This article has two goals: (1) To convince you that you should use web-based videos outside of class for the transmissive, but necessary, portions of your lectures, and (2) to convince you that you can do this yourself without an unreasonable burden of time or effort.
REFERENCES
1.
L. C.
McDermott
, “Millikan Lecture 1990: What we teach and what is learned—Closing the gap,”
Am. J. Phys.
59
, 301
–315
(April 1991
).2.
L. C.
McDermott
and E. F.
Redish
. “Resource Letter PER-1 : Physics education research,”
Am. J. Phys.
67
, 755
–767
(Sept. 1999
).3.
4.
C. E.
Wieman
and K. K.
Perkins
, “Transforming physics education,”
Phys. Today
58
(11
), 36
–41
(2005
).5.
Richard R.
Hake
, “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,”
Am. J. Phys.
66
(1
), 64
–74
(Jan. 1998
).6.
C.
Henderson
and M. H.
Dancy
, “Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics,”
Phys. Rev. ST Phys. Educ. Res.
3
, 020102
(2007
).7.
M. J.
Lage
, G. J.
Platt
, and M.
Treglia
, “Inverting the classroom: A gateway to creating an inclusive learning environment,”
J. Econ. Educ.
31
(1
), 30
–43
(Winter 2000
).8.
G. C.
Gannod
, J. E.
Burge
, and M. T.
Helmet
, “Using the Inverted Classroom to Teach Software Engineering,”
in Proceedings of ICSE
2008
, pp. 777
–786
.9.
G.
Novak
, E.
Patterson
, A.
Gavrin
, and W.
Christian
, Just-in-Time Teaching: Blending Active Learning and Web Technology
(Prentice-Hall
, Upper Saddle River, NJ
, 1999
).10.
M. J.
Ruiz
, “Kinematic measurements from YouTube videos,”
Phys. Teach.
47
, 200
(April 2009
).11.
D.
Riendeau
, “Flipping the classroom,”
Phys. Teach.
50
, 507
(Nov. 2012
).12.
D.
Riendeau
, “Flipping the classroom revisited,”
Phys. Teach.
51
, 120
(Feb. 2013
).13.
D. G.
Haase
, “The YouTube makeup class,”
Phys. Teach.
47
, 272
(May 2009
).14.
M.
Vondracek
, “Screencasts for physics,”
Phys. Teach.
49
, 84
(Feb. 2011
).15.
If you are pulling problems from published text, it is best to check with the publisher ahead of time. Other possibilities are finding sample problems from out-of-print texts or making up your own problems. There is now a setting on YouTube for “private” videos, which can only be viewed by those individuals that have the link.
16.
17.
Note: I have no way of knowing how much of the video the students watched, nor do I know how closely they paid attention to it. I attempted to limit passer-by YouTube users by not tagging my videos with any codes or identifiers, so they weren't highly searchable. Therefore, I'm assuming that the views I received were mostly from my students.
18.
18. It also has been suggested to me that students might appreciate the personal touch of seeing their instructor's hand as he/she writes. This type of connection is increasingly rare with students in our highly digital age.
© 2013 American Association of Physics Teachers.
2013
American Association of Physics Teachers
AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.