Not to be rude, but not only is this over produced, the level of production makes it pretty incoherent.
I get that you're trying to illustrate your point with planes matching up to your hand movements, and blocks of information entering the frame when you refer to them. It's just a confusing mess.
They're designed to be frustrating at first so you'll figure out what you're missing.
You know you know the material when you can understand everything at the speed it's presented. (Chopping everything in 2-5 minute blocks helps with that too. Worst case, memorize everything and move on.)
[also, the posted content was part of a second level linear algebra course, so a lot of it is presented as a series of bullet points with just enough detail to jog existing memories of terms/definitions/how things interact.]
Also, that's just some kind guy who has a PhD in particle physics at Princeton who volunteered to let me record him saying things with no coaching or guide at all. There was zero coordination between the hour he talked while I recorded him versus the month I spent adding incoherent flying equations everywhere.
You know how Michael Bay movies are horrible because he wants to throw in every CGI effect he can? It was like that. I wanted to experiment, pedagogically, with different kinetic visuals. I feel my knowledge spatially/visually, and video is a perfect medium for toying with spreading "how I think."
You should have seen the first version I had with tons of explosions and racially stereotyped eigenvectors.
For what its worth I think it's an effective method for teaching. Now of course the execution of these particular set of videos is questionable, but I think the idea behind it is a sound one. I'm also a very visual learner and seeing things play out is very helpful. The first two videos were on the right track with having dynamic equations that represented the concept being talked about. The third/forth videos didn't seem to have as meaningful of graphics/equations so the benefit wasn't as great.
Also, seeing you in the video was just a distraction. Especially the cuts to maintain verbal flow were jarring because of the obvious visual cut. Just a whiteboard of equations like kahn academy would be better. If the idea here is to overlay graphics over any lecture that would also work, but then you'd have to either switch between live lecture and whiteboard or just have a whiteboard on the side.
Comments
Not to be rude, but not only is this over produced, the level of production makes it pretty incoherent.
I get that you're trying to illustrate your point with planes matching up to your hand movements, and blocks of information entering the frame when you refer to them. It's just a confusing mess.
They're designed to be frustrating at first so you'll figure out what you're missing.
You know you know the material when you can understand everything at the speed it's presented. (Chopping everything in 2-5 minute blocks helps with that too. Worst case, memorize everything and move on.)
[also, the posted content was part of a second level linear algebra course, so a lot of it is presented as a series of bullet points with just enough detail to jog existing memories of terms/definitions/how things interact.]
Also, that's just some kind guy who has a PhD in particle physics at Princeton who volunteered to let me record him saying things with no coaching or guide at all. There was zero coordination between the hour he talked while I recorded him versus the month I spent adding incoherent flying equations everywhere.
You know how Michael Bay movies are horrible because he wants to throw in every CGI effect he can? It was like that. I wanted to experiment, pedagogically, with different kinetic visuals. I feel my knowledge spatially/visually, and video is a perfect medium for toying with spreading "how I think."
You should have seen the first version I had with tons of explosions and racially stereotyped eigenvectors.
I know linear algebra and I was still very frustrated.
Success!
There is a chance I overestimated the amount of frustration people who aren't me want to feel while edumacating themselves.
Don't worry. The project is dead. There is no fear of me trying to teach you anything that way in the foreseeable future.
For what its worth I think it's an effective method for teaching. Now of course the execution of these particular set of videos is questionable, but I think the idea behind it is a sound one. I'm also a very visual learner and seeing things play out is very helpful. The first two videos were on the right track with having dynamic equations that represented the concept being talked about. The third/forth videos didn't seem to have as meaningful of graphics/equations so the benefit wasn't as great.
Also, seeing you in the video was just a distraction. Especially the cuts to maintain verbal flow were jarring because of the obvious visual cut. Just a whiteboard of equations like kahn academy would be better. If the idea here is to overlay graphics over any lecture that would also work, but then you'd have to either switch between live lecture and whiteboard or just have a whiteboard on the side.