Comments by "Harry Mills" (@harrymills2770) on "Train Wreck White House Climate Summit/ZOOM Call" video.

  1. Yes. "Your mask apparently isn't working." "It's not?" "Nope. I can still hear you."
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  2. As a math prof, I've been making videos for years, because students learn at different rates in different ways. I have thousands of short videos providing theory and examples that I wouldn't have time to deliver in the face time allotted. I used to win awards for my live lectures, but while I was winning those awards was probably my low point in terms of faith in live lectures as primary teaching method. But everything I do in ZOOM gets recorded and posted in public domain. I also make a PDF of everything I write during the session. In my traditional face-to-face classes, I was already going non-traditional, turning the face-to-face into an open work session, with students making use of any of my resources at any time, while I just HELP people when asked. I have to train them where the resources are and how to use them. Usually what ends up happening is they first look at the transcripts of my short videos, which are just the notes I put on the SMART notebook. If they need the voice-over, they can watch the video. If they don't, they can find what they need really quick by scrolling through the notes. Some students just slurp up all the videos. Some only watch the videos when the notes and the book aren't enough. Basically every student gets through as fast as they are capable, without me making them listen to me, live. It was a bit trickier in ZOOM, when all my classes went full-on remote and online. Now that the school's opening back up, they're keeping me "remote" and "online," because other instructors are so in love with the traditional "I'm the high priest and you will be quiet and listen to me." My approach is "I'm the facilitator. I hope the videos and notes work for you. If you need me, I'm here. If you don't, then just don't pester your classmates and turn in your homework." I try to give marching orders at the beginning of class as to where we are on the schedule and what they should be working on. But if they fall behind, they can catch up, with on-demand help. If they're ahead, I can accelerate their progress. So, basically, I have 30 INDIVIDUALS in class, all receiving a custom, on-demand product. Some students HATE that the clever priest doesn't entertain them every lecture for the full period. Other students LOVE that I don't waste their time, and have anticipated virtually every question with a video, and freed up our "face" time for their questions. I can talk to more students at THEIR level than I ever could in the traditional setting. There are also fewer mistakes in the videos, because you can re-record or edit them, to eliminate time-wasting blunders. Fewer mistakes than the ego-gratifying but inefficient live lectures.
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