In this post, the fifth in a series of posts on how I make screencasts, I’m going to focus on what I call the “whiteboard” screencast. This is a screencast where I am demoing some sort of concept or calculation by writing things down, rather than clicking through a Keynote presentation or typing something on the screen. It’s intended to mimic the live presentation of content on a whiteboard, hence my name for it.

Of course the most well-known examples of “whiteboard” screencasts are the videos at Khan Academy. In the unlikely event you haven’t seen a Khan Academy video before, here’s one:

I do whiteboard screencasts fairly often. I use them sometimes for presenting hand calculations for students to watch and work through before class, and sometimes (probably more frequently) I use them to create additional examples for things I’ve covered in class. This is a really powerful use…

Now that school’s out, I’m going to pick up where I left off (two months ago!) in my series on how I make screencasts. So far I’ve made three posts in this series. In the first post we talked about what a screencast is, exactly, and why anybody would want to make one. In the second post, we saw how the elements of careful planning make screencasting a successful experience. And in the most recent post, we took a look at using Keynote (or PowerPoint) to create a lecture-capture screencast.

Before I talk about the other kinds of screencasts I make, I’m going to take this post to describe how I use my go-to tool for screencasting: Camtasia for Mac, specifically how I use it to make lecture capture videos when I’m not using Keynote. (Full disclosure: I was on the beta-testing team for Camtasia for Mac and got a free license for the software for my efforts. But I can definitely say that I’d …

Since I started to put serious amounts of time and effort into screencasting last summer, I’ve gotten a lot of requests to blog about how I go about making these things. Starting with this post, I’m going to do a multi-part series here about making screencasts — or at least how I make screencasts, which is a long way from perfect or canonical, but it’s what people asked for! I hope it’s useful for people who are interested in this kind of thing and need some pointers; and I hope too that those with more experience and better ideas than I have can share.

First, let’s start with a few FAQ’s.

Q:What is a screencast?

A: A screencast is a video of stuff that is happening on your computer screen. There is often, but not always, some kind of voiceover happening in…

This article first appeared earlier this week on the group blog Education Debate at OnlineSchools.org. I’m one of the guest bloggers over there now and will be contributing articles 1–2 times a month. I’ll be cross-posting those articles a couple of days after they appear. You’d enjoy going to Education Debate for a lively and diverse group of bloggers covering all kinds of educational issues.

It used to be that in order to educate more than a handful of people at the same time, schools had to herd them into large lecture halls and utilize the skills of lecturers to transmit information to them. Education and school became synonymous in this way. Lectures, syllabi, assessments, and other instruments of education were the tightly-held property of the universities.

I’ve put up a few posts and several comments about the inverted classroom this week. A lot of that is because the second iteration of the MATLAB course is coming around at the beginning of February (we have a January term, so spring classes start a little late for us) and that’s done entirely in “inverted” mode. There were a lot of comments in this post about the inverted classroom, and based on some of those comments as well as some questions I got at my Joint Meetings talk on this subject, I thought I’d say a little about how, exactly, this instructional method gets implemented on a day-to-day basis in the MATLAB course.

The MATLAB course meets once a week (Wednesdays) for 75 minutes. This sets up a once-per-week workflow that repeats itself every Wednesday. Here’s how it will go:

As a kind of rebuttal to the cheating scandal at the University of Central Florida, some students have posted this video that raises the issue of whether students were misled as to the source of their exam questions:

I think the students have a point here. Prof. Quinn did say that he “writes” the exam questions. This doesn’t necessarily mean that he creates the exam questions from scratch; “writing” an exam could refer to the act of assembling a particular mix of questions from the test bank. But it’s unrealistic to expect the average college student to know the difference between creating and assembling an exam when the word “write” is used in this context; and anyway he said he writes the questions not the exams.

This entire video goes back to a point that involution made in the comments to my first post on this story: Did the students know that the exam was going to come…

It’s been a month since I posted last, and this seems a strange way to break back into the posting habit but: You should boycott Pizza Hut. Here’s why:

That’s a quick screen capture from a commercial that started running on various websites this month (I stumbled across it on ESPN.com). There is apparently a 30-second version on Hulu.

Readers of this blog need no explanation as to why this is worth a boycott of Pizza Hut. It’s not really a big deal. But, rather, it’s yet another small step that a high-profile person or organization has taken towards making math, and by extension all the STEM disciplines, less likely to be taken seriously by the general public and in particular young people. And it’s another little paper cut for anti-intellectualism in general that will eventually bleed us all to death.

Big companies have no business making themselves part of the problem, and…

So we started back to classes this past week, and getting ready has demanded much of my time and blogging capabilities. But I did get some new screencasts done. I finished the series of screencasts I was making for our calculus students to prepare for Mastery Exams, a series of short untimed quizzes over precalculus material that students have to pass with a 100% score. But then I turned around and did some more for my two sections of calculus on functions. There were three of them. The first one covers what a function is, and how we can work with them as formulas:

The second one continues with functions as graphs, tables, and verbal descriptions:

And this third one is all on domain and range:

The reason I made these was because we were doing the first section of the Stewart calculus book in one day of class. If you know this book, you realize this is impossible be…

By my count, this past week I produced and posted 22 different screencasts to YouTube! Almost all of those are short instructional videos for our calculus students taking Mastery Exams on precalculus material. But I did make two more MATLAB-oriented screencasts, like last week. These focus on creating contour plots in MATLAB.

Here’s Part 1:

And Part 2:

I found this topic really interesting and fun to screencast about. Contour plots are so useful and simple to understand — anybody who’s ever hiked or camped has probably used one, in the form of a topographical map — and it was fun to explore the eight (!) different commands that MATLAB has for producing them, each command producing a map that fits a different kind of need. There may be even more commands for contour maps that I’m missing.

I probably won’t match this week’s output next week, as I’ll be on the road in …

Salman Khan is a former financial analyst who quit his day job so that he could form Khan Academy — a venture in which he makes instructional videos on mathematics topics and puts them on YouTube. And he has certainly done a prolific job of it — to the tune of over a thousand short videos on topics ranging from basic addition to differential equations and also physics, biology, and finance. Amazingly, he does this all on his own time, in a remodeled closet in his house, for free:

I can attest to the quality of his linear algebra videos, some of which I’ve embedded on the Moodle site for my linear algebra course. They are simple without being dumbed down, and what he says about the 10-minute time span in the PBS story is exactly right — it’s just the right length for a single topic.

What do you think about this? What role do well-produced, short, simple, free video…

I am a mathematician and educator with interests in cryptology, computer science, and STEM education. I am affiliated with the Mathematics Department at Grand Valley State University in Allendale, Michigan. The views here are my own and are not necessarily shared by GVSU.

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