I put it on the LMS at the top of the Intro page for the weekly module. I post 3 mp3s: 1 of everything (about 3 hours), 1 of just the "additional materials" (mostly videos converted to audio & a few podcasts - about 2 hours), and 1 of just me reading the main text for the week (about 1 hour).
@@mwesch I love it! Do you call it the weekly mixtape for your students? When you read the text do you pepper it with commentary? Sorry for all the questions but I think this is such a great and innovative idea.
I have never called it a mixtape, but given the recent comeback of the mixtape I might start. I do add commentary when I have time, but some weeks that is one of the things that goes if I run short of time. When I do it I keep it fairly minimal to be respectful of their time. I try to be mindful of the value I am adding vs. the time I am taking away from them.
Greetings from a fellow K-Stater (IT person, not student or faculty) and rabid RU-vid consumer. Just wanted to say I have enjoyed your videos from the very beginning (wow, 13 years ago). I believe my first reaction was, "Holy cow, this guy totally gets it." Just now catching up with your latest series on engaging online teaching, and I am still struck by the same thought. I consume a *lot* of content on this platform, and it is always refreshing to watch people keep coming back with good stuff. Not gimicky, not click-baity, not blatantly chasing The Algorithm, just good content. So here I sit, working from home, and learning something from the guy who still gets it. Thank you for making the digital world a better place.
Had you as my professor in the Fall semester of 2019! Ngl I was forced to take this class 😅 BUT i don’t regret a minute of it and think about your lessons often! Thanks a bunch for the opportunity!
I’ve been doing podcasts for students as a study guide for 6-7 years. It’s one of the the things they comment on the most for my classes that they love. I loved hearing your ways for me to take it up a notch! Thanks!
Just had a moment to catch up and watch this. Such useful info AND had me smiling and laughing at the end of a long day. Hallelujah! Oh, and now I need to go watch “10 Items or Less” again. Seriously. 🙂 Looking forward to the next Wesch episode!
Perhaps a big ask, but would it please be possible to experience one of your mix tapes? Or part of one? Even if not, your videos and the vibe within them are fantastic and inspiring. I wasn't really stoked about online teaching in the fall until encountering you in a series of helpful materials provided by the University of Victoria, where I work. The podcast/mixtape initiative is incredibly exciting. All the best and thanks again.
I think there is good stuff here but way beyond where I'm at. Monday is my first course ever and it's a college course online. I'll keep this in mind though. thanks.
This video and some of your more recent ones have been making me think about how I could translate some of these ideas to the more technical courses I help teach in Computer Science. I am going to try recording my self and thought process for writing software/code and see if it has a similar effect as reading to your students. For learning a design skill like that I think a lot of young CS majors are left in the dark on reasoning through a development process, and may not know how to approach difficult problems or how to find solutions.
Hi Michael, I really love the animations used to break down the course work-load that you used from 2:22-3:15ish. Can I ask if that was custom made or did you find it somewhere? I would love to use something similar to help my student orient to my fall courses.
I used PowerPoint. It is made up of just a few slides with a "morph" transition between them. Just make a slide with a bunch of boxes on it, copy the slide, move the boxes where you want them in the next slide, then add a morph transition.
Are you able to find audio/video content from a variety of people? I struggle to find free/open content by POC & LGBTQ (for various reasons)... I do have some text-based material but it seems odd to have me (white woman) or a computer convert their voices to audio.
That can be difficult. I try to think outside the box of what counts as appropriate material for the class, which gives me an opportunity to expand the number of voices. Some groups have been excluded from academia for much of the past century and beyond, so looking to novels, short stories, songs and other material can help. Sometimes POC or LGBTQ students produce outstanding material that I can use in the class as well: ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-_L3I4rd54h8.html & student interviews can also increase the sense of inclusivity across multiple dimensions (to religion, culture, political stances, etc.) Depending on the topic or text I could see how it would be strange to read across races or genders, but I think your students will understand and appreciate the effort.
Are there copyright concerns for reading the textbook and sharing it with students on the mix-tape? I would love to do this, but don't want backlash if I do.
I follow the same guidelines that you would have for making a copy of a textbook section. Most of my materials are open, but for copyrighted materials I try to stick to just 1 chapter.
The main module is visual (CC video + text) so the audio is in addition to that. If material is not CCd I usually use Rev to add captions or do a transcript ($1.25/minute) or if I have a TA with time I ask them to do it.
Michael Wesch I have been doing podcasts for 6.5 years & this is an issue I have come up as well. I’m at community college so I don’t have TAs. So I offer students extra credit for a student who needs or requires it due to learning disability to type up for extra credit. I remind others that it’s similar to listening to a lecture & it’s a study guide where I prep them for test plus add some lecture to remind them of things they should know. It’s an additional aide to a recorded lecture I provide. I’ve been using Spreaker app for past 4 years & it’s great.
I really like your videos. All of them! You are clearly very intelligent and creative. But... come on! Jordan Peterson?!? Not Jordan Peterson, please! :(
Maps of Meaning is an ambitious and impressive book, and he represents an important perspective worth considering, especially in a class on religion. Lighting rods like Peterson also bring a lot of energy into class discussions. And aside from that I tend toward heterodoxy in my classes. Given Peterson's notoriety in the public conversation on religion (famous or infamous) it would seem strange to leave him out. If you want to make a case for leaving him out, I am listening.
@@mwesch That's OK! Good answer Michael! And thank you for taking the time to answer, indeed! I guess I see him from a different, religion-unrelated perspective... Quite honestly, I find him repulsive...
