Hi Tim,
I prepare lots of "tutorials" -- text & multimedia encapsulated in a PDF container -- for various subjects/technologies. Typically as a way to explain an algorithm/technology outside the confines of "comments in source listings" or "in the margins of a schematic". These are typically
25-50 pages and usually exploit the container's capability to include "attachments" (so, I can include long source code listings, PCB artwork, etc. without adding to the document's page count).These can be viewed as LECTURES -- information flows ONE-WAY. They are intended to speak IN MY ABSENCE. I.e., I have *capped* the time that I will spend on that "descriptive task" (I don't have to be available for Q&A from clients and others, "indefinitely")
Some colleagues who've seen many of these (I have a couple thousand pages) have pestered me to "present" some of the material covered, "live" -- to cover more ground in a more interactive form (i.e., this gives them a chance to pose what-if's and probe stuff that I've not covered -- in reality, I suspect it will turn into a brainstorming session for each of their projects as they individually hypothesize how the material could be applied to their individual problems).
These can also be viewed as lectures -- but with the potential for a two-way exchange of information (Q&A, at the very least).
I have *tentatively* agreed to do this. Now we're arguing over how, when and how much! (amazing how eager folks are to spend *your* time! I wonder if they'll be as eager to help me install the picture windows in the back of the house?? :> )
I presented an outline to an informal gathering ~a week ago to see if it addressed the material they thought appropriate. I settled on a "lab" sort of presentation whereby I can present content and let them stumble on the problems with each idea -- giving me a natural path to introduce the *next* idea.
[E.g., imagine teaching a course on control theory where folks can quickly hack together each control algorithm you've presented -- but *you* can manipulate the plant to draw attention to shortcomings in each of those (and lay the foundation for introducing the next concept/algorithm -- bang-bang, proportional, add integral term, derivative, SPC, etc.)]I think this is the easiest way to cover a lot of material in a "session". Sitting, quietly, while someone lectures gets tiring, fast. And, they can consult the PDF's for more detail, later.
Anyway, someone seized on the "brilliant" idea of filming this and posting as YouTube videos. (Why does EVERYTHING have to be on-line? I'm waiting for folks to start having "virtual weddings" -- friends sit at home in the comfort of their OWN living room and watch them exchange vows. Then, tap away on the enter key to applaud when the bride gets kissed! Hit the up-arrow to throw virtual rice. Later, everyone gets drunk -- on their *own* booze -- and skypes video of themselves tripping over each other...)
I think this is a BAD idea:
- the "sessions" are too long to just be a passive observer (time passes quicker when you are actually *in* the "lab" vs. watching it)
- and they are too many in number (the topic is pretty broad; we can always adjourn a session for a group dinner and then resume a week later)
- the approach is too interactive; you'd end up having to watch over someone else's shoulder as they tried to solve the problem
- there's a different "feel" when you're on the outside looking in
- it interrupts the flow of the "class" (has to be done in a single shoot; no Mulligans as that's not fair to the "live participants")
- it's more work overall (producing the video... lighting, audio, capturing live screen images off workstations, etc.)
At the very least, I'd have to completely rethink the courseware to drive it back to more of a "lecture"/demonstration format. I've watched a LOT of videos in the past week and can't see how they can be anything other than "lectures" (i.e., why not just let folks read the PDF's and omit all this overhead? and, save me the additional time and effort!)
So, what comments do you have re: what *you* have found as the limitations/drawbacks (and advantages!) of YT presentations? E.g., imagine how you'd present one of *yours* "in person" (to a live audience) vs. as a YT video. How would it alter your presentation (for the better? or worse??) and how do you think it would alter the "reception" of the material presented?
Would you just rattle off "this is how it is done"? And these are all the problems you will encounter? And this is how you address each of them? (this is what my PDF's do -- knowing the reader can move freely through the document to revisit issues of particular interest and gloss over others with which he may already be familiar/understand).
Or, would you get folks involved (assuming you had the physical resources) so they can each *discover* problems -- that you can then explain and steer towards a "better" solution?
I.e., how is the medium constraining your approach to problems? Granted, you can edit out any blemishes in a presentation; but, you wouldn't want to hide them in the *implementation* -- as that's how folks learn... what NOT to do! Why would you *want* to opt for a YT/lecture approach, if other alternatives were available? Is there any way to make a video NOT be a "lecture"?
Thx!