waiting for another assignment and spending time training on Selenium.

We are still together, though “together” through WhatsApp. He is 11-and-a-half hours away, which is a difficult schedule. There is a chance that the company that rolled him off the project will be reassessing their budget from Q1, and be up for hiring him back in Q2.  I hate having to rely on corporations, they never come through and they have no respect or care for their employees.

Beyond that, I need to renew my passport, and I’m planning on booking a trip to India in May of this year, where we will go to Uttarakhand and meet his parents. I need to make sure to study Hindi daily, as his parents do not speak English. We’ve gotten approval from them already, but it is good to meet.

IMG-20170111-WA0016The marriage I’m willing, but weddings are a pain in the butt, and even more so now that we have to think of weddings in two countries. I like to keep things simple, but simple does not describe an Indian wedding. In the U.S., I figured it would be my parents, his parents, my sister, her bf, and my cousin and her husband. I do not want any more people than that. Simple, clean, low-stress, mostly casual. But how far apart would we have the two weddings, getting visas, and how all of this works, is just another stress on my plate when I already have so much to think about.

I finally am working full time so I can actually feasibly pay for flight(s) to India, but trying to fly myself and my parents, or flying his parents over, so many flights! So much money! Blarg.

You rock

I had a student who wrote some notes on their recent exam that expressed frustration and embarrassment over some problems. I haven’t returned the exams yet (it’s a once-a-week class), but I sketched in their exam and left positive notes. I scanned the exam for this student and sent it to them, and let them know that these next chapters will be easier – no holiday getting in the middle of the class, I’m doing video lectures to help students out more, and we’ll work together to iron out tough bits.

The response I got back was “you rock”, so that was nice. 🙂

 

Rachel,
I really appreciate this email and thank you for your positive attachment! That was nice, but I can be really self-deprecating, so that’s where that came from.
I will let you know if I have any questions. I will get to my Discrete Math ASAP today; I’m such a procrastinator:(
You rock.

Video Lectures

A screenshot of a video being rendered

When I was a student, it was aggravating to no end, just knowing that I heard my professor say something in class, but not having it in my notes and not remembering what exactly it was.

I know I’ve dealt with being confused on a math topic and pouring through the book and examples and still not understanding; trying to find YouTube videos on the same topic that wouldn’t confuse me further.

Some teachers would record their entire in-class lecture and post those up online, but these were often over an hour long and difficult to parse; if it were a class session where the teacher was just coding the entire time, it would be hard to figure out what part of the class they said the thing I was looking for!


 

However, done right, video is a great medium for presenting information. For my CS 200 (JCCC) and CS 201R (UMKC) classes I taught in Spring 2016, I spent every weekend writing and recording lecture videos for them to watch as homework – then we’d spend the class period actually coding. This also means that I can reuse these videos – both for any other CS 200 sessions I’m teaching, but also to provide as review videos for classes after CS 200 – such as data structures, if the students need to review some core C++ topics!

More recently, as a result of having a Monday-only three-hour Discrete Math class and Labor Day nuking the class period for the week, I ended up recording a video lecture for the class that should have been that week. And, actually, I recorded video lectures for that entire chapter, to help my students study for the exam the following week. And it was pretty well received.

Part of building lecture videos is boiling down the book’s contents to its important bits; like panning dirt to find gold… or at least some cool pebbles.

An in-class lecture can be boiled down to 10 minutes when you’re building a lecture video by a script, rather than just hitting record and going for it. It also results in cleaner, easier to follow content.

The downside, however, is just that it takes time to do. For a standard lecture, I will…:

  • Go through the book, figuring out the important parts.
  • Write some presentation slides, then export them as separate images.
  • Throw those slides in my video editor (kdenlive).
  • For each slide, record narration (with audacity).
  • Then to work examples of the problems, record myself writing out and solving the problems in a paint program. (This requires GIMP, my Wacom tablet, and OBS) – If it’s a programming class, then Code::Blocks and OBS to record coding through some problems.
  • Putting it all together in the video editor, making sure it flows well.
  • Rendering!
  • Uploading to my server and/or YouTube.

Unfortunately, it can be a lot to ask any random teacher to build something like this. But I have the capability (I guess I’m from the “YouTube Generation” so a lot of us can handle a video editor), and the drive to do so. I feel like creating the video lectures also helps me understand the content even better, so that in class I can give a better lecture and answer questions better.

It also means that, even though it is a lot of work now, it will be less work in the long run.


 

You can view my educational content over at http://edu.moosader.com/

Programming Poems

Was just playing around with words to try to think of ways to get students to remember that they need == when comparing two values.

To compare if two values are equal,
Your equal sign needs a sequel. (==)

 

I posted it on FB, and was given the response “===” so then I wrote:

If you need to check the type and value both,
your equal signs will need another growth?

 

But a friend of mine, Chris M, also wrote a poem:

If checking type is on your minds,
why don’t you use three equal signs?

 

I just thought it was funny and cute. ^_^