Online Teaching: Making Talking Head Videos
Warning: Talking Head Videos
are not the same thing as Talking
Heads Videos
. Neither David Byrne, nor Tina Weymouth, nor Chris Frantz,
nor Jerry Harrison was involved in the creation of this essay or the
videos therein described.
This semester, I’m teaching a course online through Global Online Academy (aka GOA). Teaching online is a different experience, and I plan to reflect regularly on issues I encounter while teaching online.
Many things are similar in teaching online and face-to-face. For example, I tend to break courses up into one- or two-week sections. I’m a bit more casual when working face-to-face; topics may flow over into the next week, or end early, or …. However, I’ve been told that for online teaching, at least for the group of students I have, modules should really follow the same weekly rhythm (or bi-weekly rhythm, for two-week modules).
Anyway, when I start a new topic, I tend to give an introduction, whether I’m teaching face-to-face or online. The folks at GOA tell me that it’s good to make short introductory videos. Let me tell you, I hate making introductory videos. (Okay, I hate making all videos that involve recording myself.)
Why? There are a variety of reasons. First, I don’t particularly like how I look on video. Since I use the camera on my laptop, the angle at which I take video is often odd, and emphasizes my bushy beard even more than normal. In addition, since I now have bifocals, I tend to be looking upward, rather than at the camera, so that I can read what is on screen. (And yes, I generally have notes on the screen.)
Second, it feels like I’m repeating work. I outline whatever I’m going to say, whether it’s in person or on a video. I also write introductory material, for both cases. But for video, I feel like the two have to correspond more. (Arguably, for reasons of accessibility, they should correspond exactly, and what I’ve written should really be captions for the video.) So I either have to read a script, which feels unnatural, or I have to transcribe what I just said, which require extra effort.
Third, I really should be captioning my videos, and not just providing the text separately. I don’t feel bad when it’s just a video of my talking head; it’s not so important that the words synch up, and I expect any hearing impaired person would prefer reading to watching the video anyway.
Fourth, I think my personality comes through differently in writing and in spoken language. When I’m teaching face-to-face, I say things that I wouldn’t write (and write things that I wouldn’t say). If my video and text must correspond, one or the other feels awkward. Of course, I also realize that if I end up teaching a hearing impaired person, I’ll have to do the same thing. So maybe I’m over-emphasizing this issue.
In the end, I’m not sure what the value of a talking head
video is.
It’s harder to search and navigate than text. Is it really better to
hear what I have to say than read what I have to say? The GOA folks
say that the videos help reveal my warm and caring personality (or,
more generally, whatever personality the faculty have). But, as I note,
I think the appropriate parts of my personality are revealed through
my writing.
Oh well, I’ll move on to screencasts soon, and the GOA folks also tell
me that I have a voice for video
(which I think is better than a
face for radio
).
Version 1.0 released 2016-09-04.
Version 1.0.1 of 2018-05-17.