I love the flip. I love what I can during “lecture” when students have already been exposed to the content. But as I conclude my Anatomy and Physiology courses this semester, I struggle with the simple fact that I REALLY want to re-record MOST of my video lectures.
This is really bad news, because I have exactly 582 videos (which make up about 70 lectures) posted on YouTube right now. Maybe it is just the time of the semester, but I can’t even imagine how exactly I would rally the energy and enthusiasm to go about re-recording these lectures.
I just watched my physiology lecture on reproduction. Let me just tell you a few things that I observed. While talking about oogenesis, something fell off the wall in my office, initiating a sympathetic nervous response. I kept recording. Then there was a sound outside my office, so I grabbed my cell phone and made sure Security was on speed dial. I kept recording. While checking my phone to make sure Security was on speed dial, I noticed a text message from my mother. I kept recording. I think I said the word “FOCUS” about 23 times. One of my YouTube viewers commented, “LOMG she’s annoying…it takes her so long to get to the point.”
But how in the world could I re-record these 70 lectures? It has taken me 2 years to arrive at the place where I am finally re-using previously recorded content. And rather than finding I suddenly have lots of time, I am working just as hard to build good clicker-based activities to do during what used to be lecture. I actually feel like this might be a fatal flaw for the flipped method…at least my version of it.
I am planning to deeply contemplate this question, because I’ve invested very fully in the Wendy-style flip. I can’t imagine delivering a traditional lecture…but I also can’t quite visualize how I am going to re-record my 70 existing video lectures. Because we all know, iterative improvements are an invaluable perk that comes with teaching experience.
Maybe I am just suffering from a case of “end-of-semester burnout.” Any thoughts?