|Course||Wiskunde 1A – 1C|
|Lecturer||Jaap de Jonge|
|Context||Basis math for physics students|
|Challenge||Make students enthusiastic about mere basics|
|Intervention||We made short videos, each of which about part of the content of a lecture|
|Evaluation||Quite positive; points of criticism were mostly also points of praise|
|Related Topics||Student activation, Interactive & adaptive course material,|
Interview with Jaap de Jonge
Can you tell something about your course before the innovation?
There wasn’t really a big issue I faced before the intervention, yet one should always strive for improvement.
What intervention was chosen?
We (Huub Rutjes and I) made short videos, each of which about part of the content of a lecture.
Did it solve the issue?
I considered it an improvement, because it served as a tool to grasp hard / important / laborious things in a way that is not possible in a regular lecture.
What was the students’ experience?
The students’ response was positive. The number of students who watched each video remained at a constant high level and the feedback given was generally very really positive; only the first videos were considered as a bit too long / slow.
Are you going to use it again?
I will definitely use the videos again. As it is quite laborious to make them, we are going to replace the worst of every four videos of last year by a new one, so as to renew the full set once every four years.
How much (extra) work did it cost you?
All in all, it (making about 25 videos with Huub Rutjes) cost me one full week, but I was paid for it. I think it has been a fruitful enterprise.
Do you recommend this approach to other lecturers?
I think it is a useful enrichment, so I recommend it, assuming one is aware of the time involved