1
00:00:00,040 --> 00:00:02,460
The following content is
provided under a Creative

2
00:00:02,460 --> 00:00:03,980
Commons license.

3
00:00:03,980 --> 00:00:06,910
Your support will help MIT
OpenCourseWare continue to

4
00:00:06,910 --> 00:00:10,660
offer high quality educational
resources for free.

5
00:00:10,660 --> 00:00:13,460
To make a donation, or view
additional materials from

6
00:00:13,460 --> 00:00:17,390
hundreds of MIT courses, visit
MIT OpenCourseWare at

7
00:00:17,390 --> 00:00:18,640
ocw.mit.edu.

8
00:00:22,220 --> 00:00:28,240
PROFESSOR: OK today, teaching
with blackboards and slides.

9
00:00:28,240 --> 00:00:32,729
And also several questions
from the last time.

10
00:00:32,729 --> 00:00:36,090
And, related to that, a handout,
which I've put

11
00:00:36,090 --> 00:00:39,910
online, which is on how
to make a lesson plan.

12
00:00:39,910 --> 00:00:43,600
So I'll do all that through
the questions.

13
00:00:43,600 --> 00:00:48,710
So now just a quick bit about
lesson planning, because a

14
00:00:48,710 --> 00:00:51,410
couple of you pointed out that
you'd have liked to know more

15
00:00:51,410 --> 00:00:53,070
about lesson planning.

16
00:00:53,070 --> 00:00:57,470
And reminded me that when I
taught the chemistry TA

17
00:00:57,470 --> 00:01:02,580
workshops, I actually gave
everyone a handout on how to

18
00:01:02,580 --> 00:01:03,610
plan a lesson.

19
00:01:03,610 --> 00:01:07,020
So I've put that handout online,
and I'll just show you

20
00:01:07,020 --> 00:01:08,270
what it looks like here.

21
00:01:24,900 --> 00:01:28,920
So this is basically the sheet I
use for planning any kind of

22
00:01:28,920 --> 00:01:32,370
lecture recitation.

23
00:01:32,370 --> 00:01:39,240
At the top, you need some kind
of course, and date.

24
00:01:39,240 --> 00:01:44,360
And then the objective.

25
00:01:44,360 --> 00:01:46,880
So that's quite important.

26
00:01:46,880 --> 00:01:48,010
You'll see the exact sheet.

27
00:01:48,010 --> 00:01:51,220
And there's a PDF file, you
can just use it yourself.

28
00:01:51,220 --> 00:01:56,420
There's a course objective for
that particular session.

29
00:01:56,420 --> 00:01:58,850
And that relates to your overall
goals for the course.

30
00:01:58,850 --> 00:02:02,270
So, for example, in this
problem, my objective might be

31
00:02:02,270 --> 00:02:07,420
something like, to show
that easy cases--

32
00:02:07,420 --> 00:02:09,060
in fact, this was
my objective--

33
00:02:09,060 --> 00:02:11,130
I wanted to show that
easy cases--

34
00:02:11,130 --> 00:02:14,060
extreme cases-- are useful not
just for checking formulas,

35
00:02:14,060 --> 00:02:15,385
but also for generating
formulas.

36
00:02:26,490 --> 00:02:28,760
OK, so I write that
on the top.

37
00:02:28,760 --> 00:02:30,930
So I remind myself,
why am I here?

38
00:02:30,930 --> 00:02:32,180
What am I doing?

39
00:02:34,390 --> 00:02:37,930
Then there's a three-column
table.

40
00:02:37,930 --> 00:02:40,660
Basically you just plan
items in your lecture.

41
00:02:43,580 --> 00:02:45,440
The first column is minutes--

42
00:02:45,440 --> 00:02:47,660
how long you expect each
thing to take.

43
00:02:47,660 --> 00:02:57,000
And then the middle column, most
of the space is, what's

44
00:02:57,000 --> 00:03:00,740
your goal in this local
part of the lecture?

45
00:03:00,740 --> 00:03:02,390
And what are you going
to do for that?

46
00:03:02,390 --> 00:03:04,910
So here's my overall
objective.

47
00:03:04,910 --> 00:03:08,130
And my local goal may be,
just this example--

48
00:03:08,130 --> 00:03:11,180
getting that one third.

49
00:03:11,180 --> 00:03:16,770
And then here in the third
column is props.

50
00:03:16,770 --> 00:03:20,610
So there's actually
a piece here, too.

51
00:03:20,610 --> 00:03:23,040
So props are anything that
I need to bring.

52
00:03:23,040 --> 00:03:24,590
So I just stick that
in the margin.

53
00:03:24,590 --> 00:03:27,350
OK, bring the cones,
or the pyramids,

54
00:03:27,350 --> 00:03:28,630
whatever they may be.

55
00:03:28,630 --> 00:03:32,150
And so then, when you're filling
this piece in, about

56
00:03:32,150 --> 00:03:36,570
what to bring, you just scan
down this last column, and

57
00:03:36,570 --> 00:03:38,630
just write everything here.

58
00:03:38,630 --> 00:03:40,330
OK, cones.

59
00:03:40,330 --> 00:03:44,080
Homework three, solution set
two-- whatever it may be.

60
00:03:44,080 --> 00:03:49,310
So now, at a glance, before you
go to your session, you

61
00:03:49,310 --> 00:03:51,020
review these two things.

62
00:03:51,020 --> 00:03:53,500
Make sure you have everything,
your know why you're here.

63
00:03:53,500 --> 00:03:56,270
But then here, you're going
to follow your script.

64
00:03:56,270 --> 00:03:57,590
Which is a loose script.

65
00:03:57,590 --> 00:03:59,830
It's not exactly a word-for-word
script.

66
00:03:59,830 --> 00:04:02,400
It's, maybe, a few equations.

67
00:04:02,400 --> 00:04:03,650
Suppose there's a question.

68
00:04:06,860 --> 00:04:10,250
What is this constant?

69
00:04:10,250 --> 00:04:12,900
OK, so that's my overall,
what I'm going to do

70
00:04:12,900 --> 00:04:15,600
for, say, ten minutes.

71
00:04:15,600 --> 00:04:19,079
And then I break it into
sub-questions.

72
00:04:19,079 --> 00:04:20,329
OK.

73
00:04:23,540 --> 00:04:25,000
What is H and B?

74
00:04:25,000 --> 00:04:26,620
How many pyramids do I need?

75
00:04:26,620 --> 00:04:27,740
What's my goal shape?

76
00:04:27,740 --> 00:04:29,510
So these are questions
that I ask students.

77
00:04:29,510 --> 00:04:32,330
And for each one, I write
down the minutes.

78
00:04:32,330 --> 00:04:36,170
Maybe in parentheses, put
the total up here.

79
00:04:36,170 --> 00:04:39,630
So now, when I've done my two
or three pages-- and by the

80
00:04:39,630 --> 00:04:43,900
way I find, just at the level of
detail I use, if I ever go

81
00:04:43,900 --> 00:04:47,810
beyond three pages, I never
get to that material.

82
00:04:47,810 --> 00:04:50,950
So it's just sort of for a
security blanket by the time

83
00:04:50,950 --> 00:04:53,010
I'm beyond three pages.

84
00:04:53,010 --> 00:04:55,330
It depends how detailed you
write these things, but I've

85
00:04:55,330 --> 00:04:58,140
generally found that's
where I am.

86
00:04:58,140 --> 00:05:00,155
And then, you estimate
the time.

87
00:05:00,155 --> 00:05:02,120
And what you'll find is, the
first time you do stuff,

88
00:05:02,120 --> 00:05:04,300
you'll massively underestimate
the time.

89
00:05:04,300 --> 00:05:06,960
You'll be off by a
factor of two.

90
00:05:06,960 --> 00:05:10,070
So, in other words, if you think
it takes five minutes,

91
00:05:10,070 --> 00:05:11,800
it'll really take ten minutes.

92
00:05:11,800 --> 00:05:14,810
And that's true even after you
take account of this rule.

93
00:05:14,810 --> 00:05:17,620
Sort of.

94
00:05:17,620 --> 00:05:20,970
OK, so then you put down all
your minutes on this page, and

95
00:05:20,970 --> 00:05:21,470
the next page.

96
00:05:21,470 --> 00:05:24,720
You add them up, and you make
sure that you're not over 50,

97
00:05:24,720 --> 00:05:25,980
or whatever the amount is.

98
00:05:25,980 --> 00:05:30,200
And then what you'll find is
what you thought was 50 really

99
00:05:30,200 --> 00:05:32,150
is going to take you 130.

100
00:05:32,150 --> 00:05:34,980
So the next time, when you
evaluate minutes, you'll have

101
00:05:34,980 --> 00:05:35,680
a better idea.

102
00:05:35,680 --> 00:05:38,220
And you'll find yourself
actually tuning your time

103
00:05:38,220 --> 00:05:40,490
sense pretty well.

104
00:05:40,490 --> 00:05:44,580
So now I've got my time sense
that I don't really need to

105
00:05:44,580 --> 00:05:47,580
put the minutes down, because
I can just do it

106
00:05:47,580 --> 00:05:49,380
by number of pages.

107
00:05:49,380 --> 00:05:50,810
Three pages, too much.

108
00:05:50,810 --> 00:05:54,960
And so you'll find your own
writing level, and detail

109
00:05:54,960 --> 00:05:56,870
level, how many pages to use.

110
00:05:56,870 --> 00:05:59,560
Now the other point is, where do
these questions come from?

111
00:05:59,560 --> 00:06:03,760
OK, well this is a way you can
turn any regular lecture into

112
00:06:03,760 --> 00:06:04,900
an interactive one.

113
00:06:04,900 --> 00:06:06,560
So suppose you have a
long derivation that

114
00:06:06,560 --> 00:06:07,140
you're going to do.

115
00:06:07,140 --> 00:06:11,570
Or, for example, suppose the
first way I planned this, was

116
00:06:11,570 --> 00:06:14,170
I wanted to show people that
this was 1/3 over here, this

117
00:06:14,170 --> 00:06:15,680
is three here.

118
00:06:15,680 --> 00:06:17,950
And the way I was going to do
it, was I was going to draw

119
00:06:17,950 --> 00:06:21,900
six pyramids, show them in a
cube, and show that 6V, and do

120
00:06:21,900 --> 00:06:22,970
all this showing.

121
00:06:22,970 --> 00:06:27,570
Well, first draft, write it all
out like that, with times

122
00:06:27,570 --> 00:06:29,570
and everything, without
questions.

123
00:06:29,570 --> 00:06:33,230
Then, any time you come to
something interesting--

124
00:06:33,230 --> 00:06:34,480
so here.

125
00:06:40,920 --> 00:06:43,075
So before you have [? tel. ?]

126
00:06:48,500 --> 00:06:52,430
So now you look at your sheet,
and you say, hmm, where did

127
00:06:52,430 --> 00:06:53,930
something interesting happen?

128
00:06:53,930 --> 00:06:56,940
Hopefully, there is at
least one point.

129
00:06:56,940 --> 00:06:58,950
Because if there isn't, maybe
you shouldn't be giving the

130
00:06:58,950 --> 00:07:00,400
lecture at all.

131
00:07:00,400 --> 00:07:03,280
So now, let's just say, by
construction, you found some

132
00:07:03,280 --> 00:07:04,030
interesting things.

133
00:07:04,030 --> 00:07:05,700
OK, so that's interesting.

134
00:07:05,700 --> 00:07:07,800
Oh, it's interesting that
it makes a cube--

135
00:07:07,800 --> 00:07:09,800
it's not obvious.

136
00:07:09,800 --> 00:07:13,300
So just think, where does
something require thought, and

137
00:07:13,300 --> 00:07:16,220
that you're short-circuiting
the thought by telling.

138
00:07:16,220 --> 00:07:20,980
So then, what I do is I have a
green pen, and I turn it into

139
00:07:20,980 --> 00:07:22,310
a question.

140
00:07:22,310 --> 00:07:27,710
So I'll circle it in green, and
write, "ask" next to it.

141
00:07:27,710 --> 00:07:29,800
OK, or you can just rewrite
your sheet.

142
00:07:38,170 --> 00:07:42,470
Telling something, then asking,
and then continuing.

143
00:07:42,470 --> 00:07:45,190
OK so that's how you can turn
any regular lecture into an

144
00:07:45,190 --> 00:07:46,170
interactive one.

145
00:07:46,170 --> 00:07:49,470
And that's your sheet that
you walk into class with.

146
00:07:49,470 --> 00:07:51,860
And what you'll find, is that
the first time you do it that

147
00:07:51,860 --> 00:07:54,900
way, there will be a bunch more
spots you realize were

148
00:07:54,900 --> 00:07:55,680
actually subtle.

149
00:07:55,680 --> 00:07:59,250
Because, for example, at the end
of class session, when you

150
00:07:59,250 --> 00:08:01,110
collect your feedback sheets,
people will have questions

151
00:08:01,110 --> 00:08:01,830
about different parts.

152
00:08:01,830 --> 00:08:04,290
You'll realize, oh, there was
actually something interesting

153
00:08:04,290 --> 00:08:06,000
that happened that wasn't
obvious in one of these

154
00:08:06,000 --> 00:08:06,980
telling points.

155
00:08:06,980 --> 00:08:10,880
And you'll be able to turn that
into a question, as well.

156
00:08:10,880 --> 00:08:15,360
The master sheet with all that
formatted for you is online,

157
00:08:15,360 --> 00:08:16,710
on the course website.

158
00:08:16,710 --> 00:08:18,970
And you're welcome to use that
in your own teaching, and

159
00:08:18,970 --> 00:08:22,280
distribute it to everyone you
know Any questions about that?

160
00:08:25,490 --> 00:08:25,810
Yes.

161
00:08:25,810 --> 00:08:28,270
AUDIENCE: When you run over
time, then you have to shift

162
00:08:28,270 --> 00:08:29,668
some of the things to
the next lecture.

163
00:08:29,668 --> 00:08:32,520
So how do you do that?

164
00:08:32,520 --> 00:08:35,289
PROFESSOR: What happens when
you run over time.

165
00:08:35,289 --> 00:08:37,669
The first time you teach the
course, you basically find out

166
00:08:37,669 --> 00:08:39,714
there's just twice as much
material in the course as

167
00:08:39,714 --> 00:08:40,669
there should be.

168
00:08:40,669 --> 00:08:42,940
And you'll always be running
over time if you try to cover

169
00:08:42,940 --> 00:08:45,060
every single thing.

170
00:08:45,060 --> 00:08:48,080
So, the first time you
run out of time--

171
00:08:48,080 --> 00:08:49,160
there's two approaches to it.

172
00:08:49,160 --> 00:08:55,290
One is just to slow the entire
pace down, and cover half of

173
00:08:55,290 --> 00:08:56,280
the amount of material.

174
00:08:56,280 --> 00:08:58,400
So that's quite a reasonable
approach.

175
00:08:58,400 --> 00:09:01,170
The other is to sort of keep
rhythm, but not cover every

176
00:09:01,170 --> 00:09:01,870
single thing.

177
00:09:01,870 --> 00:09:04,480
So my piano teacher, a while
ago, she said, when you're

178
00:09:04,480 --> 00:09:07,310
sight-reading new piano music,
the most important thing is,

179
00:09:07,310 --> 00:09:08,090
keep rhythm.

180
00:09:08,090 --> 00:09:11,310
So don't just stop, and then
think for like ten seconds

181
00:09:11,310 --> 00:09:13,050
about one measure, and
then continue in

182
00:09:13,050 --> 00:09:14,220
this herk and jerk.

183
00:09:14,220 --> 00:09:17,280
Just keep playing at speed, but
skip some of the notes,

184
00:09:17,280 --> 00:09:18,910
and do whatever you have
to do to keep rhythm.

185
00:09:18,910 --> 00:09:21,880
So you can try that
approach too.

186
00:09:21,880 --> 00:09:24,340
And then, what you do is you
say, OK look I'm not going to

187
00:09:24,340 --> 00:09:25,850
cover every single
thing in lecture.

188
00:09:25,850 --> 00:09:28,070
A lot of stuff is in the book.

189
00:09:28,070 --> 00:09:29,680
And that's good to do anyway.

190
00:09:29,680 --> 00:09:32,910
So a mix of the two approaches
is one way to deal with

191
00:09:32,910 --> 00:09:34,120
running over time.

192
00:09:34,120 --> 00:09:34,610
AUDIENCE: [INAUDIBLE]

193
00:09:34,610 --> 00:09:37,250
So each lecture you have
some objective.

194
00:09:37,250 --> 00:09:40,410
And then, if you run over
time, then in the first

195
00:09:40,410 --> 00:09:41,850
lecture, you only finish
half of it.

196
00:09:41,850 --> 00:09:44,812
And then, the second one seems
to start from the middle of

197
00:09:44,812 --> 00:09:46,780
[INAUDIBLE].

198
00:09:46,780 --> 00:09:48,740
PROFESSOR: Right.

199
00:09:48,740 --> 00:09:48,970
OK.

200
00:09:48,970 --> 00:09:50,590
So that's one reason
it's worth writing

201
00:09:50,590 --> 00:09:52,160
the objective first.

202
00:09:52,160 --> 00:09:53,750
Because then you know what
the main goal is.

203
00:09:53,750 --> 00:09:56,330
So one way to do it,
which I do like, is

204
00:09:56,330 --> 00:09:58,110
to make sure that--

205
00:09:58,110 --> 00:10:00,710
right away-- the objective
is reached.

206
00:10:00,710 --> 00:10:03,040
So you do it as sort
of a layer cake.

207
00:10:03,040 --> 00:10:04,510
So the first example--

208
00:10:04,510 --> 00:10:06,640
maybe the first two examples--

209
00:10:06,640 --> 00:10:09,750
just from those, if everybody
just doesn't do anything else

210
00:10:09,750 --> 00:10:11,920
but the first two examples,
which you expect will only

211
00:10:11,920 --> 00:10:13,030
take 15 minutes--

212
00:10:13,030 --> 00:10:15,320
but it takes 40 minutes,
it's okay.

213
00:10:15,320 --> 00:10:18,620
Because the first two examples
reach your objective.

214
00:10:18,620 --> 00:10:21,130
Now they don't reach the
objective 100%, but they give

215
00:10:21,130 --> 00:10:22,810
you 80% of the objective.

216
00:10:22,810 --> 00:10:26,430
So you want to plan your lecture
structure like a layer

217
00:10:26,430 --> 00:10:30,670
cake, or like JPEG.

218
00:10:30,670 --> 00:10:32,790
People know how JPEG
compression works?

219
00:10:32,790 --> 00:10:38,390
So JPEG, the way you do it, is
the low-frequency, quote,

220
00:10:38,390 --> 00:10:41,090
"most important" terms,
come first.

221
00:10:41,090 --> 00:10:44,470
And then the higher-frequency,
say, less important terms,

222
00:10:44,470 --> 00:10:45,060
come later.

223
00:10:45,060 --> 00:10:47,810
So sometimes you see things
rendered in your browser

224
00:10:47,810 --> 00:10:50,660
step-by-step, and they just
sort of take focus.

225
00:10:50,660 --> 00:10:53,960
And it gets better and better as
you wait longer and longer.

226
00:10:53,960 --> 00:10:56,050
So you want to plan your
lecture a bit that way.

227
00:10:56,050 --> 00:10:58,970
So that it's robust
to time shortage.

228
00:10:58,970 --> 00:11:01,850
So that if, for example, there's
a fire alarm halfway

229
00:11:01,850 --> 00:11:04,480
through your lecture, still
the main point got across.

230
00:11:04,480 --> 00:11:06,740
Now it didn't get across in
all the detail, and the

231
00:11:06,740 --> 00:11:09,840
beautiful glory of that you
wanted, but the main point

232
00:11:09,840 --> 00:11:11,480
still got across.

233
00:11:11,480 --> 00:11:14,000
So then, if you run out
of time, it's OK.

234
00:11:14,000 --> 00:11:16,330
You say, look, there's two more
examples of this which we

235
00:11:16,330 --> 00:11:19,190
didn't do, but they further
illustrate the main point.

236
00:11:19,190 --> 00:11:21,420
See the notes.

237
00:11:21,420 --> 00:11:23,990
And then you can keep
to your plan.

238
00:11:23,990 --> 00:11:25,740
Assuming that your plan
is a reasonable one.

239
00:11:25,740 --> 00:11:28,480
If your plan is that, I'm going
to do f equals ma today,

240
00:11:28,480 --> 00:11:33,130
and I'm going to do rigid body
rotation tomorrow, that's

241
00:11:33,130 --> 00:11:34,610
probably not a reasonable
plan.

242
00:11:34,610 --> 00:11:36,695
And the fact that you ran out of
time on day one is probably

243
00:11:36,695 --> 00:11:39,690
a good sign that you should
actually spend a little more

244
00:11:39,690 --> 00:11:41,840
time on f equals ma.

245
00:11:41,840 --> 00:11:43,880
Does that answer
your question?

246
00:11:43,880 --> 00:11:45,980
Other questions?

247
00:11:45,980 --> 00:11:47,308
Yes.

248
00:11:47,308 --> 00:11:48,980
AUDIENCE: I have a question
about [INAUDIBLE]?

249
00:11:48,980 --> 00:11:51,894
A lot of people have told me
over the years that it's good

250
00:11:51,894 --> 00:11:52,876
to write really big.

251
00:11:52,876 --> 00:11:54,490
And I know you're constrained by
that the people have to be

252
00:11:54,490 --> 00:11:55,335
able to see.

253
00:11:55,335 --> 00:11:58,020
But, given that you're writing
large enough for them to see,

254
00:11:58,020 --> 00:12:00,569
what's the advantage of writing
any bigger than that?

255
00:12:00,569 --> 00:12:02,421
As opposed to having
the [INAUDIBLE]?

256
00:12:05,730 --> 00:12:07,290
PROFESSOR: OK, so that's
a good question.

257
00:12:07,290 --> 00:12:09,860
Actually, why don't
we save that.

258
00:12:09,860 --> 00:12:11,830
We'll talk about that today.

259
00:12:11,830 --> 00:12:15,180
So the question was, how
big should you write?

260
00:12:15,180 --> 00:12:18,260
Just enough so people
can see, or bigger?

261
00:12:18,260 --> 00:12:21,790
So that you can keep the
full story there.

262
00:12:21,790 --> 00:12:26,310
OK, so, any other questions
on the lecture planning?

263
00:12:26,310 --> 00:12:28,740
And blackboard, and slides,
we'll come to

264
00:12:28,740 --> 00:12:29,990
starting right now.

265
00:12:36,780 --> 00:12:39,870
Teaching with slides
and blackboards.

266
00:12:39,870 --> 00:12:43,170
What are the advantages, and
disadvantages of each.

267
00:12:43,170 --> 00:12:47,440
I'll tell you my bottom line,
which is that my zero-th order

268
00:12:47,440 --> 00:12:49,330
term, so this is
my objective--

269
00:12:49,330 --> 00:12:52,880
if the lecture ends after the
next two minutes, at least

270
00:12:52,880 --> 00:12:54,580
you'll have the zero-th
order term.

271
00:12:54,580 --> 00:12:58,550
The zero-th order term is
that, if you can't help

272
00:12:58,550 --> 00:13:02,880
yourself, use slides, but
otherwise, use blackboard.

273
00:13:02,880 --> 00:13:08,260
For 90% of things, blackboard
is much better for teaching

274
00:13:08,260 --> 00:13:10,120
than slides.

275
00:13:10,120 --> 00:13:12,820
There are some cases where
slides are useful, and you can

276
00:13:12,820 --> 00:13:13,890
make an argument for it.

277
00:13:13,890 --> 00:13:16,920
There's some cases where maybe
the slide is as good as a

278
00:13:16,920 --> 00:13:19,700
blackboard, few cases where it's
better than a blackboard.

279
00:13:19,700 --> 00:13:22,220
But the default is, blackboards

280
00:13:22,220 --> 00:13:24,790
are better than slides.

281
00:13:24,790 --> 00:13:28,255
Now let me show you an example
of why that's true.

282
00:13:33,070 --> 00:13:35,170
Suppose you're teaching the--

283
00:13:35,170 --> 00:13:37,760
an example I've done with you
before, slightly, is the

284
00:13:37,760 --> 00:13:39,010
Navier-Stokes equation.

285
00:13:58,200 --> 00:13:59,952
Let me write it down,
to start with.

286
00:14:03,656 --> 00:14:05,912
Actually, I'll put it on
a separate blackboard.

287
00:14:09,690 --> 00:14:11,380
So there's our topic.

288
00:14:11,380 --> 00:14:13,610
So we always know what our
topic is, because it's up

289
00:14:13,610 --> 00:14:15,990
there, and it's just going
to live there for a bit.

290
00:14:15,990 --> 00:14:17,740
And in fact, in some
classrooms--

291
00:14:17,740 --> 00:14:21,220
you can't do it so easily
here, but my favorite

292
00:14:21,220 --> 00:14:25,240
classroom is 4-265 because it
has pretty much this much

293
00:14:25,240 --> 00:14:27,810
blackboards in the front, and it
has blackboards all around

294
00:14:27,810 --> 00:14:29,060
the side, and on the back.

295
00:14:29,060 --> 00:14:31,450
So I don't use the back ones so
much, but the side ones are

296
00:14:31,450 --> 00:14:32,750
really, really useful.

297
00:14:32,750 --> 00:14:35,570
Because you can, for example,
put the topic, like I've done

298
00:14:35,570 --> 00:14:39,080
here, on the side blackboard,
and just let it stay there the

299
00:14:39,080 --> 00:14:40,180
entire time.

300
00:14:40,180 --> 00:14:41,980
You can put an outline
of the lecture.

301
00:14:41,980 --> 00:14:43,600
OK, so let's say we
have a lecture on

302
00:14:43,600 --> 00:14:44,750
Navier-Stokes equation.

303
00:14:44,750 --> 00:14:46,330
We want to look at them,
try to understand them.

304
00:15:10,010 --> 00:15:12,813
So here are the equation.

305
00:15:12,813 --> 00:15:16,580
Well "are," "is," the plural
is a bit ambiguous.

306
00:15:16,580 --> 00:15:19,980
This is actually three
equations, one because it's a

307
00:15:19,980 --> 00:15:21,980
vector, vector, vector.

308
00:15:26,690 --> 00:15:30,920
Already there, you see something
that's harder to do

309
00:15:30,920 --> 00:15:31,990
with slides.

310
00:15:31,990 --> 00:15:33,880
You'd have to work harder
to do that in slides.

311
00:15:36,890 --> 00:15:42,450
You can just go back, and
annotate as you go.

312
00:15:42,450 --> 00:15:46,100
And here, you can see the entire
topic while you're

313
00:15:46,100 --> 00:15:46,820
looking at this.

314
00:15:46,820 --> 00:15:50,430
So, for example, the student has
now got overwhelmed by all

315
00:15:50,430 --> 00:15:52,456
the little symbols here--

316
00:15:52,456 --> 00:15:57,030
the del squared, the partial
derivative, the v dot grad--

317
00:15:57,030 --> 00:15:59,820
that part always scared me when
I was a physics student.

318
00:15:59,820 --> 00:16:04,840
I knew what del dot v is,
but what's v dot del?

319
00:16:04,840 --> 00:16:06,940
So you get scared by all that.

320
00:16:06,940 --> 00:16:09,050
And then people forget,
they panic.

321
00:16:09,050 --> 00:16:11,200
Because their short-term term
memory got filled with every

322
00:16:11,200 --> 00:16:12,520
single, little, chunk here.

323
00:16:12,520 --> 00:16:15,080
Their chunks are, remember,
very small.

324
00:16:15,080 --> 00:16:17,720
And they forgot, what
are they doing?

325
00:16:17,720 --> 00:16:20,000
Navier-Stokes equation
fluid mechanics.

326
00:16:20,000 --> 00:16:20,690
OK.

327
00:16:20,690 --> 00:16:28,180
And now, you can even improve
that first blackboard by

328
00:16:28,180 --> 00:16:32,660
talking about, what does
this apply to?

329
00:16:32,660 --> 00:16:43,845
Drag, turbulence, river
flow, airplanes.

330
00:16:47,930 --> 00:16:49,270
So here, you can have a

331
00:16:49,270 --> 00:16:51,070
reminder of why it's important.

332
00:16:51,070 --> 00:16:53,790
So now that just stays up
there the whole time.

333
00:16:53,790 --> 00:16:56,370
And people can re-center
themselves every time they get

334
00:16:56,370 --> 00:16:58,670
confused of what they're
doing, just by that.

335
00:16:58,670 --> 00:17:00,640
And then, you can continue.

336
00:17:00,640 --> 00:17:04,220
You can say, OK, let me
try to explain the

337
00:17:04,220 --> 00:17:05,280
meaning of these terms.

338
00:17:05,280 --> 00:17:08,000
So let's do the terms
one at a time.

339
00:17:08,000 --> 00:17:09,250
What's this?

340
00:17:16,630 --> 00:17:20,680
So this term here is Dvdt.

341
00:17:20,680 --> 00:17:22,530
We've seen things like that--
that's sort of like an

342
00:17:22,530 --> 00:17:23,780
acceleration.

343
00:17:31,370 --> 00:17:34,510
You can annotate the equation
right there.

344
00:17:34,510 --> 00:17:38,360
That's also hard to
do on a slide.

345
00:17:38,360 --> 00:17:40,930
I mean, you can do it, you can
work at it, but it's very

346
00:17:40,930 --> 00:17:42,730
natural on a chalkboard.

347
00:17:42,730 --> 00:17:45,450
Now, there's some things that
are common to chalkboards and

348
00:17:45,450 --> 00:17:49,230
slides, which is the
use of color.

349
00:17:49,230 --> 00:17:51,870
So now this, unfortunately,
is blue, which is

350
00:17:51,870 --> 00:17:53,466
not the ideal color.

351
00:17:53,466 --> 00:17:55,860
Unfortunately, I
don't have my--

352
00:17:55,860 --> 00:17:58,950
orange is generally better,
but anyway I have blue.

353
00:17:58,950 --> 00:18:01,900
Can you see the blue?

354
00:18:01,900 --> 00:18:04,530
So marginally?

355
00:18:04,530 --> 00:18:07,030
Maybe this orange, even though
it's not as big, will be

356
00:18:07,030 --> 00:18:08,000
better than the blue.

357
00:18:08,000 --> 00:18:10,600
OK, well this shows you an
example of color, and the

358
00:18:10,600 --> 00:18:12,570
importance of choosing
the right color.

359
00:18:12,570 --> 00:18:14,200
There used to be a green
one here, but

360
00:18:14,200 --> 00:18:16,770
they're isn't green anymore.

361
00:18:16,770 --> 00:18:19,440
Blue is not ideal, I
won't use the blue.

362
00:18:19,440 --> 00:18:21,610
Let's try this.

363
00:18:21,610 --> 00:18:23,450
Is that better?

364
00:18:23,450 --> 00:18:24,200
OK.

365
00:18:24,200 --> 00:18:27,620
So let me use this orange one,
and I'll try to write large,

366
00:18:27,620 --> 00:18:29,230
even though it's not as bold.

367
00:18:29,230 --> 00:18:31,260
OK, so the use of color.

368
00:18:31,260 --> 00:18:34,710
That's important in both
slides and blackboard.

369
00:18:34,710 --> 00:18:35,960
What's the use of color here?

370
00:18:35,960 --> 00:18:38,930
Is it just because it's nice
to have a pretty picture?

371
00:18:38,930 --> 00:18:39,570
No.

372
00:18:39,570 --> 00:18:43,000
The reason for using the color
is that you get layering.

373
00:18:43,000 --> 00:18:48,030
So again, remember the
students' dilemma.

374
00:18:48,030 --> 00:18:50,220
Pretty much all students'
dilemma come from the

375
00:18:50,220 --> 00:18:52,730
following problem, which
is that their

376
00:18:52,730 --> 00:18:56,250
chunk size is one symbol.

377
00:18:56,250 --> 00:18:58,180
You've been teaching the
Navier-Stokes equation for 20

378
00:18:58,180 --> 00:19:01,380
years, your chunk size is
the entire equation.

379
00:19:01,380 --> 00:19:01,620
Right?

380
00:19:01,620 --> 00:19:03,170
So that's one chunk to you,
you just write it

381
00:19:03,170 --> 00:19:04,520
down, like I just did.

382
00:19:04,520 --> 00:19:06,300
But for the student, every
single, little

383
00:19:06,300 --> 00:19:07,630
thing is one symbol.

384
00:19:07,630 --> 00:19:11,340
So now, if you then write all
of this stuff in the same

385
00:19:11,340 --> 00:19:14,100
color, as your rest of your
equation, it just

386
00:19:14,100 --> 00:19:14,980
becomes more stuff.

387
00:19:14,980 --> 00:19:16,220
They don't know how to
separate it into

388
00:19:16,220 --> 00:19:17,670
two different objects.

389
00:19:17,670 --> 00:19:21,820
But, if you write your labels in
a different color, it pops

390
00:19:21,820 --> 00:19:22,840
out in a different layer.

391
00:19:22,840 --> 00:19:24,720
They know that lives in a
different space, so you're

392
00:19:24,720 --> 00:19:27,680
already helping them chunk.

393
00:19:27,680 --> 00:19:28,930
So what is this?

394
00:19:31,190 --> 00:19:34,290
This is also a change in v.
So it's sort of like an

395
00:19:34,290 --> 00:19:35,200
acceleration.

396
00:19:35,200 --> 00:19:36,830
Well, it's part of the
acceleration, actually.

397
00:19:41,410 --> 00:19:42,970
So this is another
acceleration.

398
00:19:42,970 --> 00:19:45,780
It's a change in v, but it's a
change in v because you've

399
00:19:45,780 --> 00:19:47,880
moved to a new place.

400
00:19:47,880 --> 00:19:50,560
So this is a change in v
because you waited--

401
00:19:50,560 --> 00:19:51,960
you move to a new time.

402
00:19:51,960 --> 00:19:54,930
This is a change in v because a
little piece of fluid moved

403
00:19:54,930 --> 00:19:57,250
to new place, where the fluid
velocity is different.

404
00:19:57,250 --> 00:19:59,320
So these two things together
are two different

405
00:19:59,320 --> 00:20:02,710
contributions to the change in
v. So we'll actually call this

406
00:20:02,710 --> 00:20:14,370
whole thing D of vdt, which is
actually its actual name.

407
00:20:14,370 --> 00:20:16,560
So this is an acceleration.

408
00:20:16,560 --> 00:20:20,370
These are the two pieces of it--
this is the acceleration.

409
00:20:20,370 --> 00:20:23,030
What's on the other side?

410
00:20:23,030 --> 00:20:26,070
Well, this guy, pressure--

411
00:20:26,070 --> 00:20:27,420
p is pressure--

412
00:20:27,420 --> 00:20:28,360
grading of pressure.

413
00:20:28,360 --> 00:20:29,910
So that's the differences
in pressure.

414
00:20:29,910 --> 00:20:33,150
So that's going to do some kind
of thing, like a force.

415
00:20:33,150 --> 00:20:34,580
And row is density.

416
00:20:34,580 --> 00:20:36,430
So you're taking a force--

417
00:20:36,430 --> 00:20:42,820
I'll put it in quotes, because
it's not quite a force, it's

418
00:20:42,820 --> 00:20:44,180
sort of force per area.

419
00:20:44,180 --> 00:20:53,510
But now you divide by density,
and you get f over m.

420
00:20:53,510 --> 00:20:55,150
So f over m.

421
00:20:55,150 --> 00:21:00,860
So we have, here this guy--

422
00:21:00,860 --> 00:21:06,360
acceleration is equal
to f over m.

423
00:21:06,360 --> 00:21:09,360
Do you recognize that
equation before?

424
00:21:09,360 --> 00:21:11,140
Yes, Newton's Second Law.

425
00:21:11,140 --> 00:21:16,680
So this whole thing, so far
here, is just this is a

426
00:21:16,680 --> 00:21:17,710
equals f over m.

427
00:21:17,710 --> 00:21:21,440
So this is the pressure forces,
and this must be the--

428
00:21:30,550 --> 00:21:32,880
and this is the viscous forces
divided by the mass.

429
00:21:32,880 --> 00:21:34,740
So these are the two
contributors to the forces--

430
00:21:34,740 --> 00:21:37,490
pressure forces, viscous
forces--

431
00:21:37,490 --> 00:21:39,290
and those produce the
acceleration.

432
00:21:39,290 --> 00:21:43,110
So the Navier-Stokes equation
comes out just as Newton's

433
00:21:43,110 --> 00:21:45,260
Second Law all over again.

434
00:21:45,260 --> 00:21:49,220
So now, this kind of drawing
is quite difficult

435
00:21:49,220 --> 00:21:49,960
to do in the slide.

436
00:21:49,960 --> 00:21:50,270
Yes.

437
00:21:50,270 --> 00:21:51,990
AUDIENCE: So I actually
would argue with you.

438
00:21:51,990 --> 00:21:54,110
You could prepare a set of
slides with annotations, and

439
00:21:54,110 --> 00:21:55,360
then you could do everything.

440
00:21:55,360 --> 00:21:57,692
You could put all the
information [INAUDIBLE] in a

441
00:21:57,692 --> 00:21:59,360
slide, or in multiple slides.

442
00:21:59,360 --> 00:22:00,860
[INAUDIBLE] animation.

443
00:22:00,860 --> 00:22:01,120
PROFESSOR: Yeah.

444
00:22:01,120 --> 00:22:03,520
So you could put them on
multiple slides, and then flip

445
00:22:03,520 --> 00:22:06,170
to it, one by one That's true.

446
00:22:09,650 --> 00:22:11,980
So you can do it, which is
why I said you can do

447
00:22:11,980 --> 00:22:13,320
it, but it's hard.

448
00:22:13,320 --> 00:22:15,600
Because it is a bit of a pain,
and you can do it.

449
00:22:15,600 --> 00:22:20,720
OK but then the problem is, you
want to now leave that on.

450
00:22:20,720 --> 00:22:24,990
So now you want to have not only
this, but you also want

451
00:22:24,990 --> 00:22:27,830
to have this, and leave it on
for the entire lecture.

452
00:22:27,830 --> 00:22:30,610
Because this is the meaning
of the terms.

453
00:22:30,610 --> 00:22:32,400
And now you're going to leave it
there, and talk about each

454
00:22:32,400 --> 00:22:33,800
term, one by one.

455
00:22:33,800 --> 00:22:34,130
Yes

456
00:22:34,130 --> 00:22:36,754
AUDIENCE: But you could also
give them a handout, with all

457
00:22:36,754 --> 00:22:38,558
the slides there, so
they would have

458
00:22:38,558 --> 00:22:39,542
everything in front of them.

459
00:22:39,542 --> 00:22:42,002
And if they ever want to go
back, they can look back on

460
00:22:42,002 --> 00:22:44,462
the previous slide.

461
00:22:44,462 --> 00:22:47,890
[INAUDIBLE] but I think so far
this is not a strong argument

462
00:22:47,890 --> 00:22:49,342
against the slides.

463
00:22:49,342 --> 00:22:51,762
Maybe the question's about
interactivity.

464
00:22:51,762 --> 00:22:53,698
If somebody asks you
a question, what

465
00:22:53,698 --> 00:22:55,150
about the third term?

466
00:22:55,150 --> 00:22:57,710
If you don't have a slide
for that, then--

467
00:22:57,710 --> 00:22:57,980
PROFESSOR: Right.

468
00:22:57,980 --> 00:23:02,340
And this is the point
I'm coming to.

469
00:23:02,340 --> 00:23:03,100
So there's that.

470
00:23:03,100 --> 00:23:05,480
And I agree with you, you can
do this with slides, you can

471
00:23:05,480 --> 00:23:07,190
give people a handout.

472
00:23:07,190 --> 00:23:14,020
Though the problem with
the handout--

473
00:23:14,020 --> 00:23:17,730
suppose you put all of this on
the handout for them, so that

474
00:23:17,730 --> 00:23:21,160
now, when you erase this screen,
and that screen, you

475
00:23:21,160 --> 00:23:22,910
go to another thing they
still have something to

476
00:23:22,910 --> 00:23:24,040
refer back to you.

477
00:23:24,040 --> 00:23:28,710
The problem is that you want
it all in one visual field.

478
00:23:28,710 --> 00:23:31,280
And you don't have that when
it's on a handout.

479
00:23:31,280 --> 00:23:34,770
So you have a problem
of split attention.

480
00:23:34,770 --> 00:23:38,150
So now the student's attention
is switching between the

481
00:23:38,150 --> 00:23:40,270
screen, and the handout--

482
00:23:40,270 --> 00:23:41,300
screen and handout.

483
00:23:41,300 --> 00:23:45,450
And when they look at the
screen, they're trying to

484
00:23:45,450 --> 00:23:47,110
remember what they're
confused about.

485
00:23:47,110 --> 00:23:50,280
And now they look
at the handout.

486
00:23:50,280 --> 00:23:52,460
This is the analogy.

487
00:23:52,460 --> 00:23:57,650
When I was in Prague, I would
look at a street sign, and I

488
00:23:57,650 --> 00:24:00,230
would read the word, and look
at all the letters.

489
00:24:00,230 --> 00:24:00,860
[INAUDIBLE]

490
00:24:00,860 --> 00:24:01,940
or something like that.

491
00:24:01,940 --> 00:24:04,610
And I would look away.

492
00:24:04,610 --> 00:24:08,420
Two seconds later, I could not
remember more than one letter

493
00:24:08,420 --> 00:24:10,430
that I saw on the
street sign--

494
00:24:10,430 --> 00:24:11,170
on the street name.

495
00:24:11,170 --> 00:24:15,460
The reason is, because each of
the letters was random to me.

496
00:24:15,460 --> 00:24:18,430
So, yes, someone who's Czech,
just says, oh yeah, that's

497
00:24:18,430 --> 00:24:19,840
Main Street, of course.

498
00:24:19,840 --> 00:24:20,520
No big deal.

499
00:24:20,520 --> 00:24:21,225
What's there to remember?

500
00:24:21,225 --> 00:24:23,660
It's Main Street, it's
in the Main Square.

501
00:24:23,660 --> 00:24:26,810
Whereas me, as the foreigner,
has no clue.

502
00:24:26,810 --> 00:24:28,310
And it's all new data to me.

503
00:24:28,310 --> 00:24:30,140
So it's the same way
for the students.

504
00:24:30,140 --> 00:24:31,760
This is all new to them.

505
00:24:31,760 --> 00:24:33,430
So when they're looking
at something else,

506
00:24:33,430 --> 00:24:34,900
you're talking about--

507
00:24:34,900 --> 00:24:36,550
you're going to discuss,
what's the

508
00:24:36,550 --> 00:24:37,800
dimensions of this term?

509
00:24:48,740 --> 00:24:51,410
They look at this thing, and now
you have a big analysis of

510
00:24:51,410 --> 00:24:53,140
the dimensions of this, you
want to check that all the

511
00:24:53,140 --> 00:24:55,610
dimensions are right, and your
goal is eventually to work out

512
00:24:55,610 --> 00:24:57,020
the dimensions of this--

513
00:24:57,020 --> 00:25:00,300
viscosity, let's say.

514
00:25:00,300 --> 00:25:02,790
They might be frightened
of the partial.

515
00:25:02,790 --> 00:25:05,750
So they look at this, and they
say, oh, yeah, where does the

516
00:25:05,750 --> 00:25:07,160
Dvdt come from?

517
00:25:07,160 --> 00:25:09,100
And then they look back at their
handout, and they've

518
00:25:09,100 --> 00:25:12,190
already forgotten pretty
much what this was.

519
00:25:12,190 --> 00:25:14,170
Because they are
the foreigner.

520
00:25:14,170 --> 00:25:17,580
They are the tourist
in this land.

521
00:25:17,580 --> 00:25:18,372
AUDIENCE: Yes.

522
00:25:18,372 --> 00:25:21,264
I was just going say that
I would have said

523
00:25:21,264 --> 00:25:23,674
something very similar.

524
00:25:23,674 --> 00:25:26,566
The annotation part of it is to
[INAUDIBLE] slides at all,

525
00:25:26,566 --> 00:25:28,814
because if I was making slides
for this lecture, I would've

526
00:25:28,814 --> 00:25:29,833
done exactly what you did.

527
00:25:29,833 --> 00:25:33,850
But it would all be nicely
spaced, and there would be no

528
00:25:33,850 --> 00:25:35,531
handwriting issues.

529
00:25:35,531 --> 00:25:37,170
So if anything, slides would
be better for that.

530
00:25:37,170 --> 00:25:41,565
But I think that the argument
for slides is [INAUDIBLE]

531
00:25:41,565 --> 00:25:44,340
having them linger on,
but also pacing.

532
00:25:44,340 --> 00:25:46,544
Like, the fact that it doesn't
flip up so quickly, because

533
00:25:46,544 --> 00:25:48,249
the [INAUDIBLE] that I've taken
where they use slides

534
00:25:48,249 --> 00:25:50,684
and use [INAUDIBLE], it goes by
so quickly that you have no

535
00:25:50,684 --> 00:25:53,119
chance to internalize.

536
00:25:53,119 --> 00:25:55,885
The fact that you have to write
it out by hand forces

537
00:25:55,885 --> 00:25:57,970
you to slow down, in a
way that is really

538
00:25:57,970 --> 00:25:59,100
helpful for the listener.

539
00:25:59,100 --> 00:26:00,010
And so that's something that's
really important [INAUDIBLE]

540
00:26:00,010 --> 00:26:01,180
difference.

541
00:26:01,180 --> 00:26:01,410
PROFESSOR: Right.

542
00:26:01,410 --> 00:26:03,960
And that's a fundamentally
important point about pacing.

543
00:26:03,960 --> 00:26:07,130
And this partly addresses
your question about how

544
00:26:07,130 --> 00:26:08,200
big should you write.

545
00:26:08,200 --> 00:26:10,340
So one of the reasons for
writing big, is that you're

546
00:26:10,340 --> 00:26:12,740
writing slower.

547
00:26:12,740 --> 00:26:15,640
And writing slower, generally
forces your pace to match the

548
00:26:15,640 --> 00:26:20,610
pace that is absorbable
by the students.

549
00:26:20,610 --> 00:26:25,040
So I'll come back to that point
in just one second.

550
00:26:25,040 --> 00:26:29,710
So let me just finish the point
about the visual field.

551
00:26:29,710 --> 00:26:33,620
The good thing about the
blackboard is, you could call

552
00:26:33,620 --> 00:26:35,650
it cognitive offloading.

553
00:26:35,650 --> 00:26:38,610
In one glance, everything
that the students

554
00:26:38,610 --> 00:26:40,690
need, can be there.

555
00:26:40,690 --> 00:26:43,090
So they don't really have
to remember much.

556
00:26:43,090 --> 00:26:46,320
And the short-term memory
isn't overfull.

557
00:26:46,320 --> 00:26:47,130
They're registers.

558
00:26:47,130 --> 00:26:49,160
They're a low-register
machine.

559
00:26:49,160 --> 00:26:52,420
Or rather, they have the same
number of registers as us, but

560
00:26:52,420 --> 00:26:53,250
they don't store as much

561
00:26:53,250 --> 00:26:55,530
information in their registers.

562
00:26:55,530 --> 00:26:58,540
So their registers don't get
overfull, because everything's

563
00:26:58,540 --> 00:26:59,010
right there.

564
00:26:59,010 --> 00:27:01,930
Whereas there is a much bigger
danger of register overfilling

565
00:27:01,930 --> 00:27:03,440
with slides.

566
00:27:03,440 --> 00:27:05,430
Then, as you point out,
there's the issue of

567
00:27:05,430 --> 00:27:06,520
interactivity.

568
00:27:06,520 --> 00:27:11,410
So this is partly a performance
question.

569
00:27:11,410 --> 00:27:19,160
Slides, not only are they
much more pre-prepared--

570
00:27:19,160 --> 00:27:21,500
I mean, you can prepare your
blackboards, as well, but you

571
00:27:21,500 --> 00:27:23,400
actually do have to re-perform
it each time.

572
00:27:23,400 --> 00:27:25,840
Whereas a slide, as you say, you
just click to Return, or

573
00:27:25,840 --> 00:27:28,280
Next, and there you are,
at the next slide.

574
00:27:28,280 --> 00:27:31,460
So there's much less
performance in it.

575
00:27:31,460 --> 00:27:35,040
And it seems much more
pre-scripted.

576
00:27:35,040 --> 00:27:38,020
Now, what does that signal
to the students?

577
00:27:38,020 --> 00:27:39,140
The pre-scripting.

578
00:27:39,140 --> 00:27:42,360
It says to the students, look,
this is all one, tight thing.

579
00:27:42,360 --> 00:27:47,390
It's sort of like a play on
a stage, that you're only

580
00:27:47,390 --> 00:27:50,520
supposed to applaud at
particular times.

581
00:27:50,520 --> 00:27:51,900
A modern-day play.

582
00:27:51,900 --> 00:27:54,640
Back in Elizabethan times, in
Shakespeare's time, people

583
00:27:54,640 --> 00:27:56,980
cheered, and screamed, and
cat-called, and it was a much

584
00:27:56,980 --> 00:27:58,940
more lively thing
on the stage.

585
00:27:58,940 --> 00:28:03,500
But now, everyone sits really
quiet, God help you if you

586
00:28:03,500 --> 00:28:06,820
cough, you try to wait, and you
think about your coughing,

587
00:28:06,820 --> 00:28:08,500
and then you don't think about
the play, and you try to

588
00:28:08,500 --> 00:28:09,480
prevent your coughing.

589
00:28:09,480 --> 00:28:12,650
So all that transfers a bit.

590
00:28:12,650 --> 00:28:16,830
That same mentality comes when
you're using slides.

591
00:28:16,830 --> 00:28:19,520
People think, oh my God, this is
a pre-scripted thing-- how

592
00:28:19,520 --> 00:28:23,230
dare I intervene, and
break into that.

593
00:28:23,230 --> 00:28:25,690
So if your goal is to encourage
students to

594
00:28:25,690 --> 00:28:27,950
question, it's harder to
do that with slides.

595
00:28:27,950 --> 00:28:29,480
You still can do it.

596
00:28:29,480 --> 00:28:31,470
You can, for example, put
questions on the slides-- and

597
00:28:31,470 --> 00:28:33,570
you definitely should do that
you're going to use slides--

598
00:28:33,570 --> 00:28:38,860
but the random, spontaneous
character of your session--

599
00:28:38,860 --> 00:28:40,390
the good side of that,
is going to be

600
00:28:40,390 --> 00:28:41,640
minimized by the slides.

601
00:28:46,220 --> 00:28:49,410
So this one was just to continue
saying, OK, now we're

602
00:28:49,410 --> 00:28:52,280
going to leave these two on,
and we're going to do the

603
00:28:52,280 --> 00:28:53,680
dimensions of each term.

604
00:28:53,680 --> 00:28:58,530
I have one, two, three,
four, let's say--

605
00:28:58,530 --> 00:29:00,110
four terms I want
to talk about.

606
00:29:00,110 --> 00:29:03,470
I'll do the dimensions of
two terms on this board,

607
00:29:03,470 --> 00:29:06,300
dimensions of two terms on that
board, now I'll have all

608
00:29:06,300 --> 00:29:07,900
the dimensions there.

609
00:29:07,900 --> 00:29:10,400
And now I can start, for
example, doing dimensional

610
00:29:10,400 --> 00:29:12,340
analysis on this side
of the room.

611
00:29:12,340 --> 00:29:16,890
And we'll eventually get to the
Reynolds number, which is

612
00:29:16,890 --> 00:29:19,490
vr over nu.

613
00:29:19,490 --> 00:29:21,510
Once we know this guy's
dimensions.

614
00:29:21,510 --> 00:29:23,810
And v, we know his dimensions,
r the size of

615
00:29:23,810 --> 00:29:24,880
your sphere or something.

616
00:29:24,880 --> 00:29:26,540
So this is dimensionless.

617
00:29:32,490 --> 00:29:35,820
Now you've got the Reynolds
number, you've also got, say,

618
00:29:35,820 --> 00:29:39,990
drag coefficient, which is
f over 1/2 [INAUDIBLE]

619
00:29:39,990 --> 00:29:42,620
v squared times some area.

620
00:29:42,620 --> 00:29:44,480
So this is also dimensionless.

621
00:29:44,480 --> 00:29:46,780
So now, you have two
dimensionless things.

622
00:29:46,780 --> 00:29:49,855
And then finally,
the finale is--

623
00:30:24,530 --> 00:30:27,920
So now, let's say by the end of
the lecture, you get to the

624
00:30:27,920 --> 00:30:30,510
point where you've plotted
the drag coefficient, a

625
00:30:30,510 --> 00:30:33,270
dimensionless thing, versus
the Reynolds number, on a

626
00:30:33,270 --> 00:30:35,710
log-log scale.

627
00:30:35,710 --> 00:30:38,200
And then you can talk about
this, you can go back and you

628
00:30:38,200 --> 00:30:39,210
say, OK, well what is this?

629
00:30:39,210 --> 00:30:40,080
This is really interesting.

630
00:30:40,080 --> 00:30:41,210
It looks like it was constant.

631
00:30:41,210 --> 00:30:42,440
And then what happened?

632
00:30:42,440 --> 00:30:44,150
Well, you can go back
and talk about that.

633
00:30:44,150 --> 00:30:47,430
And as you talk about it, the
entire graph is visible to

634
00:30:47,430 --> 00:30:50,720
everyone, as well as the source
of all the pieces of

635
00:30:50,720 --> 00:30:52,500
the graph, which is all the--

636
00:30:52,500 --> 00:30:53,770
why is everything
dimensionless?

637
00:30:53,770 --> 00:30:55,350
Well, you have it on
these two boards.

638
00:30:55,350 --> 00:30:57,450
And what are the terms
that you used?

639
00:30:57,450 --> 00:30:58,650
Well, those are all on there.

640
00:30:58,650 --> 00:31:02,410
So all of that is visible
in one glance.

641
00:31:02,410 --> 00:31:07,160
So that's an example of
something that is hard to do

642
00:31:07,160 --> 00:31:08,880
in the slides.

643
00:31:08,880 --> 00:31:10,985
Now, it's not easy to
get it right on

644
00:31:10,985 --> 00:31:11,800
the blackboard, either.

645
00:31:11,800 --> 00:31:13,550
You do have to plan.

646
00:31:13,550 --> 00:31:15,960
You have to plan by saying,
what am I going

647
00:31:15,960 --> 00:31:17,670
to put on each board?

648
00:31:17,670 --> 00:31:19,910
And how am I going to structure
the boards?

649
00:31:19,910 --> 00:31:23,010
But you can do that on your
lesson plan, for example, on

650
00:31:23,010 --> 00:31:24,410
the back of the lesson plan.

651
00:31:24,410 --> 00:31:26,370
Say, OK, how many boards
do I have?

652
00:31:26,370 --> 00:31:28,000
And what am I going to use?

653
00:31:28,000 --> 00:31:31,830
And then, if you want to take
advantage of the fact that

654
00:31:31,830 --> 00:31:34,660
everything is visible all the
time, you generally don't want

655
00:31:34,660 --> 00:31:37,430
to use the up-and-down
nature of the board.

656
00:31:37,430 --> 00:31:41,670
You just want to use two boards
on each of the regions.

657
00:31:41,670 --> 00:31:45,750
If you push this up, and start
writing on this guy, you're

658
00:31:45,750 --> 00:31:47,580
now OK, still.

659
00:31:47,580 --> 00:31:51,560
But then, when you push this
up, and you write on here,

660
00:31:51,560 --> 00:31:54,480
you've covered this guy up.

661
00:31:54,480 --> 00:31:56,620
And yes, you've lost some
of that advantage.

662
00:31:56,620 --> 00:31:59,520
Again, you can plan it out,
and do a trade off.

663
00:31:59,520 --> 00:32:03,870
But that is harder to
do with slides.

664
00:32:03,870 --> 00:32:08,210
Now, your question about how big
you should write so that

665
00:32:08,210 --> 00:32:11,580
everyone can see, versus telling
the whole story.

666
00:32:11,580 --> 00:32:14,510
I think it is important to try
to tell the whole story.

667
00:32:14,510 --> 00:32:17,330
It doesn't have to be the entire
lecture sits on the set

668
00:32:17,330 --> 00:32:20,610
of blackboards, but a coherent
chunk of the lecture should

669
00:32:20,610 --> 00:32:21,860
sit on the blackboards.

670
00:32:23,870 --> 00:32:25,510
You have two things
you could control.

671
00:32:25,510 --> 00:32:28,990
One you can control is the
writing size, and the other is

672
00:32:28,990 --> 00:32:30,740
what you write down.

673
00:32:30,740 --> 00:32:33,450
So this is a similarity
between slides and

674
00:32:33,450 --> 00:32:36,890
blackboards, which is
you don't want to

675
00:32:36,890 --> 00:32:39,450
write everything down.

676
00:32:39,450 --> 00:32:43,540
Because if you write everything
down, then you say,

677
00:32:43,540 --> 00:32:46,330
well for example, did
I write every single

678
00:32:46,330 --> 00:32:47,260
thing I said here?

679
00:32:47,260 --> 00:32:50,410
No, because I want the main
ideas to come across.

680
00:32:50,410 --> 00:32:52,990
Every little detail that I say,
that should be either in

681
00:32:52,990 --> 00:32:55,130
the notes, or in some book.

682
00:32:55,130 --> 00:32:59,660
But the main point should be on
the blackboard at a level

683
00:32:59,660 --> 00:33:02,880
of detail that people
can absorb.

684
00:33:02,880 --> 00:33:03,940
It's the same thing
with slides.

685
00:33:03,940 --> 00:33:05,310
You don't want to put everything
on the slides.

686
00:33:05,310 --> 00:33:08,230
So, you can still write big,
if you just cut down

687
00:33:08,230 --> 00:33:10,740
how much you write.

688
00:33:10,740 --> 00:33:14,270
And generally, that is more
suited to what students need.

689
00:33:14,270 --> 00:33:19,360
Because, again, they are living
in the dirt of what is

690
00:33:19,360 --> 00:33:20,960
this, and what is this.

691
00:33:20,960 --> 00:33:22,830
And you want to try to
bring them up higher.

692
00:33:22,830 --> 00:33:25,090
So you don't want to spend a
whole bunch of time on all

693
00:33:25,090 --> 00:33:26,080
these little guys.

694
00:33:26,080 --> 00:33:28,630
You want to try to bring them
up higher, and put some

695
00:33:28,630 --> 00:33:31,910
high-level chunks onto the
little bits that they have.

696
00:33:31,910 --> 00:33:35,580
So use a big chalk, write,
large, just don't write

697
00:33:35,580 --> 00:33:36,110
everything.

698
00:33:36,110 --> 00:33:38,840
And try to fit a coherent
piece onto all the

699
00:33:38,840 --> 00:33:39,410
blackboards.

700
00:33:39,410 --> 00:33:40,860
It doesn't have to be
a whole lecture.

701
00:33:40,860 --> 00:33:43,220
Although Feynman, at
Caltech, when he

702
00:33:43,220 --> 00:33:44,350
gave the Feynman Lectures--

703
00:33:44,350 --> 00:33:46,220
well, what later became the
Feynman Lectures-- he did

704
00:33:46,220 --> 00:33:49,620
actually plan it so that he
would start at one corner, and

705
00:33:49,620 --> 00:33:53,480
he would end all the way here.

706
00:33:53,480 --> 00:33:57,020
And I find that's too hard to
do if you're also going to

707
00:33:57,020 --> 00:33:59,530
make the lecture at
all interactive.

708
00:33:59,530 --> 00:34:01,640
For example, if you're going to
have questions where you're

709
00:34:01,640 --> 00:34:03,960
going to have the students give
answers, and you're going

710
00:34:03,960 --> 00:34:04,960
to write down the answers.

711
00:34:04,960 --> 00:34:06,830
Well, you're not necessarily
going to keep all the answers

712
00:34:06,830 --> 00:34:08,690
for the rest of the class.

713
00:34:08,690 --> 00:34:11,630
So the goal of corner-to-corner,
I think, is

714
00:34:11,630 --> 00:34:12,570
a bit too strict.

715
00:34:12,570 --> 00:34:15,190
But the general idea is sound.

716
00:34:15,190 --> 00:34:18,620
Any questions about that before
we take a break, and

717
00:34:18,620 --> 00:34:22,409
then go onto slides,
and slide design?

718
00:34:22,409 --> 00:34:23,370
Yes.

719
00:34:23,370 --> 00:34:26,525
AUDIENCE: I just wanted to
comment that also, a lot of

720
00:34:26,525 --> 00:34:29,399
students, if there are slides,
and they're available online,

721
00:34:29,399 --> 00:34:32,280
they will just print them out,
and not come to lectures.

722
00:34:32,280 --> 00:34:34,699
PROFESSOR: That's true.

723
00:34:34,699 --> 00:34:37,250
A lot of students will just
print the lecture slides, and

724
00:34:37,250 --> 00:34:39,510
then just think they can thumb
through them, and understand

725
00:34:39,510 --> 00:34:40,290
the lecture.

726
00:34:40,290 --> 00:34:42,820
So that's partly--

727
00:34:42,820 --> 00:34:48,199
you could call it the
optimism of youth.

728
00:34:48,199 --> 00:34:51,560
That they don't realize how
much they're actually not

729
00:34:51,560 --> 00:34:53,810
seeing, because they didn't
actually come.

730
00:34:53,810 --> 00:34:56,770
They think if they just follow
each slide, they've understood

731
00:34:56,770 --> 00:34:57,110
everything.

732
00:34:57,110 --> 00:34:59,770
But there's no way to put
everything in a slide.

733
00:34:59,770 --> 00:35:03,160
If you packed a slide with
everything you said that was

734
00:35:03,160 --> 00:35:06,330
worth remembering, or that was
actually part of the structure

735
00:35:06,330 --> 00:35:08,020
of the argument, then it
would become not a

736
00:35:08,020 --> 00:35:10,510
slide, but a book chapter.

737
00:35:10,510 --> 00:35:11,870
And so, yeah.

738
00:35:11,870 --> 00:35:13,720
I think there is a reasonable
argument that if there's a

739
00:35:13,720 --> 00:35:16,080
book chapter--

740
00:35:16,080 --> 00:35:17,930
maybe they don't want to come to
lecture if all you're doing

741
00:35:17,930 --> 00:35:18,890
is reading the book chapter.

742
00:35:18,890 --> 00:35:20,705
But slide, and lecture,
are so different.

743
00:35:20,705 --> 00:35:24,030
It's sort of like, if you just
take a few photographs of the

744
00:35:24,030 --> 00:35:26,030
blackboard, could you
replace the lecture?

745
00:35:26,030 --> 00:35:28,520
No, but you're right, students
do think that.

746
00:35:28,520 --> 00:35:31,810
So actually I don't like giving
them handouts of the

747
00:35:31,810 --> 00:35:34,410
slides, if I do happen
to use slides.

748
00:35:34,410 --> 00:35:36,560
Because it's really not a
substitute for a lecture.

749
00:35:36,560 --> 00:35:39,590
It's an aid to the lecture, just
like the blackboard is an

750
00:35:39,590 --> 00:35:40,740
aide to the lecture.

751
00:35:40,740 --> 00:35:43,400
But what's important about the
lecture is, what are you

752
00:35:43,400 --> 00:35:45,040
having them do in the lecture?

753
00:35:45,040 --> 00:35:46,730
And that's the reason they
should come into lecture.

754
00:35:46,730 --> 00:35:48,590
Because in lecture, they're
actually struggling with some

755
00:35:48,590 --> 00:35:50,290
stuff, and you've structured
it so that they

756
00:35:50,290 --> 00:35:51,740
struggle, and learn.

757
00:35:51,740 --> 00:35:54,330
And somehow you have
to convince them

758
00:35:54,330 --> 00:35:55,750
that that's the value.

759
00:35:55,750 --> 00:35:59,070
And it's hard, because
of what you say.

760
00:35:59,070 --> 00:36:00,730
Other comments or questions?

761
00:36:00,730 --> 00:36:02,228
One second, in the back.

762
00:36:02,228 --> 00:36:03,722
AUDIENCE: [INAUDIBLE]

763
00:36:03,722 --> 00:36:07,042
But at the same time, I've
probably taken at least half a

764
00:36:07,042 --> 00:36:09,210
dozen classes where every single
word that the lecturer

765
00:36:09,210 --> 00:36:12,150
spoke, was present
on the slide.

766
00:36:12,150 --> 00:36:16,183
And then it felt kind of
worthless going, because you

767
00:36:16,183 --> 00:36:20,378
show up, you pick up the slide
handouts, and you can read the

768
00:36:20,378 --> 00:36:22,314
slides during the lecture.

769
00:36:22,314 --> 00:36:24,129
You pay no attention to the
lecture, because he's not

770
00:36:24,129 --> 00:36:24,750
saying anything that
isn't there.

771
00:36:24,750 --> 00:36:25,760
PROFESSOR: Right.

772
00:36:25,760 --> 00:36:27,780
So that's sort of the worst
of both worlds.

773
00:36:27,780 --> 00:36:30,820
So now, what they've done, is
they've taken the constraints

774
00:36:30,820 --> 00:36:32,000
of the slide format--

775
00:36:32,000 --> 00:36:33,710
because there's only so many
words you can put on the

776
00:36:33,710 --> 00:36:35,990
slide, and make it even
at all readable--

777
00:36:35,990 --> 00:36:37,750
and often they don't make it
readable, and I'll show you an

778
00:36:37,750 --> 00:36:40,240
example when we come back.

779
00:36:40,240 --> 00:36:42,550
And so then they've torqued the
lecture to be basically

780
00:36:42,550 --> 00:36:44,320
reading out the slide.

781
00:36:44,320 --> 00:36:46,600
So now they messed up the
lecture, and the slide still

782
00:36:46,600 --> 00:36:49,580
isn't really a good
substitute.

783
00:36:49,580 --> 00:36:51,410
It's a huge problem.

784
00:36:51,410 --> 00:36:54,280
I think the answer to that, is
that if you're going to use

785
00:36:54,280 --> 00:36:56,790
slides, they're really an aide,
but the students really

786
00:36:56,790 --> 00:36:59,000
need to learn how to read
a book, or your notes.

787
00:36:59,000 --> 00:37:00,480
Or something that's actually
a coherent

788
00:37:00,480 --> 00:37:02,822
presentation of the material.

789
00:37:02,822 --> 00:37:03,300
Yes.

790
00:37:03,300 --> 00:37:05,790
AUDIENCE: So when you write
something on the board to

791
00:37:05,790 --> 00:37:09,533
respond to a comment, and it
[INAUDIBLE] some of your space

792
00:37:09,533 --> 00:37:12,620
that you could otherwise use to
plan for the usual stuff.

793
00:37:12,620 --> 00:37:15,150
So when do you erase
that comment?

794
00:37:17,670 --> 00:37:19,030
PROFESSOR: That's
a good question.

795
00:37:19,030 --> 00:37:21,650
So how temporary should
stuff be?

796
00:37:21,650 --> 00:37:26,920
One way to do it is to think
about the number of minutes

797
00:37:26,920 --> 00:37:29,280
each thing deserves.

798
00:37:29,280 --> 00:37:30,490
So that--

799
00:37:30,490 --> 00:37:33,560
I like things like that to be
on the board the whole time,

800
00:37:33,560 --> 00:37:35,290
if possible.

801
00:37:35,290 --> 00:37:38,100
And now it may be that, halfway
through, I might

802
00:37:38,100 --> 00:37:40,080
reclaim that board if I
don't have a choice.

803
00:37:40,080 --> 00:37:42,570
But I'd like that to be there
for a while, at least, because

804
00:37:42,570 --> 00:37:45,250
that's really the main reason
we're doing all this stuff.

805
00:37:45,250 --> 00:37:46,190
And what are we doing.

806
00:37:46,190 --> 00:37:48,650
So ideally, I'd put that on the
side blackboard, and just

807
00:37:48,650 --> 00:37:51,100
leave it there forever.

808
00:37:51,100 --> 00:37:53,410
Something like this, I would
like it to stay there the

809
00:37:53,410 --> 00:37:54,920
whole time, so we remember.

810
00:37:54,920 --> 00:37:56,840
So this, I would
mark as, "don't

811
00:37:56,840 --> 00:37:59,830
erase," if at all possible.

812
00:37:59,830 --> 00:38:06,520
So when I'm writing stuff
down, I would know, how

813
00:38:06,520 --> 00:38:07,840
perishable is the material?

814
00:38:07,840 --> 00:38:09,920
That's the word I'm
looking for.

815
00:38:09,920 --> 00:38:12,440
So suppose I ask people
a question,

816
00:38:12,440 --> 00:38:13,500
like the wood blocks.

817
00:38:13,500 --> 00:38:15,220
OK, what's the frequency
going to be?

818
00:38:15,220 --> 00:38:16,800
And we get a bunch of reasons.

819
00:38:16,800 --> 00:38:19,590
I think the reasons are
quite perishable.

820
00:38:19,590 --> 00:38:22,070
After we write them down, and
we talk about them, and then

821
00:38:22,070 --> 00:38:25,790
we reconcile everything, I'm
perfectly happy to erase all

822
00:38:25,790 --> 00:38:28,750
the reasons, and just
have the reconciled

823
00:38:28,750 --> 00:38:31,350
picture on the board.

824
00:38:31,350 --> 00:38:35,160
But while I'm reconciling,
I want them all visible.

825
00:38:35,160 --> 00:38:37,810
So then, what I would do, is I
would try to have all those

826
00:38:37,810 --> 00:38:40,480
reasons go, say, here.

827
00:38:40,480 --> 00:38:41,730
I might cover that
up temporarily.

828
00:38:44,400 --> 00:38:49,890
What I would do, is I would
write the reasons here, and

829
00:38:49,890 --> 00:38:54,990
then do the reconciliation
here.

830
00:38:54,990 --> 00:38:55,780
And then--

831
00:38:55,780 --> 00:38:58,280
so let's call this
Reconciliation--

832
00:38:58,280 --> 00:39:04,620
so this is actually the picture
that I would use for

833
00:39:04,620 --> 00:39:06,020
the wood blocks,
which is this.

834
00:39:06,020 --> 00:39:08,270
And I would draw a bunch of
arrows, and stuff, dot, dot,

835
00:39:08,270 --> 00:39:09,830
dots, and spring [? bogs ?]

836
00:39:09,830 --> 00:39:10,520
OK.

837
00:39:10,520 --> 00:39:15,200
And now, I need to reclaim this
board with perishable

838
00:39:15,200 --> 00:39:16,280
material on it.

839
00:39:16,280 --> 00:39:18,980
So now I reclaim the board.

840
00:39:18,980 --> 00:39:20,480
So this had reasons before.

841
00:39:24,320 --> 00:39:26,910
Lots of reasons.

842
00:39:26,910 --> 00:39:29,030
OK, and then, reclaim this.

843
00:39:29,030 --> 00:39:33,050
And I still have that
reconciliation up there, and I

844
00:39:33,050 --> 00:39:34,483
have this board back.

845
00:39:34,483 --> 00:39:37,490
AUDIENCE: So you think it is
a good idea to separate the

846
00:39:37,490 --> 00:39:41,745
perishable things on one board,
and then the more

847
00:39:41,745 --> 00:39:43,530
permanent things on
the other board?

848
00:39:43,530 --> 00:39:43,642
PROFESSOR: Yes.

849
00:39:43,642 --> 00:39:44,610
I think it is a good idea.

850
00:39:44,610 --> 00:39:45,100
That's a good point.

851
00:39:45,100 --> 00:39:46,870
I hadn't thought of it that way,
but that is a good idea.

852
00:39:46,870 --> 00:39:50,080
Because that way you can reclaim
the entire board back,

853
00:39:50,080 --> 00:39:52,570
and then replace it with
more permanent things.

854
00:39:52,570 --> 00:39:54,700
Or, if something perishable
is going to go back

855
00:39:54,700 --> 00:39:56,100
on it, put it here.

856
00:39:56,100 --> 00:39:59,350
And then, when it's done, to
erase it, until a permanent

857
00:39:59,350 --> 00:40:00,100
thing goes on there.

858
00:40:00,100 --> 00:40:03,000
And then you move onto
the next board.

859
00:40:03,000 --> 00:40:04,920
So it does require some
board planning.

860
00:40:04,920 --> 00:40:07,710
But what you find, basically,
is the first time you teach

861
00:40:07,710 --> 00:40:09,820
the course, you wish you'd
planned it more

862
00:40:09,820 --> 00:40:10,840
in the first lecture.

863
00:40:10,840 --> 00:40:14,870
But then you start to be more
automatic about it.

864
00:40:14,870 --> 00:40:15,420
Yes.

865
00:40:15,420 --> 00:40:17,248
AUDIENCE: I have a comment
on the performance

866
00:40:17,248 --> 00:40:18,620
aspect of the board.

867
00:40:18,620 --> 00:40:21,392
So when you were writing these
equations, and then as you

868
00:40:21,392 --> 00:40:23,852
went back in the vector symbols,
and also when you're

869
00:40:23,852 --> 00:40:26,066
circling things, because if
you're doing it right, the

870
00:40:26,066 --> 00:40:26,804
students are engaged.

871
00:40:26,804 --> 00:40:30,260
Their focus is [INAUDIBLE]
chalk.

872
00:40:30,260 --> 00:40:31,446
PROFESSOR: That's
a good point.

873
00:40:31,446 --> 00:40:33,760
AUDIENCE: It's as much of an
interactive activity as they

874
00:40:33,760 --> 00:40:35,910
can with you writing
on the board.

875
00:40:35,910 --> 00:40:38,555
Whereas with a slide, certainly
[INAUDIBLE] a

876
00:40:38,555 --> 00:40:42,854
physical pointer, you might
circle something, but then

877
00:40:42,854 --> 00:40:43,846
there's nothing there.

878
00:40:43,846 --> 00:40:45,582
A laser pointer's even worse,
because you're not actually

879
00:40:45,582 --> 00:40:46,326
touching anything.

880
00:40:46,326 --> 00:40:49,671
Even if you have an animation
drawing, you're still

881
00:40:49,671 --> 00:40:51,084
separate from it.

882
00:40:51,084 --> 00:40:54,964
So I think that's a big
advantage of the board.

883
00:40:54,964 --> 00:40:58,454
If their attention is at your
chalk tip, then that's some

884
00:40:58,454 --> 00:41:03,540
degree of engagement
with that action.

885
00:41:03,540 --> 00:41:06,000
PROFESSOR: Yeah that's
a really good point.

886
00:41:06,000 --> 00:41:11,720
So the point is that when I'm,
for example, circling this, it

887
00:41:11,720 --> 00:41:14,370
directs people's attention, and
then there's a permanent

888
00:41:14,370 --> 00:41:15,680
trace left.

889
00:41:15,680 --> 00:41:18,350
So you can, kind of,
do it on a slide.

890
00:41:18,350 --> 00:41:20,900
If you knew you were going to do
that ahead of time, you can

891
00:41:20,900 --> 00:41:24,870
make an animation that
goes, circle.

892
00:41:24,870 --> 00:41:26,900
So you can do that,
but it's hard.

893
00:41:26,900 --> 00:41:31,730
So one of the cures for that is
this tablet, a kind of PC.

894
00:41:31,730 --> 00:41:34,300
So you can actually write
on the tablet as you go.

895
00:41:34,300 --> 00:41:34,510
AUDIENCE: Yeah.

896
00:41:34,510 --> 00:41:37,756
But even so, the thing is that
you're still over there

897
00:41:37,756 --> 00:41:37,919
[INAUDIBLE].

898
00:41:37,919 --> 00:41:38,406
PROFESSOR: I know.

899
00:41:38,406 --> 00:41:41,340
AUDIENCE: [INAUDIBLE].

900
00:41:41,340 --> 00:41:42,430
PROFESSOR: I think
that's true.

901
00:41:42,430 --> 00:41:44,210
That, actually, we are
together, doing

902
00:41:44,210 --> 00:41:45,860
this, on the object.

903
00:41:45,860 --> 00:41:48,071
AUDIENCE: Yeah that's exactly
what I was not saying very

904
00:41:48,071 --> 00:41:53,045
well earlier, was you can do all
this, what you're saying,

905
00:41:53,045 --> 00:41:54,340
on a slide, just as well.

906
00:41:54,340 --> 00:41:57,205
When I do [INAUDIBLE]
presentations, I do actually

907
00:41:57,205 --> 00:41:58,660
animate the circle.

908
00:41:58,660 --> 00:42:00,697
I find that that's the
most intuitive way

909
00:42:00,697 --> 00:42:02,055
for me to do something.

910
00:42:02,055 --> 00:42:04,480
But it's not the same as
actually drawing it yourself.

911
00:42:04,480 --> 00:42:05,450
It's not the same level
of activity.

912
00:42:05,450 --> 00:42:08,360
And obviously you kind of have
to use slides for [INAUDIBLE],

913
00:42:08,360 --> 00:42:10,310
but in a classroom you
don't have to.

914
00:42:10,310 --> 00:42:10,670
PROFESSOR: Right.

915
00:42:10,670 --> 00:42:12,830
OK, so that's what we'll talk
about when we come back-- the

916
00:42:12,830 --> 00:42:16,560
difference being technical
presentation, and teaching.

917
00:42:16,560 --> 00:42:20,120
And then we'll actually look at
an example of slides, and

918
00:42:20,120 --> 00:42:23,470
we'll critique them, and I'll
show you how to redraw them.

919
00:42:23,470 --> 00:42:26,100
OK so break for 10 minutes.

920
00:42:26,100 --> 00:42:29,090
We'll start at 10:18 sharp,
by that clock.

921
00:42:29,090 --> 00:42:32,250
So you can set your clocks
accordingly.

922
00:42:32,250 --> 00:42:36,360
And I will erase all this, and
put up a slide that we're

923
00:42:36,360 --> 00:42:37,410
going to critique.

924
00:42:37,410 --> 00:42:38,870
And then we'll talk
about technical

925
00:42:38,870 --> 00:42:40,080
presentations versus teaching.

926
00:42:40,080 --> 00:42:42,740
Because there's a lot of
misconceptions that come from

927
00:42:42,740 --> 00:42:44,100
technical presentations.

928
00:42:44,100 --> 00:42:45,310
And therefore, people
think we should

929
00:42:45,310 --> 00:42:46,580
use slides for teaching.

930
00:42:46,580 --> 00:42:49,510
OK, so see in 10 minutes, or
if people have questions

931
00:42:49,510 --> 00:42:50,760
during the break.

932
00:42:55,280 --> 00:43:03,950
OK, so our next task is to
figure out, if you are going

933
00:43:03,950 --> 00:43:07,650
to use slides, what
should you do.

934
00:43:07,650 --> 00:43:12,880
And related to that point is,
when are slides appropriate.

935
00:43:12,880 --> 00:43:16,880
People have the idea the slides
are always appropriate

936
00:43:16,880 --> 00:43:19,440
for teaching, because they
see them used all

937
00:43:19,440 --> 00:43:22,780
the time for seminars.

938
00:43:22,780 --> 00:43:25,280
So if you go, and give a talk
at a conference, you go to a

939
00:43:25,280 --> 00:43:26,380
conference, most--

940
00:43:26,380 --> 00:43:27,620
almost all the talks--

941
00:43:27,620 --> 00:43:32,100
or at the department seminars,
basically people now come with

942
00:43:32,100 --> 00:43:34,690
some form of slides.

943
00:43:34,690 --> 00:43:36,900
When I was an undergraduate, it
was sort of transitional--

944
00:43:36,900 --> 00:43:41,670
people came with overhead
projector foils.

945
00:43:41,670 --> 00:43:44,210
And it was sort of shifting,
from seminars used to be

946
00:43:44,210 --> 00:43:46,220
blackboard seminars, and then
they shifted to overhead

947
00:43:46,220 --> 00:43:48,860
projectors, at least
in physics.

948
00:43:48,860 --> 00:43:51,290
And now it's pretty much slides
all the way through.

949
00:43:51,290 --> 00:43:56,880
But there's a fundamental
difference between seminar

950
00:43:56,880 --> 00:43:59,420
presentation, and teaching.

951
00:43:59,420 --> 00:44:02,220
And seminar presentation--

952
00:44:02,220 --> 00:44:03,790
basically you're talking
to people

953
00:44:03,790 --> 00:44:05,240
who are sort of experts.

954
00:44:05,240 --> 00:44:08,320
They may not be experts in that
particular area you've

955
00:44:08,320 --> 00:44:09,250
understood.

956
00:44:09,250 --> 00:44:11,160
Probably not, otherwise they
would have invited one of them

957
00:44:11,160 --> 00:44:13,150
to talk, instead of you.

958
00:44:13,150 --> 00:44:16,700
So now, you're the expert
locally, on that local area.

959
00:44:16,700 --> 00:44:18,500
But in the broader area, you're
talking to basically

960
00:44:18,500 --> 00:44:19,740
people who are already
interested in, and are

961
00:44:19,740 --> 00:44:21,120
professionals in the field.

962
00:44:21,120 --> 00:44:23,985
And maybe some apprentices in
the field, who are going to

963
00:44:23,985 --> 00:44:26,320
soon be professionals, like
graduate students.

964
00:44:26,320 --> 00:44:30,550
So your goal is not to slowly,
necessarily, uncover one or

965
00:44:30,550 --> 00:44:34,430
two ideas, especially if it's
a 10-minute conference

966
00:44:34,430 --> 00:44:35,970
presentation.

967
00:44:35,970 --> 00:44:42,000
Your goal is something like,
here are the core, main

968
00:44:42,000 --> 00:44:44,490
ideas-- one or two points-- and
here's something to show

969
00:44:44,490 --> 00:44:47,430
you that really interesting
stuff is going on.

970
00:44:47,430 --> 00:44:50,410
And you should pay more
attention to me is part of the

971
00:44:50,410 --> 00:44:51,920
goal of the seminar.

972
00:44:51,920 --> 00:44:54,290
Now that's very different
in teaching.

973
00:44:54,290 --> 00:44:57,570
In teaching, your goal really is
to kindle some new thoughts

974
00:44:57,570 --> 00:44:58,510
in the student.

975
00:44:58,510 --> 00:45:03,560
And who are very different
from a seminar audience.

976
00:45:03,560 --> 00:45:04,570
They are not professionals.

977
00:45:04,570 --> 00:45:07,910
Maybe they would like to
eventually be, but part of

978
00:45:07,910 --> 00:45:10,530
your job is to kindle that
interest so they would like to

979
00:45:10,530 --> 00:45:11,520
become professionals.

980
00:45:11,520 --> 00:45:14,500
So you have a very, very
different audience, and

981
00:45:14,500 --> 00:45:17,650
generally much different
time constraint.

982
00:45:17,650 --> 00:45:20,870
In a seminar, maybe it's 10
minutes, maybe 15 minutes.

983
00:45:20,870 --> 00:45:23,150
Rarely, once you start getting
well known, maybe you get

984
00:45:23,150 --> 00:45:24,830
invited to give a 50-minute
seminar.

985
00:45:24,830 --> 00:45:28,060
But, teaching, you generally
will have 50 minutes.

986
00:45:28,060 --> 00:45:32,030
So your time is different, your
audience is different.

987
00:45:32,030 --> 00:45:35,070
So just because slides are used
so much for seminars,

988
00:45:35,070 --> 00:45:37,130
does not mean they should be
used so much for teaching.

989
00:45:37,130 --> 00:45:39,990
You should really use them when
you don't really have a

990
00:45:39,990 --> 00:45:43,570
choice, and when it seems like
it's the optimal thing to do.

991
00:45:43,570 --> 00:45:46,690
So for example, art
history class.

992
00:45:46,690 --> 00:45:49,250
Now, an art history class, it
would be fantastic to go to

993
00:45:49,250 --> 00:45:51,600
Sienna, and look at all the
tapestries, and take the whole

994
00:45:51,600 --> 00:45:52,950
class with you.

995
00:45:52,950 --> 00:45:55,470
Now that's just too expensive.

996
00:45:55,470 --> 00:45:57,430
So, instead, you show slides.

997
00:45:57,430 --> 00:45:59,215
That's exactly why they're
called slides-- they

998
00:45:59,215 --> 00:46:01,350
originally were 35 millimeter
slides.

999
00:46:01,350 --> 00:46:03,610
35 millimeter?

1000
00:46:03,610 --> 00:46:06,100
Yeah, 35 millimeter slides.

1001
00:46:06,100 --> 00:46:08,290
So for something like that,
yes, slides are ideal.

1002
00:46:08,290 --> 00:46:12,020
And drawing the tapestries of
Sienna on the blackboard is

1003
00:46:12,020 --> 00:46:14,840
not even close to showing
the actual pictures.

1004
00:46:14,840 --> 00:46:18,290
So, in that case, 100%
go with slides.

1005
00:46:18,290 --> 00:46:20,820
Other cases generally go towards
blackboards, but there

1006
00:46:20,820 --> 00:46:22,770
are cases where, for example,
there are no blackboards in

1007
00:46:22,770 --> 00:46:24,770
the room, and you have
to teach with slides.

1008
00:46:24,770 --> 00:46:25,950
There's no whiteboard, either.

1009
00:46:25,950 --> 00:46:28,730
Whiteboards are not as good as
blackboards, but they're a

1010
00:46:28,730 --> 00:46:29,690
reasonable substitute.

1011
00:46:29,690 --> 00:46:32,370
But there's neither, and
it's just slides.

1012
00:46:32,370 --> 00:46:33,615
Or, yes--

1013
00:46:33,615 --> 00:46:34,980
AUDIENCE: Why aren't whiteboards
as good as

1014
00:46:34,980 --> 00:46:35,890
blackboards?

1015
00:46:35,890 --> 00:46:42,160
PROFESSOR: I find the markers
always dry out, whereas chalk

1016
00:46:42,160 --> 00:46:43,480
always works.

1017
00:46:43,480 --> 00:46:46,040
So blackboard markers never
quite work as well.

1018
00:46:46,040 --> 00:46:50,200
And the other problem, just
me personally, is that I'm

1019
00:46:50,200 --> 00:46:52,130
sensitive to the chemicals
in them.

1020
00:46:52,130 --> 00:46:54,430
So I eventually just get
a bit dizzy using them.

1021
00:46:57,880 --> 00:46:59,710
So I don't like him
for that reason.

1022
00:46:59,710 --> 00:47:00,840
And there's quite
a few people.

1023
00:47:00,840 --> 00:47:02,920
I'm sort of the canary, so I'm
more sensitive, maybe, than

1024
00:47:02,920 --> 00:47:04,900
many people, because I have
lots of allergies.

1025
00:47:04,900 --> 00:47:07,370
But I think lots of people are
bit sensitive to them.

1026
00:47:07,370 --> 00:47:08,670
But, generally, I find
the markers just

1027
00:47:08,670 --> 00:47:09,470
don't work as well.

1028
00:47:09,470 --> 00:47:14,550
And, also, there's very rare
room has lots of whiteboards.

1029
00:47:14,550 --> 00:47:17,320
Whereas many, many, classrooms
have this many blackboards.

1030
00:47:17,320 --> 00:47:20,550
When they replace them with
whiteboards, usually it'll be

1031
00:47:20,550 --> 00:47:21,900
one whiteboard.

1032
00:47:21,900 --> 00:47:25,330
So then you're back to many of
the disadvantages of slides,

1033
00:47:25,330 --> 00:47:28,780
which is that you can't get
a big field of view.

1034
00:47:28,780 --> 00:47:31,910
But now let's say you are
going to use slides.

1035
00:47:31,910 --> 00:47:33,600
How do we make good slides?

1036
00:47:33,600 --> 00:47:36,320
Well, one way to figure out what
constitutes good slides,

1037
00:47:36,320 --> 00:47:38,770
is to look at what constitutes
bad slides.

1038
00:47:38,770 --> 00:47:43,020
So this, here, is
a horrid slide.

1039
00:47:43,020 --> 00:47:44,620
So what we're going to do is,
I'm going to show you how to

1040
00:47:44,620 --> 00:47:45,470
re-write the slide.

1041
00:47:45,470 --> 00:47:47,180
But first, let's figure out what
are some of the problems

1042
00:47:47,180 --> 00:47:47,920
with this slide.

1043
00:47:47,920 --> 00:47:52,600
So, take a couple minutes
with your neighbors.

1044
00:47:52,600 --> 00:47:54,070
You can all see the slide.

1045
00:47:54,070 --> 00:47:57,970
What are the things that just
don't work about it?

1046
00:47:57,970 --> 00:47:59,430
And there's many.

1047
00:47:59,430 --> 00:48:02,600
It's a very competitive field.

1048
00:48:02,600 --> 00:48:06,180
And I'll write some stuff
down on here.

1049
00:48:06,180 --> 00:48:09,540
By the way, one thing is
that the JIT, that I

1050
00:48:09,540 --> 00:48:11,460
just actually shortened.

1051
00:48:11,460 --> 00:48:14,040
It actually was, "Just
in Time Learning".

1052
00:48:14,040 --> 00:48:16,630
I've just shortened it to
improve the typesetting,

1053
00:48:16,630 --> 00:48:18,500
assuming that the audience
knows what it means.

1054
00:48:18,500 --> 00:48:20,900
So the original slide didn't
have that problem.

1055
00:48:25,240 --> 00:48:30,340
So I see you found
lots of trouble.

1056
00:48:30,340 --> 00:48:34,060
Give me one thing
that's wrong.

1057
00:48:34,060 --> 00:48:34,860
Adrian.

1058
00:48:34,860 --> 00:48:36,410
AUDIENCE: There's no message.

1059
00:48:36,410 --> 00:48:37,660
PROFESSOR: What do you
mean by message?

1060
00:48:39,860 --> 00:48:44,310
AUDIENCE: What is the person
trying to tell you here.

1061
00:48:44,310 --> 00:48:48,090
You have to infer what the
person is trying to tell you

1062
00:48:48,090 --> 00:48:50,222
by analysing it yourself.

1063
00:48:55,140 --> 00:48:56,530
PROFESSOR: OK, no message.

1064
00:48:56,530 --> 00:48:59,650
So, the reader, the viewer,
the student--

1065
00:48:59,650 --> 00:49:02,520
this was actually used in a
class, never mind where, but

1066
00:49:02,520 --> 00:49:04,770
it's not here.

1067
00:49:04,770 --> 00:49:09,310
Yeah, what is the teacher
trying to communicate?

1068
00:49:09,310 --> 00:49:12,740
So Jean-Luc Doumont, if you
saw him during IAP--

1069
00:49:12,740 --> 00:49:17,630
he has a great way of talking
about what's a message, versus

1070
00:49:17,630 --> 00:49:18,870
what's information.

1071
00:49:18,870 --> 00:49:20,120
So the message--

1072
00:49:30,220 --> 00:49:33,360
so information, that's
what that slide has.

1073
00:49:33,360 --> 00:49:34,470
It has lots of information.

1074
00:49:34,470 --> 00:49:47,920
That's the "what." Message
is the "so what."

1075
00:49:47,920 --> 00:49:49,530
His native language
is not English.

1076
00:49:49,530 --> 00:49:51,670
I wish I could come up
with things like

1077
00:49:51,670 --> 00:49:55,000
that in other languages.

1078
00:49:55,000 --> 00:49:57,970
I think it's fantastic, because
there's lots of

1079
00:49:57,970 --> 00:50:03,280
"what." Well, 12% said Just
in Time Learning--

1080
00:50:03,280 --> 00:50:05,220
JIT Learning-- was a bad idea.

1081
00:50:05,220 --> 00:50:08,340
But your question is, so what?

1082
00:50:08,340 --> 00:50:10,490
And there's no answer
to that question.

1083
00:50:10,490 --> 00:50:11,740
So there's no message.

1084
00:50:14,474 --> 00:50:15,472
Yes.

1085
00:50:15,472 --> 00:50:18,845
AUDIENCE: So a counterpoint
to that would be, this is

1086
00:50:18,845 --> 00:50:21,168
documentation, this
isn't propaganda.

1087
00:50:21,168 --> 00:50:21,655
Right?

1088
00:50:21,655 --> 00:50:25,875
You don't want to say, this is
what you should all think

1089
00:50:25,875 --> 00:50:28,716
about this data, instead of,
look at the data yourself, and

1090
00:50:28,716 --> 00:50:29,934
make your own conclusion.

1091
00:50:29,934 --> 00:50:31,719
Presenting the data in an
accessible manner is a

1092
00:50:31,719 --> 00:50:32,369
different issue.

1093
00:50:32,369 --> 00:50:35,800
But I don't know if I agree
with this, "so what" idea.

1094
00:50:35,800 --> 00:50:37,730
PROFESSOR: And some of that is
that, yeah, definitely in a

1095
00:50:37,730 --> 00:50:41,570
seminar, you lean much more
towards the "so what." And you

1096
00:50:41,570 --> 00:50:44,470
would put in the "so what,"
really first.

1097
00:50:44,470 --> 00:50:47,990
And in teaching, maybe you start
with the "what," and

1098
00:50:47,990 --> 00:50:52,140
then you lead to the "so what."
So, for example, the

1099
00:50:52,140 --> 00:50:53,310
wood blocks.

1100
00:50:53,310 --> 00:50:56,060
Here's the "what--" what do you
think is going to happen?

1101
00:50:56,060 --> 00:50:58,710
And I haven't said,
"so what," really.

1102
00:50:58,710 --> 00:51:02,090
And then we talk about a whole
bunch of ways of analyzing it,

1103
00:51:02,090 --> 00:51:03,880
and then we finally lead
up to the "so what.".

1104
00:51:03,880 --> 00:51:07,350
But at some point, you
do want a "so what."

1105
00:51:07,350 --> 00:51:10,050
So, yeah, without seeing the
entire lecture, it's hard to

1106
00:51:10,050 --> 00:51:13,120
know if they ever gave a "so
what." But I can tell you that

1107
00:51:13,120 --> 00:51:16,320
the succeeding slides just
went on to other topics.

1108
00:51:16,320 --> 00:51:18,140
So it wasn't that they
were using that

1109
00:51:18,140 --> 00:51:19,830
to develop the point--

1110
00:51:19,830 --> 00:51:22,330
what do you think about Just
in Time Learning, or how

1111
00:51:22,330 --> 00:51:24,090
should we analyze Just
in Time Learning.

1112
00:51:24,090 --> 00:51:25,820
They just moved on.

1113
00:51:25,820 --> 00:51:26,588
Yes.

1114
00:51:26,588 --> 00:51:30,340
AUDIENCE: Going back to your art
history example as a good

1115
00:51:30,340 --> 00:51:33,264
use of slides, that doesn't have
anything in it that gives

1116
00:51:33,264 --> 00:51:36,756
you "so what." It gives the
presentation of information,

1117
00:51:36,756 --> 00:51:39,612
and then the discussion of
it is what gives that.

1118
00:51:39,612 --> 00:51:41,760
So I don't necessarily think
there's something inherently

1119
00:51:41,760 --> 00:51:46,410
wrong with giving information
on a slide, and having not

1120
00:51:46,410 --> 00:51:48,785
answered the discussion
in the slide.

1121
00:51:51,650 --> 00:51:53,160
PROFESSOR: It's not inherently
wrong, and

1122
00:51:53,160 --> 00:51:54,030
that's a good point.

1123
00:51:54,030 --> 00:51:56,070
So the art history one,
it's sort of a

1124
00:51:56,070 --> 00:51:58,400
different use of the slide.

1125
00:51:58,400 --> 00:52:01,570
So there, it's really like
you're bringing in a prop.

1126
00:52:01,570 --> 00:52:05,000
So the cones, these pyramids
themselves, didn't have a "so

1127
00:52:05,000 --> 00:52:08,090
what." They only got a "so
what" as we used them.

1128
00:52:08,090 --> 00:52:11,200
So it's the same way with
the art history slide.

1129
00:52:11,200 --> 00:52:14,512
It would get its "so what" in
how you discussed the slide.

1130
00:52:14,512 --> 00:52:19,810
But here, the slide
is really the

1131
00:52:19,810 --> 00:52:21,400
alternative to the lecture--

1132
00:52:21,400 --> 00:52:22,650
to the blackboard.

1133
00:52:26,020 --> 00:52:30,600
If you've gone to slide talks,
or slide teaching, which

1134
00:52:30,600 --> 00:52:31,520
aren't art history.

1135
00:52:31,520 --> 00:52:34,060
I think art history is really
a separate example.

1136
00:52:34,060 --> 00:52:37,300
It's, I'm telling you stuff,
I'm telling you stuff, I'm

1137
00:52:37,300 --> 00:52:39,450
just telling you in a way
that you don't really

1138
00:52:39,450 --> 00:52:41,090
know what I'm telling.

1139
00:52:41,090 --> 00:52:43,940
Like, I may be telling it to
you verbally, but the slide

1140
00:52:43,940 --> 00:52:45,190
doesn't match what
I'm telling you.

1141
00:52:47,680 --> 00:52:48,490
Sorry, you're next.

1142
00:52:48,490 --> 00:52:50,202
Go ahead first.

1143
00:52:50,202 --> 00:52:52,632
AUDIENCE: You may have already
said this, but is this slide

1144
00:52:52,632 --> 00:52:54,904
supposed to be for the students,
or is this for a

1145
00:52:54,904 --> 00:52:55,770
faculty meeting?

1146
00:52:55,770 --> 00:52:58,935
PROFESSOR: No, this was
for a course about--

1147
00:52:58,935 --> 00:53:00,020
what was the course about?

1148
00:53:00,020 --> 00:53:03,806
It was a computer science
course somewhere.

1149
00:53:06,970 --> 00:53:09,200
Maybe it was a discussion
of a--

1150
00:53:09,200 --> 00:53:11,730
no, it was a computer science
course, or a teaching course.

1151
00:53:11,730 --> 00:53:13,710
I forget exactly what course
it was, but it was from a

1152
00:53:13,710 --> 00:53:14,920
particular course.

1153
00:53:14,920 --> 00:53:18,054
So it's a slide used
in teaching.

1154
00:53:18,054 --> 00:53:19,978
Yes.

1155
00:53:19,978 --> 00:53:21,661
AUDIENCE: That partially
answers what I

1156
00:53:21,661 --> 00:53:23,345
was going to say.

1157
00:53:23,345 --> 00:53:26,890
This material doesn't belong in
the lecture in any course,

1158
00:53:26,890 --> 00:53:29,480
unless it's a course
on teaching.

1159
00:53:29,480 --> 00:53:32,515
The surveys are filled out, so
they benefitted the lecturer

1160
00:53:32,515 --> 00:53:34,455
so that they know what
to do when planning

1161
00:53:34,455 --> 00:53:35,425
and running the course.

1162
00:53:35,425 --> 00:53:38,820
The students don't need to know
what the results are.

1163
00:53:38,820 --> 00:53:42,020
PROFESSOR: I think it wasn't for
the course itself, it was

1164
00:53:42,020 --> 00:53:46,380
for the students in a teaching
course, is what I

1165
00:53:46,380 --> 00:53:47,630
think it was for.

1166
00:53:49,770 --> 00:53:54,060
And either way, whether it's
for a seminar, or for a

1167
00:53:54,060 --> 00:53:56,090
teaching course, it has the
same problem, which is you

1168
00:53:56,090 --> 00:53:57,530
don't even know what
to think about it.

1169
00:53:57,530 --> 00:53:59,830
You just have a lot of data.

1170
00:53:59,830 --> 00:54:01,310
And there's no integration.

1171
00:54:01,310 --> 00:54:05,345
OK, so that's the no message--

1172
00:54:05,345 --> 00:54:06,190
the "what," versus "so what."

1173
00:54:06,190 --> 00:54:07,270
What else is wrong?

1174
00:54:07,270 --> 00:54:09,063
Yeah, Wendy?

1175
00:54:09,063 --> 00:54:11,518
AUDIENCE: The data is just
terribly organized.

1176
00:54:11,518 --> 00:54:13,482
[INAUDIBLE]

1177
00:54:13,482 --> 00:54:18,392
One thing is that there's
bullets under bullets.

1178
00:54:18,392 --> 00:54:23,793
By the time I get to
[INAUDIBLE], I'd rather skip,

1179
00:54:23,793 --> 00:54:27,721
I've forgotten [INAUDIBLE], I
don't remember what we were

1180
00:54:27,721 --> 00:54:29,700
talking about.

1181
00:54:29,700 --> 00:54:31,900
PROFESSOR: Right, so the
organization is ghastly.

1182
00:54:31,900 --> 00:54:35,633
AUDIENCE: And another good
comment, which is that the

1183
00:54:35,633 --> 00:54:39,692
numbers of the percentages are
not organized in any way.

1184
00:54:39,692 --> 00:54:41,153
They're not going from
highest to lowest,

1185
00:54:41,153 --> 00:54:42,614
or lowest to highest.

1186
00:54:42,614 --> 00:54:47,880
So you've seen, maybe 52, you're
like, I assume this is

1187
00:54:47,880 --> 00:54:49,437
going in descending
order, and then

1188
00:54:49,437 --> 00:54:51,390
things get flipped around.

1189
00:54:51,390 --> 00:54:51,940
PROFESSOR: Right.

1190
00:54:51,940 --> 00:54:54,060
So the percentages are
kind of random.

1191
00:54:54,060 --> 00:54:57,740
It's sort of like the "what." To
organize it towards the "so

1192
00:54:57,740 --> 00:54:59,760
what," you would put
some theme in it.

1193
00:54:59,760 --> 00:55:02,750
But there isn't any, or
none that's obvious.

1194
00:55:02,750 --> 00:55:05,600
And the typesetting, yes, is
related to the organization.

1195
00:55:05,600 --> 00:55:06,440
The typesetting is a bit off.

1196
00:55:06,440 --> 00:55:07,640
Yeah.

1197
00:55:07,640 --> 00:55:10,307
AUDIENCE: So related to that,
[INAUDIBLE] the numbers and

1198
00:55:10,307 --> 00:55:14,430
the questions are given
completely equal footing,

1199
00:55:14,430 --> 00:55:17,825
because the numbers are
organized, [INAUDIBLE].

1200
00:55:17,825 --> 00:55:20,706
And so the numbers just follow
better to worse.

1201
00:55:24,087 --> 00:55:26,502
I'm sorry, the answers to the
questions are organized from

1202
00:55:26,502 --> 00:55:27,468
better to worse.

1203
00:55:27,468 --> 00:55:28,440
[INAUDIBLE]

1204
00:55:28,440 --> 00:55:29,720
PROFESSOR: OK, so then
it comes out.

1205
00:55:29,720 --> 00:55:29,950
OK.

1206
00:55:29,950 --> 00:55:32,520
AUDIENCE: And then it comes
out, but that's not

1207
00:55:32,520 --> 00:55:33,770
[INAUDIBLE].

1208
00:55:37,230 --> 00:55:39,400
PROFESSOR: So the Likert
scale isn't obvious.

1209
00:55:43,350 --> 00:55:45,860
The Likert scale is the
better-to-worse scale of how

1210
00:55:45,860 --> 00:55:47,380
much you agree with
this statement.

1211
00:55:47,380 --> 00:55:48,120
Right.

1212
00:55:48,120 --> 00:55:50,360
So you're saying, also, the
answers have equal prominence

1213
00:55:50,360 --> 00:55:51,587
to the questions.

1214
00:55:51,587 --> 00:55:53,455
AUDIENCE: Equal prominence
to the percentages.

1215
00:55:53,455 --> 00:55:56,730
You have no clue what's
organizing the information.

1216
00:55:56,730 --> 00:55:58,680
PROFESSOR: Right OK.

1217
00:55:58,680 --> 00:56:07,500
So the emphasis is random.

1218
00:56:07,500 --> 00:56:08,482
Yes.

1219
00:56:08,482 --> 00:56:12,410
AUDIENCE: So [INAUDIBLE]

1220
00:56:12,410 --> 00:56:14,865
so she suggested [INAUDIBLE]

1221
00:56:14,865 --> 00:56:16,115
or [INAUDIBLE].

1222
00:56:24,220 --> 00:56:29,650
PROFESSOR: OK, so
it's not visual.

1223
00:56:29,650 --> 00:56:32,040
A pie chart, or a histogram,
or something would help you

1224
00:56:32,040 --> 00:56:33,430
see much more.

1225
00:56:33,430 --> 00:56:36,910
So that's one of our principles,
right, that your

1226
00:56:36,910 --> 00:56:40,130
perceptual system is so much
smarter than your symbolic

1227
00:56:40,130 --> 00:56:42,010
processing system.

1228
00:56:42,010 --> 00:56:44,620
So you're actually slowing
everyone down, and making them

1229
00:56:44,620 --> 00:56:47,890
much dumber, by forcing them
to try to extract--

1230
00:56:47,890 --> 00:56:50,390
basically build a mental
picture which you

1231
00:56:50,390 --> 00:56:52,030
could build for them.

1232
00:56:52,030 --> 00:56:53,503
Yes.

1233
00:56:53,503 --> 00:56:56,290
AUDIENCE: I'd say there's
too much.

1234
00:56:56,290 --> 00:56:57,540
PROFESSOR: Too much.

1235
00:56:59,990 --> 00:57:03,360
So what do you think
is too much?

1236
00:57:03,360 --> 00:57:07,443
AUDIENCE: All at once, you're
getting lots of text, and it's

1237
00:57:07,443 --> 00:57:09,120
all these different things.

1238
00:57:09,120 --> 00:57:10,080
Too much [? given ?].

1239
00:57:10,080 --> 00:57:11,920
PROFESSOR: Yeah, it's
too many chunks.

1240
00:57:11,920 --> 00:57:13,295
It just overloads you.

1241
00:57:13,295 --> 00:57:17,070
You don't relate it to
the lack of messages.

1242
00:57:17,070 --> 00:57:18,690
If there are messages
in there, there

1243
00:57:18,690 --> 00:57:19,690
are too many messages.

1244
00:57:19,690 --> 00:57:22,360
You don't know what's important,
and what to pay

1245
00:57:22,360 --> 00:57:24,960
attention to.

1246
00:57:24,960 --> 00:57:25,980
Other problems?

1247
00:57:25,980 --> 00:57:26,450
Yes.

1248
00:57:26,450 --> 00:57:28,500
AUDIENCE: Format switches
midstream.

1249
00:57:28,500 --> 00:57:29,470
PROFESSOR: Where?

1250
00:57:29,470 --> 00:57:31,300
AUDIENCE: At the bottom,
the last question.

1251
00:57:31,300 --> 00:57:32,020
PROFESSOR: Oh yeah.

1252
00:57:32,020 --> 00:57:33,300
You're right.

1253
00:57:33,300 --> 00:57:36,814
OK So the format.

1254
00:57:36,814 --> 00:57:38,064
AUDIENCE: [INAUDIBLE].

1255
00:57:39,950 --> 00:57:40,250
PROFESSOR: Right.

1256
00:57:40,250 --> 00:57:41,980
It's sort of related
to too much.

1257
00:57:41,980 --> 00:57:44,350
Right, I tried to put too much
on my slide, and I really

1258
00:57:44,350 --> 00:57:45,600
tried, really hard.

1259
00:57:52,170 --> 00:57:54,850
So the format changes at the
end, right, so they could fit

1260
00:57:54,850 --> 00:57:57,691
everything onto one slide.

1261
00:57:57,691 --> 00:57:58,188
Yes.

1262
00:57:58,188 --> 00:58:03,655
AUDIENCE: Extraneous use of
bullets, colons, [INAUDIBLE].

1263
00:58:03,655 --> 00:58:04,905
Not helping.

1264
00:58:07,640 --> 00:58:09,520
PROFESSOR: So a random use
of colons and bullets.

1265
00:58:14,920 --> 00:58:19,000
And it's not clear how
those actually help.

1266
00:58:19,000 --> 00:58:19,500
Other problems.

1267
00:58:19,500 --> 00:58:19,880
Yeah.

1268
00:58:19,880 --> 00:58:21,680
AUDIENCE: Is that all bold?

1269
00:58:21,680 --> 00:58:22,890
PROFESSOR: Yeah.

1270
00:58:22,890 --> 00:58:24,180
I think it is all bold.

1271
00:58:24,180 --> 00:58:27,500
So everything's equally
emphasized.

1272
00:58:27,500 --> 00:58:28,750
So all bold.

1273
00:58:33,170 --> 00:58:36,610
So again, it's presenting all
the information, right?

1274
00:58:36,610 --> 00:58:39,090
It's just you don't know what's
important-- what's the

1275
00:58:39,090 --> 00:58:41,768
"so what." Yep.

1276
00:58:41,768 --> 00:58:45,177
AUDIENCE: The numbers are very
far away from the text, so by

1277
00:58:45,177 --> 00:58:47,125
the time you get over there,
you don't know.

1278
00:58:54,440 --> 00:58:57,000
PROFESSOR: Right, it's sort of
like a table of contents.

1279
00:58:57,000 --> 00:58:58,950
And that's OK, for a
table of contents.

1280
00:58:58,950 --> 00:59:01,470
It's not ideal, but there are
ways of doing table of

1281
00:59:01,470 --> 00:59:02,390
contents that don't
have that problem.

1282
00:59:02,390 --> 00:59:04,140
For a table of contents
it's OK.

1283
00:59:04,140 --> 00:59:07,010
You don't need to sort of
get the entire table

1284
00:59:07,010 --> 00:59:08,290
at a glance, right?

1285
00:59:08,290 --> 00:59:10,430
You just want to know where
chapter five begins, and you

1286
00:59:10,430 --> 00:59:12,450
just scan across, and
you go there.

1287
00:59:12,450 --> 00:59:14,530
Whereas here, you can't
match the things.

1288
00:59:14,530 --> 00:59:16,440
You want to try to match it all
together, and you can't,

1289
00:59:16,440 --> 00:59:20,990
because the numbers are so
far away from the text.

1290
00:59:20,990 --> 00:59:23,880
AUDIENCE: I don't know
what PI means.

1291
00:59:23,880 --> 00:59:25,120
PROFESSOR: Sorry, that
was my fault, too.

1292
00:59:25,120 --> 00:59:26,210
I just tried to shift it.

1293
00:59:26,210 --> 00:59:28,430
Peer instruction.

1294
00:59:28,430 --> 00:59:31,090
Yeah, you're right, so there's
a lot of use of acronyms.

1295
00:59:35,980 --> 00:59:40,880
Yeah, so the JIT, and the PI
were my contributions to it.

1296
00:59:40,880 --> 00:59:42,100
So maybe I made it a
little bit worse.

1297
00:59:42,100 --> 00:59:42,340
Yeah.

1298
00:59:42,340 --> 00:59:44,288
AUDIENCE: So how would you do
this on the blackboard,

1299
00:59:44,288 --> 00:59:47,620
instead, if you had a chance?

1300
00:59:47,620 --> 00:59:49,000
PROFESSOR: So this one,
actually, if I were going to

1301
00:59:49,000 --> 00:59:52,240
present this, I would either
draw the thing I'm about to

1302
00:59:52,240 --> 00:59:55,850
show you, or I would
use a slide for it.

1303
00:59:55,850 --> 00:59:56,470
Either way.

1304
00:59:56,470 --> 00:59:59,470
AUDIENCE: A slide with what?

1305
00:59:59,470 --> 01:00:02,200
PROFESSOR: I'll show you what
the redrawn slide is.

1306
01:00:02,200 --> 01:00:04,660
OK, so now let's redraw
the slide.

1307
01:00:04,660 --> 01:00:06,225
So I think the slide
that I redrew--

1308
01:00:06,225 --> 01:00:07,460
I'll show it to you--

1309
01:00:07,460 --> 01:00:09,340
basically answers most
of these objections,

1310
01:00:09,340 --> 01:00:10,160
though maybe not all.

1311
01:00:10,160 --> 01:00:12,320
I think most of them.

1312
01:00:12,320 --> 01:00:15,640
So what I'm going to show you
is what Michael Alley calls

1313
01:00:15,640 --> 01:00:20,790
the Assertion-Evidence
design for slides.

1314
01:00:20,790 --> 01:00:22,505
So Michael Alley, I'll
write his name down.

1315
01:00:36,680 --> 01:00:40,640
So Michael Alley, and his book
is called The Craft of

1316
01:00:40,640 --> 01:00:45,038
Scientific Presentation,
I think.

1317
01:01:02,000 --> 01:01:03,970
And this is to get around
many of these problems.

1318
01:01:03,970 --> 01:01:06,700
So the idea is, first of all,
so related to what Jean-luc

1319
01:01:06,700 --> 01:01:11,890
says, talking about messages
versus information, each slide

1320
01:01:11,890 --> 01:01:13,720
should have one message--

1321
01:01:13,720 --> 01:01:14,800
one assertion.

1322
01:01:14,800 --> 01:01:18,360
So that's the assertion
part of the slide.

1323
01:01:18,360 --> 01:01:22,210
And the body of the slide
is the evidence.

1324
01:01:22,210 --> 01:01:25,610
And it should ideally be visual
evidence, because of

1325
01:01:25,610 --> 01:01:28,760
all the reasons we talked about
for visual evidence.

1326
01:01:28,760 --> 01:01:31,750
So here is an example of that.

1327
01:01:31,750 --> 01:01:33,000
There.

1328
01:01:40,860 --> 01:01:42,350
Is this the entire slide?

1329
01:01:42,350 --> 01:01:43,430
No.

1330
01:01:43,430 --> 01:01:47,570
This is just one, basically,
third of it.

1331
01:01:47,570 --> 01:01:51,000
But you can redraw the rest of
the slide, with two more

1332
01:01:51,000 --> 01:01:53,380
slides, this way.

1333
01:01:53,380 --> 01:01:56,070
So this is one slide,
with one message--

1334
01:01:56,070 --> 01:01:59,360
most students like in-class
concept tests.

1335
01:01:59,360 --> 01:02:01,860
If that's the point you're
trying to make.

1336
01:02:01,860 --> 01:02:03,450
The problem is, it's
hard to redraw

1337
01:02:03,450 --> 01:02:05,280
slides with no messages.

1338
01:02:05,280 --> 01:02:07,300
Because you don't actually know
what the message was, so

1339
01:02:07,300 --> 01:02:09,290
you have to sort of infer it.

1340
01:02:09,290 --> 01:02:12,680
But hopefully the author could
actually infer it, and redraw

1341
01:02:12,680 --> 01:02:14,050
it themself.

1342
01:02:14,050 --> 01:02:16,320
So here you have to
play author, and

1343
01:02:16,320 --> 01:02:17,410
I guessed the message--

1344
01:02:17,410 --> 01:02:19,500
most students like in-class
concept tests.

1345
01:02:22,920 --> 01:02:25,670
The presentation is here,
with a pie chart.

1346
01:02:25,670 --> 01:02:31,130
And you notice all of the tags,
the "I like them", the

1347
01:02:31,130 --> 01:02:33,750
"please skip them," "I dislike
them." They're all right next

1348
01:02:33,750 --> 01:02:35,200
to their percentages.

1349
01:02:35,200 --> 01:02:38,910
And then, what's
color used for?

1350
01:02:38,910 --> 01:02:43,810
There, color is used to
emphasize the like.

1351
01:02:43,810 --> 01:02:46,430
So the green, and the light
green, are both

1352
01:02:46,430 --> 01:02:48,770
categories of like.

1353
01:02:48,770 --> 01:02:51,330
As asserted by the author.

1354
01:02:51,330 --> 01:02:55,640
I mean, you could say, well, no
"enjoy and learn from them"

1355
01:02:55,640 --> 01:02:59,480
is the only category that
matters, "like" isn't strong

1356
01:02:59,480 --> 01:03:01,630
enough, or really you shouldn't
lump them together.

1357
01:03:01,630 --> 01:03:02,630
You can have those debates.

1358
01:03:02,630 --> 01:03:04,270
But what the author--

1359
01:03:04,270 --> 01:03:06,790
the teacher-- is trying
to say, is that most

1360
01:03:06,790 --> 01:03:07,980
students like them.

1361
01:03:07,980 --> 01:03:10,390
And you can see it just at a
glance, because most of the

1362
01:03:10,390 --> 01:03:11,640
pie chart is colored in.

1363
01:03:14,570 --> 01:03:18,860
So this solves most
of the problems.

1364
01:03:18,860 --> 01:03:24,045
First of all, you don't have the
ghastly typesetting that

1365
01:03:24,045 --> 01:03:25,580
you have here.

1366
01:03:25,580 --> 01:03:27,490
The typesetting here is just
horrendous, this is sort of

1367
01:03:27,490 --> 01:03:29,780
typical PowerPoint
typesetting.

1368
01:03:29,780 --> 01:03:32,160
The alignment is nonexistent.

1369
01:03:32,160 --> 01:03:35,140
There's random alignment
lines everywhere.

1370
01:03:35,140 --> 01:03:38,560
If you look, for example, at
the way top, the yellow bar

1371
01:03:38,560 --> 01:03:40,020
doesn't align with
anything else.

1372
01:03:40,020 --> 01:03:42,100
The left edge of
it just doesn't

1373
01:03:42,100 --> 01:03:43,500
align with the bullets.

1374
01:03:43,500 --> 01:03:46,590
The open bullets are
just random.

1375
01:03:46,590 --> 01:03:49,210
It's just a big mess,
as you pointed out.

1376
01:03:49,210 --> 01:03:52,630
So here, just get
rid of all that.

1377
01:03:52,630 --> 01:03:54,910
And you can do this
with any program.

1378
01:03:54,910 --> 01:03:57,160
You can make your figure
however you want.

1379
01:03:57,160 --> 01:04:00,240
You can put one assertion
at the top.

1380
01:04:00,240 --> 01:04:03,430
So now assertion, another
synonym for that is "sentence

1381
01:04:03,430 --> 01:04:06,730
headlines." So you want
your title of your

1382
01:04:06,730 --> 01:04:08,485
slide to be a sentence.

1383
01:04:08,485 --> 01:04:10,630
If you're not writing a
sentence, you're probably

1384
01:04:10,630 --> 01:04:11,800
writing a topic.

1385
01:04:11,800 --> 01:04:13,710
You're just mentioning
something-- you're giving them

1386
01:04:13,710 --> 01:04:16,900
"what." To give "so what," you
really need a sentence.

1387
01:04:16,900 --> 01:04:20,080
So fit a sentence of one or
two lines there, and then,

1388
01:04:20,080 --> 01:04:22,996
give visual evidence.

1389
01:04:22,996 --> 01:04:23,984
Yes.

1390
01:04:23,984 --> 01:04:26,701
AUDIENCE: To sort of play
devil's advocate, I mean, I

1391
01:04:26,701 --> 01:04:30,587
agree [INAUDIBLE], but the
advantage of having all the

1392
01:04:30,587 --> 01:04:32,824
information on one slide is
you can see the different

1393
01:04:32,824 --> 01:04:35,970
things, and see the different
conclusions.

1394
01:04:35,970 --> 01:04:37,450
PROFESSOR: If you could
actually see them.

1395
01:04:37,450 --> 01:04:39,080
The problem is, you can't
actually see all the

1396
01:04:39,080 --> 01:04:39,960
conclusions.

1397
01:04:39,960 --> 01:04:43,970
I agree it's nice to see all
the conclusions at once.

1398
01:04:43,970 --> 01:04:46,910
So to do that, what I would
do is, I would make--

1399
01:04:46,910 --> 01:04:49,820
I think there are really
three messages here--

1400
01:04:49,820 --> 01:04:51,380
one for each of the questions.

1401
01:04:51,380 --> 01:04:55,120
So I made a slide for the first
one, which is about the

1402
01:04:55,120 --> 01:04:56,280
concept test.

1403
01:04:56,280 --> 01:04:59,500
You'd make another slide for
the Just in Time learning,

1404
01:04:59,500 --> 01:05:02,260
another one for, do lectures
cover too much material.

1405
01:05:02,260 --> 01:05:03,220
So now you have three.

1406
01:05:03,220 --> 01:05:08,060
And now, basically you want an
overall message of, overall

1407
01:05:08,060 --> 01:05:10,730
these instructional changes
were well liked.

1408
01:05:10,730 --> 01:05:13,130
Then you could have one summary
slide, which just

1409
01:05:13,130 --> 01:05:14,850
lists those three points.

1410
01:05:14,850 --> 01:05:17,410
And with maybe three small pie
charts, to remind people of

1411
01:05:17,410 --> 01:05:19,540
each pie chart, to fit
it all together.

1412
01:05:19,540 --> 01:05:23,210
But to try to pull it out of
that, the people won't

1413
01:05:23,210 --> 01:05:25,800
actually get the
three messages.

1414
01:05:25,800 --> 01:05:28,050
So you have to guide
them towards it.

1415
01:05:28,050 --> 01:05:30,310
Hopefully you can use this for
your seminars as well, not

1416
01:05:30,310 --> 01:05:32,020
just for your teaching.

1417
01:05:32,020 --> 01:05:34,310
This works for teaching,
as well seminars.

1418
01:05:34,310 --> 01:05:36,800
Now, how would you actually put
this into practice, in a

1419
01:05:36,800 --> 01:05:37,860
teaching example?

1420
01:05:37,860 --> 01:05:40,970
So that's what comes up next.

1421
01:05:40,970 --> 01:05:44,500
I'll show you a mathematical
example, which you could do on

1422
01:05:44,500 --> 01:05:48,850
the blackboard, or I sort of
optimized it so you could do

1423
01:05:48,850 --> 01:05:50,250
it on slides too.

1424
01:05:50,250 --> 01:05:52,640
And we can see how that goes.

1425
01:05:52,640 --> 01:05:56,040
OK, so here is just the
comparison, side by side, of

1426
01:05:56,040 --> 01:05:57,770
the two slides.

1427
01:05:57,770 --> 01:05:58,840
Just at a glance.

1428
01:05:58,840 --> 01:06:00,520
I don't actually mean for people
to be able to read the

1429
01:06:00,520 --> 01:06:04,140
words, just to see that one has
enough information that

1430
01:06:04,140 --> 01:06:07,160
you can get a point, but doesn't
overload you, and the

1431
01:06:07,160 --> 01:06:09,770
other is just a rat's nest.

1432
01:06:09,770 --> 01:06:11,950
OK, so then the mathematical
example--

1433
01:06:11,950 --> 01:06:14,000
actually, a statistical
mechanics example as well--

1434
01:06:17,450 --> 01:06:19,880
is the log of n factorial.

1435
01:06:19,880 --> 01:06:21,250
So we're going to approximate
the log of n

1436
01:06:21,250 --> 01:06:24,230
factorial using pictures.

1437
01:06:24,230 --> 01:06:25,780
Now why n factorial?

1438
01:06:25,780 --> 01:06:27,010
Well, what is n factorial?

1439
01:06:27,010 --> 01:06:30,270
5 factorial is 5 times 4 times
3 times 2 times 1.

1440
01:06:30,270 --> 01:06:31,660
Why do we care about it?

1441
01:06:31,660 --> 01:06:33,610
It's the most important function
in statistical

1442
01:06:33,610 --> 01:06:35,620
mechanics when you're
counting objects.

1443
01:06:35,620 --> 01:06:39,200
And it shows up in probability
theory all the time.

1444
01:06:39,200 --> 01:06:41,330
And statistical mechanics
has a lot of

1445
01:06:41,330 --> 01:06:43,090
particles, so the n is big.

1446
01:06:43,090 --> 01:06:45,700
So we'd like to approximate
how big n factorial is,

1447
01:06:45,700 --> 01:06:47,810
because it's so big we
take the logarithm.

1448
01:06:47,810 --> 01:06:49,680
OK, let's see if we can
approximate the logarithm

1449
01:06:49,680 --> 01:06:50,930
using pictures.

1450
01:06:54,630 --> 01:06:59,300
So log of n factorial is the
area of those rectangles.

1451
01:06:59,300 --> 01:07:05,014
You can see rectangle for log
2, log 3, log 4, log 5,

1452
01:07:05,014 --> 01:07:07,010
log 6, and log 7.

1453
01:07:07,010 --> 01:07:14,020
And log of n factorial is just
the sum of all of those.

1454
01:07:14,020 --> 01:07:18,220
Say, 3 factorial is 3 times 2
times 1, so log of 3 factorial

1455
01:07:18,220 --> 01:07:21,932
is log of 3, plus log
of 2, plus log of 1.

1456
01:07:21,932 --> 01:07:24,690
Log of 1 is 0, so all you
have left is those

1457
01:07:24,690 --> 01:07:26,580
rectangles to add up.

1458
01:07:26,580 --> 01:07:28,665
OK, so now let's add them
up, approximately.

1459
01:07:31,370 --> 01:07:35,550
So the area under the curve is
your first approximation.

1460
01:07:35,550 --> 01:07:38,220
So the curve is just log k.

1461
01:07:38,220 --> 01:07:39,070
So let's see what that is.

1462
01:07:39,070 --> 01:07:42,140
Well, OK, that's just the
integral of log k from 1 to n,

1463
01:07:42,140 --> 01:07:44,610
from the lower limit
to the upper limit.

1464
01:07:44,610 --> 01:07:46,880
So that we can just do
symbolically, you get n log n

1465
01:07:46,880 --> 01:07:49,370
minus n plus 1.

1466
01:07:49,370 --> 01:07:50,830
OK, now the error.

1467
01:07:50,830 --> 01:07:52,140
Where does the error
come from?

1468
01:07:52,140 --> 01:07:55,770
Well, it comes from
the protrusions

1469
01:07:55,770 --> 01:07:57,830
beyond the log n curve.

1470
01:08:00,470 --> 01:08:02,780
So there you have
the protrusions.

1471
01:08:02,780 --> 01:08:05,010
so we'd like to add up all
those protrusions.

1472
01:08:05,010 --> 01:08:06,400
Well, how are we going
to do that?

1473
01:08:09,200 --> 01:08:12,080
Each piece is almost
a triangle.

1474
01:08:12,080 --> 01:08:15,720
So let's just straighten out
each little piece of log k

1475
01:08:15,720 --> 01:08:16,974
curve, and make triangles.

1476
01:08:19,660 --> 01:08:23,229
And now, it turns out they're
much easier to add up if you

1477
01:08:23,229 --> 01:08:27,850
double them, and make every
triangle into a rectangle.

1478
01:08:27,850 --> 01:08:30,510
OK, so now I'm going to stop
here, and see if you can

1479
01:08:30,510 --> 01:08:32,600
figure out how to add up
all of those pieces.

1480
01:08:32,600 --> 01:08:36,189
What's the sum of all of
those shaded regions?

1481
01:08:36,189 --> 01:08:37,950
Take a minute and check
with your neighbor.

1482
01:08:41,729 --> 01:08:43,750
OK, when you see it,
raise your hand.

1483
01:08:50,670 --> 01:08:54,060
Find someone around who sees
it, if you haven't seen it,

1484
01:08:54,060 --> 01:08:56,220
and check with them.

1485
01:08:56,220 --> 01:08:57,680
Because it is fun to see.

1486
01:08:57,680 --> 01:08:59,170
I don't want to spoil
it unnecessarily.

1487
01:09:05,520 --> 01:09:06,770
Here's a little hint.

1488
01:09:09,800 --> 01:09:14,029
So what you do, is you hold your
hand at the right page,

1489
01:09:14,029 --> 01:09:16,779
and you whack all of the
rectangles, and they slide

1490
01:09:16,779 --> 01:09:21,510
across, and go psssssh, and
stack, and form the last one.

1491
01:09:21,510 --> 01:09:24,670
So that means the sum of all the
corrections, times 2, is

1492
01:09:24,670 --> 01:09:26,149
the last rectangle.

1493
01:09:26,149 --> 01:09:31,979
So log 7, or log n, is twice
your error, roughly.

1494
01:09:31,979 --> 01:09:34,479
So now you just combine the
integral, which is the piece

1495
01:09:34,479 --> 01:09:38,090
under the curve, with the
approximated protrusion, and

1496
01:09:38,090 --> 01:09:40,910
you get that for log
of n factorial.

1497
01:09:40,910 --> 01:09:41,779
So let's see.

1498
01:09:41,779 --> 01:09:44,689
So that is actually very close
to Stirling's formula.

1499
01:09:44,689 --> 01:09:45,670
Let's see how close it is.

1500
01:09:45,670 --> 01:09:47,399
Well where's the error?

1501
01:09:47,399 --> 01:09:51,130
Well, the error comes from when
we straightened out the

1502
01:09:51,130 --> 01:09:55,550
pieces of the log k curve, and
made triangles instead of the

1503
01:09:55,550 --> 01:09:56,900
funny-shaped region.

1504
01:09:56,900 --> 01:10:00,990
So the error is those shaded
guys, which is not very big.

1505
01:10:00,990 --> 01:10:03,120
And most of the error happens
low down, so if you just

1506
01:10:03,120 --> 01:10:05,640
corrected for that, pretty much
it would all go So here

1507
01:10:05,640 --> 01:10:06,920
is the total error.

1508
01:10:06,920 --> 01:10:08,690
Here's an example.

1509
01:10:08,690 --> 01:10:13,930
The picture method, so we get 7
factorial, gives you 8.594.

1510
01:10:13,930 --> 01:10:18,030
The exact answer for the logs
of 7 factorial, 8.525.

1511
01:10:18,030 --> 01:10:20,390
So it's an error only 0.07.

1512
01:10:20,390 --> 01:10:25,040
So all of this just
adds up to 0.07.

1513
01:10:25,040 --> 01:10:30,480
Which ends up being a 7% error
in seven factorial.

1514
01:10:30,480 --> 01:10:34,730
So the moral of the story is
that pictures can help you

1515
01:10:34,730 --> 01:10:37,830
approximate log of n factorial,
and here is your

1516
01:10:37,830 --> 01:10:40,060
approximation.

1517
01:10:40,060 --> 01:10:42,930
So one of the most important
functions

1518
01:10:42,930 --> 01:10:46,080
in statistical mechanics.

1519
01:10:46,080 --> 01:10:49,840
95% with pictures, and
one tiny integral.

1520
01:10:49,840 --> 01:10:52,820
OK, now.

1521
01:10:52,820 --> 01:10:56,190
That's an example or something
you could do if you wanted to

1522
01:10:56,190 --> 01:10:57,520
teach it using slides.

1523
01:10:57,520 --> 01:10:59,730
You could easily do that on the
blackboard, and normally I

1524
01:10:59,730 --> 01:11:00,780
teach it on the blackboard.

1525
01:11:00,780 --> 01:11:04,220
But I made this as an exercise
for myself to say, OK, well

1526
01:11:04,220 --> 01:11:06,900
suppose I have to teach it with
slides, what would I do?

1527
01:11:06,900 --> 01:11:08,150
And you notice here.

1528
01:11:11,440 --> 01:11:19,590
So when I first drafted it,
this slide was missing.

1529
01:11:19,590 --> 01:11:24,880
And I went from here
to there directly.

1530
01:11:24,880 --> 01:11:27,810
And then I thought,
oh, actually--

1531
01:11:27,810 --> 01:11:29,810
so this is about the
interactivity question--

1532
01:11:29,810 --> 01:11:32,130
oh, actually I'm depriving
people of a chance to think

1533
01:11:32,130 --> 01:11:34,000
about something,
and realize it.

1534
01:11:34,000 --> 01:11:36,290
On the board, it's really
easy to pause.

1535
01:11:36,290 --> 01:11:39,530
You just put the picture
up, and you wait.

1536
01:11:39,530 --> 01:11:40,940
And you say, OK, what
do you think?

1537
01:11:40,940 --> 01:11:42,380
And then you start
drawing stuff.

1538
01:11:42,380 --> 01:11:44,660
So I thought, OK, well you can
actually simulate that on

1539
01:11:44,660 --> 01:11:45,380
slides, too.

1540
01:11:45,380 --> 01:11:48,470
So I put the intervening slide
in there, so that people had a

1541
01:11:48,470 --> 01:11:53,880
chance to stop here, and think
about the result before we

1542
01:11:53,880 --> 01:11:57,620
continued on to the solution,
where it adds

1543
01:11:57,620 --> 01:11:59,930
up to the last guy.

1544
01:11:59,930 --> 01:12:05,800
So that's an example of
basically somewhat interactive

1545
01:12:05,800 --> 01:12:07,510
slide teaching of a
mathematical idea.

1546
01:12:07,510 --> 01:12:07,920
Yes.

1547
01:12:07,920 --> 01:12:11,000
AUDIENCE: So why didn't you
animate a slide [INAUDIBLE]

1548
01:12:11,000 --> 01:12:12,632
with boxes to take advantage?

1549
01:12:12,632 --> 01:12:14,380
PROFESSOR: That's
a good question.

1550
01:12:14,380 --> 01:12:15,230
Why didn't I?

1551
01:12:15,230 --> 01:12:18,740
Actually, because, A, I
didn't think of it,

1552
01:12:18,740 --> 01:12:19,990
but it's a good idea.

1553
01:12:25,780 --> 01:12:27,060
I should have probably
done it.

1554
01:12:27,060 --> 01:12:30,640
The problem is that I'm showing
it as a PDF file,

1555
01:12:30,640 --> 01:12:32,890
rather than through
any program.

1556
01:12:32,890 --> 01:12:35,090
So PDF animations--

1557
01:12:35,090 --> 01:12:37,910
I don't know if PDF has
animations in it.

1558
01:12:37,910 --> 01:12:39,110
It probably doesn't.

1559
01:12:39,110 --> 01:12:40,110
AUDIENCE: [INAUDIBLE].

1560
01:12:40,110 --> 01:12:42,510
PROFESSOR: Yes, that's true,
it's sort of against the

1561
01:12:42,510 --> 01:12:45,312
purpose of PDF, which
is a stable format.

1562
01:12:45,312 --> 01:12:46,728
Yes.

1563
01:12:46,728 --> 01:12:48,852
AUDIENCE: I actually thought
this entire presentation was

1564
01:12:48,852 --> 01:12:51,838
really clear, and would be just
as good as if you did it

1565
01:12:51,838 --> 01:12:52,392
on a blackboard.

1566
01:12:52,392 --> 01:12:58,609
Because it was interactive,
slow, had pacing, the suspense

1567
01:12:58,609 --> 01:13:00,517
of having us ask
the questions.

1568
01:13:00,517 --> 01:13:03,598
So I think one of the major
reasons why I would be opposed

1569
01:13:03,598 --> 01:13:06,088
[? to teaching ?] in this way,
is just because it takes you

1570
01:13:06,088 --> 01:13:08,578
more time to create the slide.

1571
01:13:08,578 --> 01:13:10,902
From my own experience, it
takes a long time to make

1572
01:13:10,902 --> 01:13:12,562
really good slides, just
fiddling around with

1573
01:13:12,562 --> 01:13:13,558
[INAUDIBLE].

1574
01:13:13,558 --> 01:13:16,712
So I think if you could spend
all the energy we're spending

1575
01:13:16,712 --> 01:13:18,040
on slides instead
on [INAUDIBLE]--

1576
01:13:18,040 --> 01:13:18,550
PROFESSOR: That's
a good point.

1577
01:13:18,550 --> 01:13:20,036
AUDIENCE: --or whatever,
I think that might be

1578
01:13:20,036 --> 01:13:22,370
[INAUDIBLE].

1579
01:13:22,370 --> 01:13:24,120
PROFESSOR: I think that is
a really good point.

1580
01:13:24,120 --> 01:13:26,400
And I hadn't thought of it until
you mentioned it, but

1581
01:13:26,400 --> 01:13:27,700
you're right.

1582
01:13:27,700 --> 01:13:30,780
It took me a long time to
make the slides right.

1583
01:13:30,780 --> 01:13:34,510
To do slides well, you have to
really think about the visual

1584
01:13:34,510 --> 01:13:36,290
presentation, make everything
visual, you're

1585
01:13:36,290 --> 01:13:39,090
making a lot of diagrams.

1586
01:13:39,090 --> 01:13:40,520
There's all kinds of
little tweaks.

1587
01:13:40,520 --> 01:13:43,370
Like, I made sure that all the
diagrams are exactly the same

1588
01:13:43,370 --> 01:13:45,810
size, so that when you flip from
slide to slide, you don't

1589
01:13:45,810 --> 01:13:47,840
get a shift.

1590
01:13:47,840 --> 01:13:49,770
So all those things, you don't
have to worry about on the

1591
01:13:49,770 --> 01:13:50,550
chalkboard.

1592
01:13:50,550 --> 01:13:53,530
And yes, I would advise people,
just as you do, to

1593
01:13:53,530 --> 01:13:56,380
spend that time thinking about
your teaching, and where

1594
01:13:56,380 --> 01:13:57,980
you're going to put the
interactivity in.

1595
01:13:57,980 --> 01:13:59,070
And do it on the blackboard.

1596
01:13:59,070 --> 01:14:01,230
So this is something where,
with a lot of effort, the

1597
01:14:01,230 --> 01:14:03,750
slide reaches to the level
of the blackboard.

1598
01:14:03,750 --> 01:14:06,320
But with colored chalk, and
lots of blackboard, the

1599
01:14:06,320 --> 01:14:10,200
blackboard is just as
good, and quicker.

1600
01:14:10,200 --> 01:14:13,450
And the blackboard has the
advantage that this could be

1601
01:14:13,450 --> 01:14:15,160
two blackboards in your class.

1602
01:14:15,160 --> 01:14:18,750
Say it's a class about visual
representations, and you have

1603
01:14:18,750 --> 01:14:20,920
two blackboards for
this thing.

1604
01:14:20,920 --> 01:14:23,800
The middle two blackboards for
yet another example, the end

1605
01:14:23,800 --> 01:14:25,240
two blackboards for yet
another example.

1606
01:14:25,240 --> 01:14:26,846
And you have all of
them at once.

1607
01:14:26,846 --> 01:14:27,332
Yes.

1608
01:14:27,332 --> 01:14:32,020
AUDIENCE: Last time I taught a
class where I used all slides,

1609
01:14:32,020 --> 01:14:34,395
and when I put the amount of
time that, things like you put

1610
01:14:34,395 --> 01:14:37,186
into this, to make them all so
they perfectly line up, and

1611
01:14:37,186 --> 01:14:39,270
the animations were really
helpful and everything, just

1612
01:14:39,270 --> 01:14:41,270
creating the slides probably
took half the overall time

1613
01:14:41,270 --> 01:14:43,020
that I put into the class.

1614
01:14:43,020 --> 01:14:45,852
But I think the one advantage
was I was able to use

1615
01:14:45,852 --> 01:14:49,020
printouts of those handouts
as class notes.

1616
01:14:49,020 --> 01:14:50,520
Which I handed out
after the class.

1617
01:14:50,520 --> 01:14:51,520
They didn't have them
during class.

1618
01:14:51,520 --> 01:14:55,280
So that's the only advantage, is
you can reuse all of these

1619
01:14:55,280 --> 01:14:56,430
[INAUDIBLE].

1620
01:14:56,430 --> 01:14:57,520
PROFESSOR: And that's
exactly true.

1621
01:14:57,520 --> 01:15:02,180
So all these nice figures, we
did it for this class, and for

1622
01:15:02,180 --> 01:15:04,250
a seminar on making slides.

1623
01:15:04,250 --> 01:15:07,260
And then I used them verbatim
in my Street-Fighting

1624
01:15:07,260 --> 01:15:08,720
Mathematics textbook.

1625
01:15:08,720 --> 01:15:11,210
So basically, to make good
slides requires making

1626
01:15:11,210 --> 01:15:13,500
something pretty much
publication quality.

1627
01:15:13,500 --> 01:15:15,060
And then, you do have something
publication quality,

1628
01:15:15,060 --> 01:15:17,050
but maybe the first time you
teach it, that's not where you

1629
01:15:17,050 --> 01:15:19,360
want to be spending your time.

1630
01:15:19,360 --> 01:15:21,370
There was one other point that
was raised in an email

1631
01:15:21,370 --> 01:15:24,460
beforehand, which is, in
Jean-luc's paper, he mentioned

1632
01:15:24,460 --> 01:15:28,430
that he uses less popular
alternatives to the Microsoft

1633
01:15:28,430 --> 01:15:30,570
software for making slides.

1634
01:15:30,570 --> 01:15:33,390
So, yeah, I highly do not
recommend using Microsoft

1635
01:15:33,390 --> 01:15:37,160
software, because it's
not free software.

1636
01:15:37,160 --> 01:15:40,840
And it's, I think, unethical
to use non-free software.

1637
01:15:40,840 --> 01:15:43,130
Free software meaning freely
licensed, so you change the

1638
01:15:43,130 --> 01:15:45,480
source code, view the source
code, make your own versions,

1639
01:15:45,480 --> 01:15:46,340
do whatever you want.

1640
01:15:46,340 --> 01:15:47,440
And it's none of that.

1641
01:15:47,440 --> 01:15:50,220
Second, it's all proprietary
formats.

1642
01:15:50,220 --> 01:15:51,590
So you're encouraging
other people to

1643
01:15:51,590 --> 01:15:53,490
use proprietary formats.

1644
01:15:53,490 --> 01:15:57,480
No one has fully debugged, and
decoded, all the formats that

1645
01:15:57,480 --> 01:15:58,660
Microsoft uses.

1646
01:15:58,660 --> 01:16:01,360
So you should use open
formats at least.

1647
01:16:01,360 --> 01:16:03,270
Now, you could use Open Office,
but the problem is

1648
01:16:03,270 --> 01:16:06,960
Open Office, the whole model of
the way it does slides is

1649
01:16:06,960 --> 01:16:09,510
kind of yuck, because it's
just copied from

1650
01:16:09,510 --> 01:16:10,460
the Microsoft way.

1651
01:16:10,460 --> 01:16:11,870
So actually I prefer--

1652
01:16:11,870 --> 01:16:14,520
maybe it's because of my
computer science math

1653
01:16:14,520 --> 01:16:15,140
background--

1654
01:16:15,140 --> 01:16:19,360
what I prefer is to program
all the slides.

1655
01:16:19,360 --> 01:16:21,780
So let's see.

1656
01:16:21,780 --> 01:16:23,510
[? Log.tech. ?]

1657
01:16:23,510 --> 01:16:24,860
Where are the-- yeah.

1658
01:16:24,860 --> 01:16:26,540
OK.

1659
01:16:26,540 --> 01:16:30,850
So I actually write in
[? Tech, ?] or version of

1660
01:16:30,850 --> 01:16:31,850
[? Tech. ?]

1661
01:16:31,850 --> 01:16:34,030
And here is your title
of the slide.

1662
01:16:34,030 --> 01:16:36,102
And I can change the
formatting later.

1663
01:16:36,102 --> 01:16:38,250
AUDIENCE: Maybe that's what
took you so long.

1664
01:16:38,250 --> 01:16:39,960
PROFESSOR: Maybe.

1665
01:16:39,960 --> 01:16:40,350
Maybe.

1666
01:16:40,350 --> 01:16:41,380
But the thing is,
you can't make

1667
01:16:41,380 --> 01:16:44,170
publication-quality stuff otherwise.

1668
01:16:44,170 --> 01:16:46,240
So if you're going to actually
do a good slide, basically you

1669
01:16:46,240 --> 01:16:47,270
want to do that.

1670
01:16:47,270 --> 01:16:49,190
Otherwise, I don't think
people should bother.

1671
01:16:49,190 --> 01:16:51,776
And mathematical typesetting is
just ghastly unless you use

1672
01:16:51,776 --> 01:16:51,870
[? Tech ?].

1673
01:16:51,870 --> 01:16:53,070
AUDIENCE: [INAUDIBLE].

1674
01:16:53,070 --> 01:16:55,110
PROFESSOR: Oh.

1675
01:16:55,110 --> 01:16:57,270
And I don't think you can
make it look as nice.

1676
01:16:57,270 --> 01:16:59,380
And I'm speaking here about Open
Office, and it's probably

1677
01:16:59,380 --> 01:17:03,530
a clone of rubbish
that it replaces.

1678
01:17:03,530 --> 01:17:06,310
The mathematical typesetting
is just not as good.

1679
01:17:06,310 --> 01:17:08,090
And so for technical
presentations,

1680
01:17:08,090 --> 01:17:09,260
it's just not as good.

1681
01:17:09,260 --> 01:17:12,180
So now, making the figures, I
have the same philosophy.

1682
01:17:12,180 --> 01:17:16,526
So the figures I actually
program as well.

1683
01:17:16,526 --> 01:17:18,310
Where is that fig [INAUDIBLE].

1684
01:17:21,300 --> 01:17:23,080
So here are the figures.

1685
01:17:23,080 --> 01:17:27,010
So this is a function that
draws logarithm graphs.

1686
01:17:27,010 --> 01:17:29,480
And then I tell it which parts
of the graph to put in.

1687
01:17:29,480 --> 01:17:30,920
So that's how I do the--

1688
01:17:30,920 --> 01:17:33,360
you draw all the lines, you
drew all the pieces.

1689
01:17:33,360 --> 01:17:36,880
And then here I call it with
different arguments, and I get

1690
01:17:36,880 --> 01:17:38,550
different figures.

1691
01:17:38,550 --> 01:17:40,720
So I'll put all the source code
up for you guys, so you

1692
01:17:40,720 --> 01:17:43,160
can see an alternative
way of doing it.

1693
01:17:43,160 --> 01:17:45,720
And some links, so you
can try it yourself.

1694
01:17:45,720 --> 01:17:47,490
And some templates.

1695
01:17:47,490 --> 01:17:49,740
But it's not for everyone.

1696
01:17:49,740 --> 01:17:52,045
Though it is a public format.

1697
01:17:52,045 --> 01:17:54,380
It produces PDF, which
is a public format.

1698
01:17:54,380 --> 01:17:58,200
So I actually highly recommend
it for those who have at all

1699
01:17:58,200 --> 01:18:00,090
some programming affinity.

1700
01:18:00,090 --> 01:18:03,440
AUDIENCE: [INAUDIBLE] programs
that ends up as PDF format.

1701
01:18:03,440 --> 01:18:04,240
PROFESSOR: That has
the advantage of

1702
01:18:04,240 --> 01:18:07,430
PDF, which is good.

1703
01:18:07,430 --> 01:18:09,850
So I do recommend presenting
things as PDF because you can

1704
01:18:09,850 --> 01:18:11,060
view it on anything.

1705
01:18:11,060 --> 01:18:13,020
It's just, you have the problem
of, do you have good

1706
01:18:13,020 --> 01:18:14,930
mathematical typesetting.

1707
01:18:14,930 --> 01:18:16,870
And that's hard to find,
except [? in Tech, ?]

1708
01:18:16,870 --> 01:18:17,510
basically.

1709
01:18:17,510 --> 01:18:19,650
That's the only thing
that does it right.

1710
01:18:19,650 --> 01:18:21,520
OK, so if you could just
take one minute,

1711
01:18:21,520 --> 01:18:23,750
fill out the sheets.

1712
01:18:23,750 --> 01:18:26,220
I'll answer the questions
next time.

1713
01:18:26,220 --> 01:18:28,180
I'll have office
hours as usual.

1714
01:18:28,180 --> 01:18:30,730
We'll meet outside that door.

1715
01:18:30,730 --> 01:18:34,790
And then we'll go to the cafe
area, and have a chat at the

1716
01:18:34,790 --> 01:18:38,160
tables, as long as people
have questions.

1717
01:18:38,160 --> 01:18:43,730
OK, so, the moral the story is
use the blackboard if you can.

1718
01:18:43,730 --> 01:18:45,300
Use the big visual field.

1719
01:18:45,300 --> 01:18:48,470
But if you're going to use
slides, Assertion-Evidence.

1720
01:18:48,470 --> 01:18:49,560
Sentence headline.

1721
01:18:49,560 --> 01:18:50,830
Visual evidence.

1722
01:18:50,830 --> 01:18:53,890
One message per slide.

1723
01:18:53,890 --> 01:18:56,210
Answers from lecture
nine, to questions

1724
01:18:56,210 --> 01:18:58,690
generated in lecture eight.

1725
01:18:58,690 --> 01:19:01,970
Audio quality for this video
is poor due to technical

1726
01:19:01,970 --> 01:19:04,852
difficulties.

1727
01:19:04,852 --> 01:19:06,102
PROFESSOR: [INAUDIBLE]

1728
01:19:08,303 --> 01:19:10,768
is I'd like to go through the
questions from before.

1729
01:19:14,219 --> 01:19:18,656
There's one question from the
time before, which is, could I

1730
01:19:18,656 --> 01:19:21,614
get the reference for the works
that said, there's a

1731
01:19:21,614 --> 01:19:24,572
difference between telling
people that they have

1732
01:19:24,572 --> 01:19:27,530
intrinsic abilities-- saying,
oh, you did that because you

1733
01:19:27,530 --> 01:19:29,995
are really smart, versus, oh you
did that because you tried

1734
01:19:29,995 --> 01:19:30,981
really hard.

1735
01:19:30,981 --> 01:19:34,866
And how those two ways of
talking to people-- and

1736
01:19:34,866 --> 01:19:36,363
children especially--

1737
01:19:36,363 --> 01:19:39,835
produced different interests,
and confidence

1738
01:19:39,835 --> 01:19:41,468
in trying new problems.

1739
01:19:41,468 --> 01:19:45,053
I mentioned that that work was
done a lot by a Professor at

1740
01:19:45,053 --> 01:19:46,726
Stanford, in the Psychology
Department.

1741
01:19:46,726 --> 01:19:48,160
Could I get a reference
for it?

1742
01:19:48,160 --> 01:19:51,059
The next update of the website
will have the reference, with

1743
01:19:51,059 --> 01:20:02,230
the reference is Carol Dweck,
D-W-E-C-K. And she's written a

1744
01:20:02,230 --> 01:20:03,712
ton of books, and papers.

1745
01:20:03,712 --> 01:20:10,134
But the one that [INAUDIBLE]
popular, [INAUDIBLE]

1746
01:20:10,134 --> 01:20:13,098
is called Mindset.

1747
01:20:13,098 --> 01:20:16,556
Which is a really, really
fascinating read.

1748
01:20:16,556 --> 01:20:20,508
So that will be on
the website.

1749
01:20:20,508 --> 01:20:21,002
OK.

1750
01:20:21,002 --> 01:20:24,954
First question was, you
mentioned many times, problems

1751
01:20:24,954 --> 01:20:30,470
that are PDF-- pass, D, or F,
where P is made a decent

1752
01:20:30,470 --> 01:20:36,030
effort, D is made an indecent
effort, and F is

1753
01:20:36,030 --> 01:20:38,085
didn't make an effort.

1754
01:20:38,085 --> 01:20:41,055
That's great, but then how do
you balance that with the fact

1755
01:20:41,055 --> 01:20:45,015
that exams become high-stakes,
hit-or-miss performances that

1756
01:20:45,015 --> 01:20:46,995
completely determine grades.

1757
01:20:46,995 --> 01:20:49,470
I don't use the exams
that way.

1758
01:20:49,470 --> 01:20:51,780
I give exams, they're balanced
with the problem sets.

1759
01:20:51,780 --> 01:20:56,424
The problem sets are PDF, and if
you do P on all the problem

1760
01:20:56,424 --> 01:20:59,247
sets, that contributes a large
part of your grade, towards

1761
01:20:59,247 --> 01:21:04,410
getting an A. So there's no
necessity to make the exams

1762
01:21:04,410 --> 01:21:05,378
all or nothing.

1763
01:21:05,378 --> 01:21:07,800
Problem sets still account
for quite a bit.

1764
01:21:07,800 --> 01:21:09,654
[INAUDIBLE]

1765
01:21:09,654 --> 01:21:14,347
It's just you're not forcing the
students to get every last

1766
01:21:14,347 --> 01:21:18,052
T, and dot every last I, which
often means going through

1767
01:21:18,052 --> 01:21:19,534
[INAUDIBLE] to try
to do all that.

1768
01:21:19,534 --> 01:21:22,004
Instead, you're saying, look,
I want you to try to learn

1769
01:21:22,004 --> 01:21:23,650
something big, important.

1770
01:21:23,650 --> 01:21:28,080
If you take responsibility,
then, you get a reward for

1771
01:21:28,080 --> 01:21:32,660
that, by saying, OK, that'll
help your grade, too.

1772
01:21:32,660 --> 01:21:34,245
About slide talks.

1773
01:21:34,245 --> 01:21:37,210
Were there any questions about
slides talks versus teaching,

1774
01:21:37,210 --> 01:21:40,450
versus blackboards.

1775
01:21:40,450 --> 01:21:43,386
So one of the papers says that
the best usage of slides is as

1776
01:21:43,386 --> 01:21:46,510
a completed form that's
understandable without the

1777
01:21:46,510 --> 01:21:49,170
talk that comes with it.

1778
01:21:49,170 --> 01:21:51,380
Is that for a research talk?

1779
01:21:51,380 --> 01:21:53,970
Yes, for a research seminar,
that's what you want.

1780
01:21:53,970 --> 01:21:55,390
You want two channels.

1781
01:21:55,390 --> 01:22:01,340
You want the auditory channel,
and the slide channel, or the

1782
01:22:01,340 --> 01:22:02,515
visual channel--

1783
01:22:02,515 --> 01:22:04,790
whatever's on the blackboard,
however you do it.

1784
01:22:04,790 --> 01:22:08,090
You want them to stand
independently.

1785
01:22:08,090 --> 01:22:12,495
So if people are deaf, and they
just see the slides, they

1786
01:22:12,495 --> 01:22:14,120
get something out of the talk.

1787
01:22:14,120 --> 01:22:16,990
And if they're blind, and they
just hear your speech, they

1788
01:22:16,990 --> 01:22:18,740
get something out of the talk.

1789
01:22:18,740 --> 01:22:22,660
That's, I would say, less
true for teaching.

1790
01:22:22,660 --> 01:22:26,980
The slides tend not to be so,
message, message, message.

1791
01:22:26,980 --> 01:22:31,356
You may develop a point, build
up a bit of suspense, and then

1792
01:22:31,356 --> 01:22:33,488
give a final message.

1793
01:22:33,488 --> 01:22:38,900
So there's more interaction that
happens from the lecture,

1794
01:22:38,900 --> 01:22:40,130
generally, when you're
teaching, than

1795
01:22:40,130 --> 01:22:42,344
in a research seminar.

1796
01:22:42,344 --> 01:22:43,380
So those are somewhat
different.

1797
01:22:43,380 --> 01:22:46,200
But generally, you do want
your slides, or your

1798
01:22:46,200 --> 01:22:50,154
blackboard work, to somehow
stand independently.

1799
01:22:50,154 --> 01:22:52,589
Although I've just violated that
principle right there.

1800
01:22:52,589 --> 01:22:56,972
This is meaningless unless
you've heard what I said.

1801
01:22:56,972 --> 01:22:59,407
But as I said, it's not
an absolute rule.

1802
01:22:59,407 --> 01:23:01,842
It's just that there's
tendencies that are different

1803
01:23:01,842 --> 01:23:04,277
between [INAUDIBLE] talks,
and teaching.

1804
01:23:04,277 --> 01:23:07,502
What do you do if you're
assigned to a classroom with a

1805
01:23:07,502 --> 01:23:08,150
bad blackboard situation.

1806
01:23:08,150 --> 01:23:09,122
In other words, not like this.

1807
01:23:09,122 --> 01:23:11,070
This is fantastic.

1808
01:23:11,070 --> 01:23:13,710
It would be even more ideal if
there was a slide [INAUDIBLE].

1809
01:23:13,710 --> 01:23:17,510
But what do you do if you go
to a classroom with, for

1810
01:23:17,510 --> 01:23:19,928
example, just one whiteboard,
or just one or two

1811
01:23:19,928 --> 01:23:20,916
blackboards?

1812
01:23:20,916 --> 01:23:23,386
Then you have to work harder.

1813
01:23:23,386 --> 01:23:26,844
Then you have to plan even more
carefully, how are you

1814
01:23:26,844 --> 01:23:27,832
going to use the blackboard.

1815
01:23:27,832 --> 01:23:30,302
And be more telegraphic.

1816
01:23:30,302 --> 01:23:33,513
Put coarser details
on the boards, not

1817
01:23:33,513 --> 01:23:34,254
every single detail.

1818
01:23:34,254 --> 01:23:35,736
Use the notes more.

1819
01:23:35,736 --> 01:23:39,194
So you optimize the constraints
that you have.

1820
01:23:42,652 --> 01:23:44,920
Should you only use the front
half of the room.

1821
01:23:44,920 --> 01:23:47,870
Suppose you're in a room which
has blackboards all around.

1822
01:23:47,870 --> 01:23:49,490
Should you only use the front
half of the room?

1823
01:23:49,490 --> 01:23:52,187
Yeah, I generally try to use
only the front half of the

1824
01:23:52,187 --> 01:23:56,042
room, because people can look at
that, and glance out of the

1825
01:23:56,042 --> 01:23:59,280
side of their eye at the side,
and then, the front as well.

1826
01:23:59,280 --> 01:24:02,810
The back forces people to turn
around, so they're much less

1827
01:24:02,810 --> 01:24:03,530
likely to use it.

1828
01:24:03,530 --> 01:24:05,930
So it's sort of like putting
something on the ceiling.

1829
01:24:05,930 --> 01:24:07,370
[INAUDIBLE] never see it.

1830
01:24:07,370 --> 01:24:09,690
So generally, yeah, I use the
front of the room, and

1831
01:24:09,690 --> 01:24:10,940
[INAUDIBLE] the side.

1832
01:24:13,180 --> 01:24:17,359
Should all slides have a "so
what" element, or is that only

1833
01:24:17,359 --> 01:24:18,990
for research talks?

1834
01:24:18,990 --> 01:24:20,770
Definitely for a research talk,
all the slides should

1835
01:24:20,770 --> 01:24:24,260
have a "so what," so people
know what the point is.

1836
01:24:24,260 --> 01:24:27,084
And ideally, for teaching,
you should have two.

1837
01:24:27,084 --> 01:24:30,230
Now, last time, I didn't mention
one of the fundamental

1838
01:24:30,230 --> 01:24:32,420
benefits of putting
a "so what," an

1839
01:24:32,420 --> 01:24:34,380
assertion, in every slide.

1840
01:24:34,380 --> 01:24:35,630
So that was the idea.

1841
01:24:47,120 --> 01:24:50,040
So the slide title is
the "so what.".

1842
01:24:57,040 --> 01:25:01,040
And then here is the evidence,
maybe a picture, or a graph.

1843
01:25:01,040 --> 01:25:02,540
Some kind of, ideally
visual, evidence.

1844
01:25:02,540 --> 01:25:04,540
So what's the advantage
of doing that?

1845
01:25:04,540 --> 01:25:05,945
It's not just for
the audience--

1846
01:25:05,945 --> 01:25:07,540
it's for you, as well.

1847
01:25:07,540 --> 01:25:10,750
What you do, after you make your
series of slides, with

1848
01:25:10,750 --> 01:25:15,445
your sentences, your "so what."
You extract just the

1849
01:25:15,445 --> 01:25:19,180
sentences, which is easy to do
if you're using a program

1850
01:25:19,180 --> 01:25:20,176
[? like Tech. ?]

1851
01:25:20,176 --> 01:25:22,168
You just [INAUDIBLE],
just the titles.

1852
01:25:22,168 --> 01:25:23,164
However you do it.

1853
01:25:23,164 --> 01:25:24,658
You make a list of sentences.

1854
01:25:30,136 --> 01:25:34,006
And then you see whether
the sentences flow.

1855
01:25:34,006 --> 01:25:37,742
With a sentence, you can tell,
very well, because whether

1856
01:25:37,742 --> 01:25:40,442
your presentation, your
teaching, your seminar is well

1857
01:25:40,442 --> 01:25:43,143
organized, if it herks and
jerks, if sentence one and

1858
01:25:43,143 --> 01:25:45,107
sentence two seem to have
nothing to do with each other,

1859
01:25:45,107 --> 01:25:48,360
there's no transition between
them, well, maybe you need a

1860
01:25:48,360 --> 01:25:51,548
sentence one and a half, a slide
that goes in between.

1861
01:25:51,548 --> 01:25:54,038
Or maybe sentence two belongs
down here, next to something

1862
01:25:54,038 --> 01:25:55,034
that relates better.

1863
01:25:55,034 --> 01:25:59,018
So you can see not just at the
level of the individual

1864
01:25:59,018 --> 01:26:02,006
slides, but at the level of
the entire presentation,

1865
01:26:02,006 --> 01:26:04,994
whether there's a thread
that goes through.

1866
01:26:04,994 --> 01:26:07,680
And if you remember, one of
the principles of good

1867
01:26:07,680 --> 01:26:09,650
teaching is having
a good story.

1868
01:26:09,650 --> 01:26:11,808
So this helps you make
a good story.

1869
01:26:25,030 --> 01:26:27,670
When you're teaching a class
that has expectations for

1870
01:26:27,670 --> 01:26:30,850
teaching lots of material, how
do you reconcile your desire

1871
01:26:30,850 --> 01:26:32,912
to teach the important things
really well, and keep a

1872
01:26:32,912 --> 01:26:34,790
reasonable pace?

1873
01:26:34,790 --> 01:26:38,390
Some things aren't really
reconcilable.

1874
01:26:38,390 --> 01:26:41,190
Classes that, for example, say,
OK, we're going to go

1875
01:26:41,190 --> 01:26:44,180
through the 1,600-page textbook,
there's really not

1876
01:26:44,180 --> 01:26:45,790
much you can do to help that.

1877
01:26:45,790 --> 01:26:47,902
And students are just hosed.

1878
01:26:47,902 --> 01:26:51,430
But try to avoid that,
mitigate it.

1879
01:26:51,430 --> 01:26:54,244
Sometimes it seems like, just
out of habit, everyone does

1880
01:26:54,244 --> 01:26:55,328
that 1,600-page textbook.

1881
01:26:55,328 --> 01:26:57,850
But you could find out, what are
the actual requirements?

1882
01:26:57,850 --> 01:26:59,440
What do people need
for [INAUDIBLE]?

1883
01:26:59,440 --> 01:27:01,470
If may be a lot less.

1884
01:27:01,470 --> 01:27:04,132
It may be that a bunch of stuff
was just put in there

1885
01:27:04,132 --> 01:27:05,554
historically, and could
be taken out.

1886
01:27:05,554 --> 01:27:07,450
So you might have some freedom
to reduce that.

1887
01:27:07,450 --> 01:27:10,461
The other thing is you put more
stuff in the notes, and

1888
01:27:10,461 --> 01:27:13,898
you give the higher-level
ideas in the lecture.

1889
01:27:22,736 --> 01:27:24,700
Can I put my slides on
the course web page?

1890
01:27:24,700 --> 01:27:30,710
Yes, I'll do that, with the
reference, on the next update.

1891
01:27:30,710 --> 01:27:33,850
What about having slides that
scroll rather than flip?

1892
01:27:33,850 --> 01:27:37,330
This was a suggestion to avoid
the problem I mentioned of

1893
01:27:37,330 --> 01:27:41,645
signal overload, where you fill
up the short-term memory

1894
01:27:41,645 --> 01:27:43,435
with a slide, and then
you've forgotten

1895
01:27:43,435 --> 01:27:45,600
what's on the old slide.

1896
01:27:45,600 --> 01:27:47,829
And so, [INAUDIBLE]

1897
01:27:47,829 --> 01:27:51,070
too small to remember
the whole slide.

1898
01:27:51,070 --> 01:27:55,286
So what about having slides that
scroll, instead of flip.

1899
01:27:55,286 --> 01:27:58,758
And this may be a critique
of the PDF format, which

1900
01:27:58,758 --> 01:28:00,246
organizes things
in [? pages. ?]

1901
01:28:00,246 --> 01:28:03,718
I think it's actually not a
critique of the PDF format,

1902
01:28:03,718 --> 01:28:06,694
it's just a critique
of the PDF viewers.

1903
01:28:06,694 --> 01:28:09,670
So if you have a PDF viewer that
can scroll, which many

1904
01:28:09,670 --> 01:28:11,654
can, you could actually
use that.

1905
01:28:11,654 --> 01:28:15,126
The problem is that screens
are not big enough.

1906
01:28:15,126 --> 01:28:17,110
That's really the fundamental
issue.

1907
01:28:21,574 --> 01:28:26,286
So if this slide is taking up
the entire screen space, when

1908
01:28:26,286 --> 01:28:30,998
you scroll it, stuff goes off
these screens, and gets

1909
01:28:30,998 --> 01:28:32,060
replaced by new stuff.

1910
01:28:32,060 --> 01:28:35,050
So that problem is really
hard to work around.

1911
01:28:35,050 --> 01:28:37,390
What you really need is multiple
screens, and multiple

1912
01:28:37,390 --> 01:28:38,640
projectors.

1913
01:28:41,760 --> 01:28:44,250
Many questions asked, what do
you do if you're in a room

1914
01:28:44,250 --> 01:28:46,332
with a bad blackboard situation,
where you just have

1915
01:28:46,332 --> 01:28:47,190
one or two blackboards.

1916
01:28:47,190 --> 01:28:50,482
Well, almost every room has a
bad slide situation, because

1917
01:28:50,482 --> 01:28:52,390
you only have one
slide projector.

1918
01:28:52,390 --> 01:28:55,820
So you only use a small
part of the room.

1919
01:28:55,820 --> 01:28:57,700
So that's the really fundamental
problem.

1920
01:28:57,700 --> 01:28:59,700
And if you could get around
that, it wouldn't really

1921
01:28:59,700 --> 01:29:02,660
matter so much whether the
slides scrolled or flipped.

1922
01:29:02,660 --> 01:29:04,215
You'd put one over there,
one over there,

1923
01:29:04,215 --> 01:29:05,523
maybe one over there.

1924
01:29:05,523 --> 01:29:08,640
Of course now [INAUDIBLE].

1925
01:29:08,640 --> 01:29:16,159
My guess is that the t prepare
is probably proportional to n

1926
01:29:16,159 --> 01:29:17,387
cubed, or something like that.

1927
01:29:17,387 --> 01:29:19,023
Depending on the number of
slide projectors you

1928
01:29:19,023 --> 01:29:19,842
have to deal with.

1929
01:29:19,842 --> 01:29:22,222
Because you have to do all the
coupling of [INAUDIBLE] n

1930
01:29:22,222 --> 01:29:24,427
squared [INAUDIBLE].

1931
01:29:24,427 --> 01:29:26,365
You'd have to do all the
coupling between all the

1932
01:29:26,365 --> 01:29:28,932
slides, and it will probably
take you twelve hours for

1933
01:29:28,932 --> 01:29:31,730
every lecture that you
give, of one hour.

1934
01:29:31,730 --> 01:29:35,020
Which is kind of [INAUDIBLE].

1935
01:29:35,020 --> 01:29:39,550
Do I think the video camera for
OCW impacts the style of

1936
01:29:39,550 --> 01:29:42,900
my lectures, blackboards,
pacing, et cetera?

1937
01:29:42,900 --> 01:29:44,955
If anything, it probably
improves it.

1938
01:29:44,955 --> 01:29:47,850
Because I'm a little more
conscious that I write

1939
01:29:47,850 --> 01:29:53,752
clearly, and maybe it improves
my dress code a bit, because I

1940
01:29:53,752 --> 01:29:54,606
make sure to wear a tie.

1941
01:29:54,606 --> 01:29:57,290
But other than that, it doesn't
really affect, too

1942
01:29:57,290 --> 01:29:58,510
much, what I do.

1943
01:29:58,510 --> 01:30:00,950
And I usually forget that
it's even there.

1944
01:30:04,380 --> 01:30:06,647
It's much easier to write
equations [? in Tech, ?] and

1945
01:30:06,647 --> 01:30:08,875
then copy and paste them into a
presentation, than doing the

1946
01:30:08,875 --> 01:30:10,855
entire presentation
[? in Tech. ?]

1947
01:30:10,855 --> 01:30:12,340
Actually, I disagree.

1948
01:30:12,340 --> 01:30:17,140
This is a case of start-up
costs, versus running costs.

1949
01:30:17,140 --> 01:30:19,800
So there's many examples
of that, here at issue.

1950
01:30:22,800 --> 01:30:24,800
It's actually a general
principle worth knowing,

1951
01:30:24,800 --> 01:30:26,300
because you can analyze
lots of stuff.

1952
01:30:39,800 --> 01:30:43,770
Another example of this
principle is, suppose you see

1953
01:30:43,770 --> 01:30:47,030
a book that you really like,
that's available in print,

1954
01:30:47,030 --> 01:30:50,516
from publisher n, and there's
also a PDF file online.

1955
01:30:50,516 --> 01:30:53,020
Well, you could just print it
out and replace your printer.

1956
01:30:53,020 --> 01:30:55,510
Or, you could buy the thing
from the publisher.

1957
01:30:55,510 --> 01:30:58,486
Now, unless the publisher's a
total thief -- unfortunately,

1958
01:30:58,486 --> 01:31:01,485
many of them are, but many
of them aren't--

1959
01:31:01,485 --> 01:31:05,672
it's usually much better to
buy it at the bookstore,

1960
01:31:05,672 --> 01:31:09,249
because it's much cheaper, than
to print it on your laser

1961
01:31:09,249 --> 01:31:11,634
printer, get all the paper
trimmed to the right size, and

1962
01:31:11,634 --> 01:31:12,830
have it all bound.

1963
01:31:12,830 --> 01:31:17,070
So the running cost for you to
do one book-- you have no

1964
01:31:17,070 --> 01:31:20,830
start-up cost, you just do it.

1965
01:31:20,830 --> 01:31:24,004
There's no fixed amount you
have to pay, no matter how

1966
01:31:24,004 --> 01:31:25,144
many books you do.

1967
01:31:25,144 --> 01:31:27,272
But there's a running cost,
and your running cost is

1968
01:31:27,272 --> 01:31:28,340
pretty high.

1969
01:31:28,340 --> 01:31:31,930
Whereas the publisher, they
have a big start-up cost.

1970
01:31:31,930 --> 01:31:34,850
What they do, is they make all
these plates, they take them

1971
01:31:34,850 --> 01:31:36,675
to a PDF file, [INAUDIBLE],
they make all these metal

1972
01:31:36,675 --> 01:31:39,240
plates, and they ink
the metal plates,

1973
01:31:39,240 --> 01:31:41,270
stamp it onto the paper.

1974
01:31:41,270 --> 01:31:42,550
So they do all that.

1975
01:31:42,550 --> 01:31:43,482
That's a big start-up cost.

1976
01:31:43,482 --> 01:31:46,168
But their running cost
is much lower.

1977
01:31:46,168 --> 01:31:49,310
They're much more efficient
printing, per book.

1978
01:31:49,310 --> 01:31:51,166
But it requires all that
start-up cost.

1979
01:31:51,166 --> 01:31:55,150
So there's a contrast between
book publishers and you.

1980
01:31:55,150 --> 01:31:58,900
So it's the same thing,
actually, with doing

1981
01:31:58,900 --> 01:31:59,780
[? Tech, ?]

1982
01:31:59,780 --> 01:32:03,030
versus doing, say, regular
word processing.

1983
01:32:03,030 --> 01:32:06,400
With [? Tech, ?] there's
a lot of start-up cost.

1984
01:32:06,400 --> 01:32:08,280
No doubt about that.

1985
01:32:08,280 --> 01:32:09,920
It's not what most people
are used to, you end up

1986
01:32:09,920 --> 01:32:12,180
programming your documents.

1987
01:32:12,180 --> 01:32:14,704
And so, if you're only making
one document, if you only

1988
01:32:14,704 --> 01:32:18,522
write one letter in your life,
no question it's faster to

1989
01:32:18,522 --> 01:32:19,690
write the letter.

1990
01:32:19,690 --> 01:32:22,690
Your have lower running costs.

1991
01:32:22,690 --> 01:32:24,894
You don't have to worry about
the start-up costs if you

1992
01:32:24,894 --> 01:32:27,329
write it using a word
processing program--

1993
01:32:27,329 --> 01:32:29,764
Open Office, for example.

1994
01:32:29,764 --> 01:32:32,810
You just type, and you make it
look like you want, and just

1995
01:32:32,810 --> 01:32:33,420
spit it out.

1996
01:32:33,420 --> 01:32:37,412
But, if you have to write 50
letters that all have a

1997
01:32:37,412 --> 01:32:39,380
roughly similar format,
it's much

1998
01:32:39,380 --> 01:32:40,820
better to get the template.

1999
01:32:40,820 --> 01:32:43,826
You pay the start-up cost once,
learn [? Tech, ?] learn

2000
01:32:43,826 --> 01:32:45,950
some kind of program template.

2001
01:32:45,950 --> 01:32:51,533
And then, you just enter the
blanks into the template.

2002
01:32:51,533 --> 01:32:53,780
The text, dear who, the
address, and all that.

2003
01:32:53,780 --> 01:32:54,940
[INAUDIBLE]

2004
01:32:54,940 --> 01:32:57,550
formatting, that's all
dealt with once.

2005
01:32:57,550 --> 01:33:00,892
So you pay start-up costs,
in return for

2006
01:33:00,892 --> 01:33:01,874
lower running costs.

2007
01:33:01,874 --> 01:33:03,838
And that's basically true
of lectures, too.

2008
01:33:03,838 --> 01:33:06,293
Once you have all your templates
ready, it's much

2009
01:33:06,293 --> 01:33:08,748
faster to do everything
[? in Tech, ?] or in some kind

2010
01:33:08,748 --> 01:33:12,676
of programming, text-processing
system, rather

2011
01:33:12,676 --> 01:33:15,131
than in a word processor.

2012
01:33:18,080 --> 01:33:20,712
The problem is that, because
of the start-up costs,

2013
01:33:20,712 --> 01:33:21,588
[INAUDIBLE]

2014
01:33:21,588 --> 01:33:24,390
lecture the day before,
or two days before.

2015
01:33:24,390 --> 01:33:27,458
Because of the start-up costs,
you always say, well, I could

2016
01:33:27,458 --> 01:33:29,900
learn [? Tech, ?], and do this
properly, and it would save me

2017
01:33:29,900 --> 01:33:33,525
a lot of time later, but I don't
have the time right now.

2018
01:33:33,525 --> 01:33:37,590
And then you end up paying the
higher running cost to do it

2019
01:33:37,590 --> 01:33:38,720
some other way.

2020
01:33:38,720 --> 01:33:41,900
But each time, before each
lecture, it happens again,

2021
01:33:41,900 --> 01:33:43,780
over and over and over again And
you would have been better

2022
01:33:43,780 --> 01:33:48,384
off [INAUDIBLE] actually paying
the start-up cost.

2023
01:33:48,384 --> 01:33:53,020
So, to that end, I will put my
templates up, so other people

2024
01:33:53,020 --> 01:33:53,752
can use them.

2025
01:33:53,752 --> 01:33:55,460
So you don't have to pay so much
start-up cost, and you

2026
01:33:55,460 --> 01:33:58,632
can just take them, and use them
for your own [INAUDIBLE].

2027
01:34:01,560 --> 01:34:07,585
So I think that was the main
questions for this time.

2028
01:34:07,585 --> 01:34:09,920
Any questions that have been
created since then?