Sabtu, 18 Juli 2009

Guru Fisika Bertaraf Internasional

Guru Fisika Bertaraf Internasional

The YouTube Makeup Class

David G. Haase

The Physics Teacher -- May 2009 -- Volume 47, Issue 5, pp. 272

Online Publication Date: Apr 2009

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The Physics Teacher, Vol. 47, No. 5, pp. 272–273, May 2009©2009 American Association of Physics Teachers. All rights reserved.

The YouTube Makeup Class

David G. Haase

North Carolina State University, Raleigh, NC


Contents

When a college instructor goes out of town and must miss a lecture, the standard options are to cancel the class meeting or to enlist a colleague to fill in. In the former case a teaching opportunity is lost; in the latter the substitute may not lead the class in the same way as the instructor. Some students routinely skip lectures by a guest instructor, in the belief that the material in the substitute lecture will not be covered on the exam. There are other makeup options such as a directed study assignment. For instance, a missed class is sometimes a good opportunity to require students to investigate web-based simulations such as Physlets® that illustrate the class topics. These are most effective if the students are given a clear structure and if there are questions that the students must answer from their investigations with the Physlets. But many students are more comfortable with the audio and visual communication that occurs in the classroom. Web 2.0 technology, e.g., YouTube (http://www.youtube.com), makes it convenient for faculty to upload videos of lectures and demonstrations that can be used for makeup classes. College students already use YouTube for entertainment, and the YouTube format is simple to view on any web-connected computer. Although some universities have highly developed media delivery systems, YouTube is extremely convenient and accessible by anyone. This paper discusses how a YouTube makeup class can be efficiently produced and structured to be an effective learning experience.1

The basic idea is to transfer a regular lecture into a set of smaller videos that are the basis for a lesson. The videos should be easy to make and of a quality appropriate for one-time use. Other questions and activities can be linked to the videos to produce a coherent lesson.

For example, in a recent case I began with the lecture notes that I would have used in person. The lecture was recorded in one take. I set up a video camera near eye level and about eight feet from the class whiteboard. The camera focused on a 3.5-×-3.5-ft square that was outlined on the whiteboard. The microphone on the camera itself captured the sound. I then gave the lecture as if the camera was one of my students. At the appropriate break points, such as going from a theory to working an example problem, I walked away from the board for a few seconds. This makes it easier to edit the tape later. At the end of this process I had about 50 minutes of video, which was then downloaded to the computer.

There are two parts to the production of the final YouTube video from the lecture tape:

1) edit the lecture into smaller sections, which are saved in a format to load to YouTube, and

2) upload the section files to YouTube.

In my case I downloaded the taped lecture through a firewire connection to iMovie HD on a Macintosh. The standard 50-minute lecture can be broken into thematic sections or “chunks.” For instance, one chunk might be a demonstration or an exposition of a theory and the next chunk the working out of an example or problem. In iMovie HD the video was broken into chunks of 10 minutes or less, as strongly encouraged by YouTube, by cutting at the blank screen sections. This turned out to be a very natural way to break up the lecture. The final product was five chunks totaling about 40 minutes. Each section was rendered and saved on the Macintosh in MPEG-4 format, 320 × 240 QVGA, and 30 frames/second. In each video the writing on the board was easily legible and the sound clear. A simple title pane was added to the front of each video. Then iMovie HD rendered the 10-minute video into a 26-MB file in less than 10 minutes.

The lecturer should think of the video process as making a disposable video, good enough for the present purpose but not having high production values. The instructor speaks directly to the camera. This presentation mode addresses the viewer more personally and is more inviting than a video of a regular classroom lecture. The style is more like that of a TV weatherman than of a professor leading a class. In editing, no attempt was made to clean up mistakes. Trying to do better takes too much time and does not increase the value of the video for the educational task.

YouTube requires the user to acquire a free account and password before the video files can be individually uploaded. The upload time was about five minutes for a10-minute video. Within a few hours, YouTube processes the file and makes it available for viewing. The user can keep track of the files in the “MyVideos” section and observe the number of viewers and viewer ratings, if any. YouTube does offer the choice of a video being private (limited to a set of less than 25 viewers) or public to the world. Also, code is provided so that the video may be imbedded in a web page.

Due to the Family Educational Rights and Privacy Act (FERPA), there are issues in uploading university course materials onto a public web server such as YouTube. The instructor should not mention any student names or show students on the video. To avoid spamming, inappropriate reviews, or similar problems, it is good to make the video titles relatively anonymous, to not mention the instructor or university name, and to display each video only for a limited time.

The entire process of producing a one-hour lecture is about one hour for filming, one hour for editing, and less than two hours for rendering and uploading. Therendering and uploading can be done in background on the computer. For the makeup lesson, the students were sent an email that introduced the lecture, and gave a list of the URLs for the videos and a question for the students to answer in their notebook after each video. Students were told that there would be a one-question quiz on the topic at the next lecture and that the videos would be removed from YouTube at that time.

How does this process go over with the students? One diagnostic is the number of views, as recorded on YouTube. For a 47-student class, the five videos for one lecture had 63 to 111 views each. This is evidence that most of the students watched the videos and some reviewed sections more than once. One student remarked, “I got to replay topics I didn't understand.” In the following class meeting, the students were asked to rate the usefulness of the makeup video class. On a scale of 1 (least useful) to 5 (most useful), the average rating was 4.3. There were several unsolicited positive comments about the videos. The students seemed ready todiscuss the topic in the next face-to-face meeting and did reasonably well on the quiz. Some of the students had even taken notes on the videos as if they were a live lecture.

It is clear that YouTube offers the possibility of Just-in-Time videos for makeup classes or even for working out particular questions or derivations that could not be covered in the class. A structured lesson built around homemade videos can be delivered via email or a web page. The production time for the lesson ends up being about three to four times the length of the video.

REFERENCES


    Reference

    1. Sample videos can be found by Googling youtube dghaase01. The most-viewed example is: http://www.youtube.com/watch?v=1ID8Wm7mJDE&feature=channel_page. first citation in article

    About the Author

    David Haase is a professor of physics at North Carolina State University. He has taught several television and web-based distance learning courses as well as many introductory-level physics lectures.Department of Physics, North Carolina State University, Raleigh, NC 27695-8202; David_haase@ncsu.edu



    Jumat, 17 Juli 2009

    Himpunan Mahasiswa Pendidikan Fisika Indonesia

    Himpunan Mahasiswa Fisika Keguruan Indonesia

    The Department of Physics at the University of Colorado at Boulder is internationally renowned for outstanding teaching, research and service. Home to award-winning research labs, educators and Nobel Laureates, the CU Department of Physics is at the forefront of the physics discipline, with an accomplished faculty devoted to undergraduate and graduate research and education.

    Rich in history, strong in spirit and dedicated to excellence, we provide a comprehensive theoretical and hands-on educational experience to our Undergraduate, Graduate and Post-Doctoral students.

    We invite you to explore our new site, and to see what makes the University of Colorado at Boulder Department of Physics an amazing place to work, to teach and to learn.


    Physics Education Technology Project
    For Students, Teachers and the General Public
    The Physics Education Technology project creates computer technology and supporting resources aimed at improving the learning and appreciation of physics for a wide range of students, teachers, and the general public. This technology is based on interactive java applications that automatically download and run on your home computer when you click on the appropriate link on the PhET website. These java applications allow users to explore phenomena and gain visual and conceptual models of the underlying physics principles and their relationships.


    Minggu, 12 Juli 2009

    String Theory for Undergraduates




    A torus is built from a cylinder of circumference 2π and length T by gluing the edges with a twist angle θ. The set of inequivalent tori is represented by the points in the orange region. In all these tori the shortest geodesic has length greater than or equal to 2π.
    (Image by MIT OpenCourseWare.)

    Instructors:

    Prof. Barton Zwiebach

    Prof. Alan Guth

    MIT Course Number:

    8.251

    Level:

    Undergraduate


    Course Features

    Course Description

    This course introduces string theory to undergraduate and is based upon Prof. Zwiebach's textbook entitled A First Course in String Theory. Since string theory is quantum mechanics of a relativistic string, the foundations of the subject can be explained to students exposed to both special relativity and basic quantum mechanics. This course develops the aspects of string theory and makes it accessible to students familiar with basic electromagnetism and statistical mechanics.





    Sumber; MIT Open Course Ware

    Sabtu, 04 Juli 2009

    Fisika Modern

    Quantum mechanics, also known as quantum physics or quantum theory, is a branch of physics providing a mathematical description of much of the dual particle-like and wave-like behavior and interactions of energy and matter. It departs from classical mechanics primarily at the atomic and subatomic scales, the so-called quantum realm. In advanced topics of quantum mechanics, some of these behaviors are macroscopic and only emerge at very low or very high energies or temperatures. The name, coined by Max Planck, derives from the observation that some physical quantities can be changed only by discrete amounts, or quanta, as multiples of the Planck constant, rather than being capable of varying continuously or by any arbitrary amount. For example, the angular momentum, or more generally the action, of an electron bound into an atom or molecule is quantized. While an unbound electron does not exhibit quantized energy levels, an electron bound in an atomic orbital has quantized values of angular momentum. In the context of quantum mechanics, the wave–particle duality of energy and matter and the uncertainty principle provide a unified view of the behavior of photons, electrons and other atomic-scale objects.




    Lecture 1 of Leonard Susskind's Modern Physics course concentrating on Quantum Mechanics. Recorded January 14, 2008 at Stanford University.

    This Stanford Continuing Studies course is the second of a six-quarter sequence of classes exploring the essential theoretical foundations of modern physics. The topics covered in this course focus on quantum mechanics. Leonard Susskind is the Felix Bloch Professor of Physics at Stanford University.

    Complete playlist for the course:
    http://youtube.com/view_play_list?p=189C0DCE90CB6D81

    Stanford Continuing Studies: http://continuingstudies.stanford.edu/

    About Leonard Susskind: http://www.stanford.edu/dept/physics/people/faculty/sussk...

    Stanford University channel on YouTube:
    http://www.youtube.com/stanford

    Kamis, 02 Juli 2009

    Introduction to Computational Neuroscience



    Data from an experiment on the weakly electric fishEigenmannia. The frequency of action potential firing increases when the stimulus increases.
    (Image courtesy of Prof. Sebastian Seung from his notes on neural coding: Linear models.)


    Instructors:
    Prof. Sebastian Seung
    Level:
    Undergraduate


    Course Features

    Course Description

    This course gives a mathematical introduction to neural coding and dynamics. Topics include convolution, correlation, linear systems, game theory, signal detection theory, probability theory, information theory, and reinforcement learning. Applications to neural coding, focusing on the visual system are covered, as well as Hodgkin-Huxley and other related models of neural excitability, stochastic models of ion channels, cable theory, and models of synaptic transmission.

    Visit the Seung Lab Web site.




    Sumber; MIT Open Course Ware

    Rabu, 01 Juli 2009

    Fisika untuk Universitas

    Fisika untuk Universitas

    Ditujukan untuk meningkatkan kualitas proses dan hasil perkuliahan Fisika di tingkat Universitas

    Getaran dan Gelombang



    Topics covered: Farewell Special - Bring a Friend!

    Instructor/speaker: Prof. Walter Lewin


    Free Downloads

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    Free Streaming


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    Pengembangan Perkuliahan

    1. Buatlah sebuah Esai mengenai materi perkuliahan ini

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    3. Lakukan Penelitian Sederhana dengan kelompok tersebut

    4. Hasilkan sebuah produk yang dapat digunakan oleh masyarakat

    5. Kembangkan produk tersebut dengan senantiasa meningkatkan kualitasnya

    Ucapan Terima Kasih Kepada:

    1. Para Dosen MIT di Departemen Fisika

    a. Prof. Walter Lewin, Ph.D.


    b.NERGIS MAVALVALA


    Professor of Physics


    NERGIS MAVALVALA, Associate Professor of Physics; and Cecil & Ida Green Career Development Professor

    Name: Nergis Mavalvala

    Title(s): Professor of Physics

    Email: nergis@ligo.mit.edu

    Phone: (Office) 617-253-5657 (Lab) 617-253-4824

    Assistant: Marie Woods (617) 253-4824

    Address:

    Massachusetts Institute of Technology
    77 Massachusetts Avenue, Bldg. NW17-161
    Cambridge, MA 02139

    Related Links:


    c. WOLFGANG KETTERLE


    John D. MacArthur Professor of Physics
    Associate Director, Research Laboratory of Electronics
    Director, MIT-Harvard Center for Ultra-cold Atoms
    2001 Nobel Laureate


    WOLFGANG KETTERLE, John D. MacArthur Professor of Physics; Director, MIT-Harvard Center for Ultracold Atoms; 2001 Nobel Laureate

    Name: Wolfgang Ketterle

    Title(s): John D. MacArthur Professor of Physics
    Associate Director, Research Laboratory of Electronics
    Director, MIT-Harvard Center for Ultracold Atoms
    2001 Nobel Laureate

    Email: ketterle@mit.edu

    Phone: (617) 253-6815

    Assistant: Joanna M. Keseberg (617) 253-6830

    Address:

    Massachusetts Institute of Technology
    77 Massachusetts Avenue, Bldg. 26-243
    Cambridge, MA 02139

    Related Links:

    2. Para Dosen Pendidikan Fisika, FPMIPA, Universitas Pendidikan Indonesia.

    Terima Kasih Semoga Bermanfaat dan mohon Maaf apabila ada kesalahan.