Do-it-yourself whiteboard-style physics video lectures

Scott Samuel Douglas, John Mark Aiken, Edwin Greco, Michael Schatz, Shih Yin Lin

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive instruction. To date, most video lectures are live lecture recordings or screencasts. The hand-animated "whiteboard" video is an alternative to these more common styles and affords unique creative opportunities such as stop-motion animation or visual "demonstrations" of phenomena that would be difficult to demo in a classroom. In the spring of 2013, a series of whiteboard-style videos were produced to provide video lecture content for Georgia Tech introductory physics instruction, including flipped courses and a MOOC. This set of videos (which also includes screencasts and live recordings) can be found on the "Your World is Your Lab" YouTube channel. In this article, we describe this method of video production, which is suitable for an instructor working solo or in collaboration with students; we explore students' engagement with these videos in a separate work. A prominent example of whiteboard animation is the "Minute Physics" video series by Henry Reich, whose considerable popularity and accessible, cartoony style were the original inspiration for our own video lectures.

Original languageEnglish
Pages (from-to)22-24
Number of pages3
JournalPhysics Teacher
Volume55
Issue number1
DOIs
Publication statusPublished - 2017 Jan

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All Science Journal Classification (ASJC) codes

  • Education
  • Physics and Astronomy(all)

Cite this

Douglas, S. S., Aiken, J. M., Greco, E., Schatz, M., & Lin, S. Y. (2017). Do-it-yourself whiteboard-style physics video lectures. Physics Teacher, 55(1), 22-24. https://doi.org/10.1119/1.4972492