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The moment they announced the remainder of the school year would happen online, Marty began researching how to convert her instruction to a fully digital format. For as dynamic as she is in the classroom, she is admittedly un-dynamic on a computer. The fact is, technology is just not her medium. She knew what she wanted, but she didn't know how to get there. When Alex and I pool our experiences and abilities, it turns out we make a decently comprehensive support team. Given this, Marty was able to start publishing online versions of her lectures on day one.
After the first week of online lectures, a few students reached out to Marty. They thanked her for figuring out how to still present the material to them personally. Through conversing with them, Marty learned this was not the norm, and many teachers were just sending worksheets to do, videos to watch, and articles to read. I've seen a few of Marty's video lectures, and they are pretty top-flight given four days prior she had zero experience in the craft.
She mixes her speaking into the camera shots, with "action" shots using my tripod-mounted GoPro pointed down at the tabletop. An example of action shot might have Marty pointing out details of a worksheet or using sock puppets to demonstrate some biology tenet just as she would have done in the classroom. After Alex and I taught her how to do the various shooting techniques, she writes out her scripts and then shoots all the various pieces. Once everything has been recorded, she and Alex go through the footage selecting the best versions of each. Alex then stitches all the footage together via his editing software/skills so she can distribute the end video to her students. Once we got her workflow figured out, my support role became appearing at her side anytime I heard more than four obscenities strung together. Three consecutive swears is just Marty using a computer. Four in a row is Marty having problems with a computer.
TOMORROW: Part 4 - Zoom-Bomb Prevention
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