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ELIZABETH CHOE: Pulling
together this teaching team,

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I kind of felt like Nick
Fury from The Avengers.

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Tapping into all these people
that I came across either

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as a student, or working with.

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Video production,
that was something

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that we covered in the class.

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It's not a solo
effort, and I think

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teaching video production very
much is not a solo effort.

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So Chris and I had been talking
about this for several years,

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I feel like.

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Just going through
your class, and then

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talking about the program,
and the videos that we make.

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We'd just been tossing
around these ideas.

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And George and I have
worked together extensively,

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she said with a heavy
sigh, on Science Out Loud.

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Josh and I met at a
conference purely by accident.

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And I knew you guys were
doing awesome animation work,

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and that was something
that I didn't really

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feel like much expertise on.

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Just like storyboarding
in general,

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which is really important for
students, and for everyone

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really.

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And then we had a couple other
guest speakers here and there.

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So it was really--
so teaching something

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that doesn't have an
objective answer, in physics

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there's a right answer to a
problem set, for instance.

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In media production or creative
writing, or anything like this,

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you can't just be
like, well this

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is what makes a good
answer, necessarily.

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I feel like something
that helps solidify,

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or helps you come to a
good feedback mechanism

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for students is
to have people who

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are good practitioners of
whatever media you're making.

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So, you know, if you're
teaching creative writing,

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hopefully you'd be a pretty
good creative writer.

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If you're teaching media
production, or storyboarding,

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hopefully you're a good
animator, or story boarder.

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Hopefully you're a decent host.

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JOSHUA GUNN: Fair to middling.

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GEORGE ZAIDAN: I know, right?

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Tolerable.

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ELIZABETH CHOE: So that
was why from the beginning

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I felt like it had to be team
effort to teach this class.

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GEORGE ZAIDAN: I think
you had a skeleton

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outline for the
course, and then you

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filled in the parts, the
learning objectives for parts

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that you were going to
do, and then each of us

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filled in our parts, and
then we all commented

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on the other people's parts.

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Which was a good way to do it.

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ELIZABETH CHOE: It's
tricky because, its not

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like a linear sort of knowledge
comprehension format where

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first you learn
scripting, and then you

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can learn storyboarding, and
then you can learn hosting.

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That's actually how we
first approached it,

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and it got really hairy because
there's so much overlap.

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GEORGE ZAIDAN: Why?

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ELIZABETH CHOE: Why did
we approach it that way?

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GEORGE ZAIDAN: No.

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Why did it get hairy?

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ELIZABETH CHOE: Well,
because I think Chris,

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initially you wanted--

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CHRIS BOEBEL: I caused
all the trouble.

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GEORGE ZAIDAN: What did you do?

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ELIZABETH CHOE: I'm like,
well what should I talk about?

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CHRIS BOEBEL: Yeah, there
was a lot of coordination

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that we-- Josh and I,
especially, I think,

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we felt the need to coordinate.

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Because there are
things that are

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similar when you're
thinking about kind

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of telling a story in
animation and in live action,

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but there are also things
that are different.

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And we wanted to make sure
that we weren't overlapping

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each other, and that we were
kind of complementary and not

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repetitive or contradictory.

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So I think we ended up
kind of restructuring

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a little bit the first few
sessions of the course.

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I'm trying to remember.

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ELIZABETH CHOE:
It was interesting

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because in terms of the big
picture learning objectives,

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I worked with Jaime a lot,
the other course instructor.

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And she has never
done video production.

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She wasn't familiar
with the content.

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But she's more familiar with
just instructional design

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in general.

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So she would ask me
all these questions

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that I wouldn't necessarily
think to ask or answer,

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like at the end of the
day, what are the skills

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that you want people to have?

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And then what are the sort of
learning objectives that you

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want them to aspire to?

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And those are two very
different things, right?

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Because I don't really care if
they were masters of Final Cut

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by the end, because that
doesn't really matter.

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The objective is can you
articulate a clear story?

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But she and I would
meet to sort of figure

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out what are the big
picture learning objectives

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that we want, and
then it was a matter

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of how can we take all these
details and all these very

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important plastic elements, and
pick at the most relevant ones

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to match to the objectives.