VIRTUAL CONFERENCE ictcm.com | #ICTCM 32 nd International Conference - - PowerPoint PPT Presentation

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VIRTUAL CONFERENCE ictcm.com | #ICTCM 32 nd International Conference - - PowerPoint PPT Presentation

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32 nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE ictcm.com | #ICTCM 32 nd International Conference on Technology in Collegiate Mathematics ORLANDO, FL | MARCH 12-14 #ICTCM Video Design and Creation

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32nd International Conference on Technology in Collegiate Mathematics

ictcm.com | #ICTCM

VIRTUAL CONFERENCE

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32nd International Conference on Technology in Collegiate Mathematics ORLANDO, FL | MARCH 12-14

#ICTCM

Video Design and Creation Using MyLabMath for a Differential Equations Course and Text

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  • C. Henry Edwards, Jr.

Emeritus Professor of Mathematics University of Georgia h.edwards@mindspring.com David Calvis Professor of Mathematics Baldwin Wallace University Berea (Cleveland), OH dcalvis@bw.edu

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32nd International Conference on Technology in Collegiate Mathematics ORLANDO, FL | MARCH 12-14

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How We Became Video Makers

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Edwards-Penney Differential Equations

  • First edition appeared in 1985 (!)
  • Original authors from the University of Georgia:
  • Henry Edwards
  • David Penney
  • They also published textbooks in Calculus and

Linear Algebra.

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Today: Edwards-Penney-Calvis DE’s

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Tech Update

  • In 2016 our editor proposed that
  • ur flagship text join MyLabMath

by receiving a “Tech Update”.

  • Etext, online homework, and

instructional videos.

  • The videos would be developed

by the author team (that’s us!)

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On-The-Spot Help

  • The videos would provide

detailed explanations of sample problems in the text…

  • …delivered within

MyLabMath at the student’s point of need.

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How Do You Make an Instructional Video?

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What Kind of Videos Should We Make?

  • The project called for over 100 videos.
  • We had an essentially blank canvas.
  • What did we want the user to see?
  • What did we want the user to hear?
  • What tools would we use?
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Video

  • Should we write out mathematics in real time?
  • That way you can circle, highlight, etc.
  • Or should each slide be static?
  • How would we create mathematical notation?
  • Would we appear on screen?
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Audio

  • How detailed should the explanations be?
  • Tradeoff between detail and conciseness
  • Would we need to write out a complete script

for each video?

  • Did we need an expensive microphone?
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Structure

  • How long should these videos be?
  • What common “look and feel” did we want to

achieve across all of the videos?

  • What were the publisher’s technical

specifications?

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What We Decided to Do

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For the Slides: LaTeX

  • We decided to use LaTeX (“Beamer”) to make the

slides.

  • Beautiful mathematical notation
  • Precise symbol placement
  • However, we needed to choose a visual theme.
  • We chose “Metropolis”.
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Structure

  • Each video has three sections:
  • Problem Statement
  • Review of Theory
  • Solution
  • Example
  • Note the Metropolis theme:
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Highlighting Text

  • Rather than circling things in real time…
  • …we chose to use red highlighting…
  • …using a color approved for accessibility.
  • An example of text highlighting in successive

bullet points:

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Highlighting Mathematics

  • The LaTeX environment proved to be excellent

for highlighting mathematics.

  • We made heavy use of drawing boxes around

expressions, often with labelling.

  • A sample to illustrate:
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Producing the Videos

  • The publisher specified Camtasia.
  • This made it easy to do the voiceovers and

export them as .mp4’s.

  • We used an inexpensive headset microphone.
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Voiceovers

  • For the voiceovers it was important that

everything on the screen be read out loud…

  • …making the videos more accessible to visually

impaired students.

  • So we read every entry of every matrix!
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Audio Editing

  • Camtasia made it easy to edit out bloopers.
  • To filter out breathing noises, we used the free

software Audacity.

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Some Results

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Total Video Counts

  • Our flagship text Differential Equations:

Computing and Modeling required over 110 videos.

  • About 36 additional videos were needed for

Differential Equations & Linear Algebra.

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Duration of Videos

  • Varies considerably from one video to the next.
  • We erred on the side of completeness, rather

than brevity.

  • Longest videos run almost half an hour.
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Pattern of Work

  • Typically DC would create the slides and submit to

CHE for review.

  • Next the voiceovers were added and .mp4’s

produced.

  • After further review, video was sent to accuracy

checker.

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Time Required

  • The most time-consuming part was designing

and coding the slides in TeX.

  • Altogether, each video took perhaps 3 hours to

create…

  • …although some were stubborn!
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Contact Information

David Calvis Department of Mathematics Baldwin Wallace University dcalvis@bw.edu