#clee19

[clarefranceslee]

Clare Distribution Plan

Platform: I want to upload my work via Youtube or Podcast since they are the easiest and the cheapest platform since it is cheap and easy to share the link. If by any chance my piece gets a lot of attention, the sites can handle the traffic for me in contrast to a website I make on my own.

Target Audience: I want to narrow down my focus audience to high school and above, who maybe interested in majoring/minoring in Computer science but too scared to do so. I just want to share my love and spark that initial interest for those who are too afraid to start.

Interaction and Success: I want to see many people commenting. I want people to gain interest in Computer science and feel like it is cool.

Community help: I can send the link to CS professors and Wellesley/MIT CS clubs to get the initial boost.

[ohsolosoousa]

I'm just here to expose them all...

submitted by /u/clee19 [link] [comments]

from Black Twitter https://www.reddit.com/r/BlackPeopleTwitter/comments/gg2x2e/im_just_here_to_expose_them_all/ https://b.thumbs.redditmedia.com/K7hoJ2qJR11ldQTDtykYEesvoaU3HEBg-mhNQ5AwmKs.jpg

[cmss62]

Clare Reading Response 7

Cultural Cognition of Scientific Consensus, Dan Kahan et al., Journal of Risk Research, 2011*

Before I go further into the actual topic of this paper, because I am not really involved in any research activities (the closest is beta testing), it was very intriguing to see how these studies are designed and conducted in general. After reading this paper, I can now understand better why there is no consensus to things that are so factually proven and agreed by experts. First, as mentioned in the paper as well, it was wrong for me to assume that everybody agrees with the scientific consensus. When it comes to scientific disputes, I have always just regarded people with different opinion from mine as “uneducated.” I never tried to understand how these disputes are even formed because I just thought it was ridiculous. However, after reading this paper, I now see how “cultural cognition” plays an important role when it comes to perception of “risk.” Thus, when it comes to scientific communication, I see how important it is to not only present sound and accurate information but also “attend to the cultural meaning.” I feel like when you are in the science community, you are so used to paying close attention to accuracy and facts that you forget how the general public synthesize information. No matter what you are writing, it is important to understand the target audience and write accordingly.

[cmss62]

Clare Reading Response 6

Factors that affect the physical science career interest of female students: Testing five common hypotheses, Zahra Hazari et al., Physics Review Physical Education Research, 2013*

I am so glad that there are studies like this happening! As a person interested in computer science, I can first-handedly see the gender disparity in STEM areas and although “everybody” talks about how important it is to encourage female students to get involved in these areas, I feel like not much has been done. Thankfully, because I go to Wellesley College, surrounded by great female faculties, with female guest speakers and alums visiting quite often, I have never felt much of what is discussed in this paper.  Also, even when I go to male-dominant conferences or classes in other schools I do not feel insecure or dominated. I do think having single-sex environment and female faculties can be effective and helpful to a certain extent, but as the study suggests it does not show much difference. I also think it is important to be in a mixed-gender environment while overcoming the gender issues since the industry is still male-dominant and you cannot always choose your work environment to be single-sexed. As the study suggests, I personally feel like it is more important to have on-going discussions of underrepresentation, gender-fair teachers and curriculums, and giving confidence to female students.

[cmss62]

Clare Reading Response 5

A Cognitive Theory of Multimedia Learning: Implications for Design Principles, Richard E. Mayer and Roxana Moreno, excerpted from Handbook of Applied Cognition, 1999*

While reading these papers, I have realized there is one occurring pattern when it comes to multimedia learning. It seems like people’s expectation with multimedia learning has been a little too high. People have been arguing how revolutionary multimedia will be in education, but in reality we have not changed much from the traditional textbook/lecture based learning. Another thing I noticed is that in comparison to other learning tools, multimedia learning has not been thoroughly researched. I do agree that despite the development of technology, unless you are taking courses involving those specific technologies such as media or computer classes, you rarely see classes using multi-media. Even when it is used, it does not seem too effective. I think the principles mentioned in this paper is pretty intuitive and straightforward, such as using two or more modes of representation is better than using only one when you are explaining something (i.e. have a diagram that compliments your words) and have those modes presented contiguously. There are few other principles that were not too obvious but understandable and important. Although these principles seem pretty obvious, I also realized how so many teachers and multi-media users make these simple mistakes. I think there is definitely high potential in using multimedia more effectively than how it is used now and I think papers like this should be published more to guide others.

[cmss62]

Clare Reading Response 4

What’s next for science communication? Promising directions and lingering distractions Matthew Nisbet and Dietram Scheuffle, American Journal of Botany, 2009

I did not know there was a whole field of research and study just regarding public engagement especially because I never thought about public engagement in an academic context. Whenever I hear the word public engagement, it makes me think of advertising and marketing rather than science communication. I am a strong believer in the importance of education and I see great significance in this field of study now and agree on the writer’s notion of developing training programs specifically geared to this topic. Just like advertising and marketing, this study shows that science communication also needs to consider the intended “audience ’ s existing values, knowledge, and attitudes, their interpersonal and social contexts, and their preferred media sources and communication channels.” Just like advertising companies use our data collected in the web to display personalized ads, this paper made me think of using such algorithms for science communication as well. What if we can personalize science writing for the targeted audience and display such with appropriate attention grabbing titles, different content etc. If we are personalizing ads because people want different things, perhaps personalizing academic content based on the person’s values and knowledge level (although as this paper suggests, public ignorance is not the key problem in societal conflict over science) may be effective in educating the public. I do not understand why the science community feel so opposed and unethical about using marketing tools, but engaging the audience with proper context-based science knowledge and information should be the priority. I can totally see all public communication becoming more and more personalized based on our data in the near future especially with chat bots already used in publication.

[cmss62]

Clare Reading Response 3

Saying the wrong thing: improving learning with multimedia by including misconceptions, Derek Muller et al., Journal of Computer Assisted Learning, 2007

It was interesting to see that the study itself was dealing with a ’misconception’ in a sense, the misconception that “misconception can impose extraneous cognitive load.” More precisely, in this study it was the null hypothesis it was trying to reject. In short, using misconception to teach new materials draws parallel to our common practice of using the scientific method. Starting a lesson with misconception is very similar to the practice of rejecting hypothesis one has for an idea, which I feel like is something everybody is exposed to from other school works. Also, if I am interpreting the data properly, the Dialogue treatment, which included open discussion treatment and misconception, was most effective having the most significant gain. I can see why so many educational contents start with an opening line that includes a question about a misconception. It includes both the misconception and a sense of discussion, by directly engaging the audience without being didactic.

[cmss62]

Clare Reading Response 2

Fixing the communications failure, Dan Kahan, Nature, 2010

This reading reminded me of people believing vaccinating children causes down syndrome, homosexuality causes AIDS, and many other outrageous claims made and spread by the media (It is ridiculous that the Trump Administration is trying to convince climate change is not happening and that it’s a Chinese propaganda BS). Yes, I agree with the article that some of these techniques should be considered in scientific communication to create an environment for the public to have an unbiased perspective on the scientific information present. It is definitely important to consider culturally diverse groups and avoid cultural polarization. However, I am skeptical about the first method examined by Geoffrey Cohen, which is about presenting information in “a manner that affirms rather than threatens people's values.” I see potential of causing even more confusion and inaccurate representation of the information because I feel like people with strong cultural associations tend to make conclusions in extreme manner. For instance, going back to the climate change example, stating that possible responses to climate change include nuclear power and geo-engineering, yes it may help those people to understand climate change, but doesn’t this way of communicate also reinforce culturally-polarized beliefs that can potentially go against other important scientific discoveries about nuclear power? I do agree that considering a culturally-diverse group of audience is important and it is a huge responsibility the media should take. But more importantly, we should also think about how to educate the consumers to think in a more unbiased way, perhaps teaching better media consumption methods in our education system.

[cmss62]

Clare Reading Response 1

This Will Revolutionize Education Veritasium, YouTube, 2014

As I was watching Veritasium’s video, I kept wondering how the studies he mentioned were conducted. How do we exactly measure the effectiveness of an educational medium? I know we briefly touched upon this subject in one our lectures, but I do think there should be some aspect of “learning” that was improved by the introduction of different media. Going back to the blood-pumping of heart example, perhaps using text and diagram helps us learn the names of the different parts of the heart, but animation helps us understand the directionality of the flow better. Yes, remembering names and memorization play a huge part in learning new materials, but what if videos are more effective in helping the students understand the general concept or abstract theories? Moreover, as Veritasium mentions in his video, if the importance of teacher is in guiding and motivating the student, has there been study measuring which medium sparks more curiosity or motivation to learn? Of course, a single medium or technology cannot be a fit-for all; education should combine and utilize all methods available in the most “effective way” based on its strength and weaknesses. I wonder if we will ever reach a point where technology can replace all teachers. I mean if social interaction is an important factor, we can definitely design a caring-teacher-robot learning in a multi-user virtual-reality classroom. What are the roles of school and having that human to human interaction in learning?

[cmss62]

Clare Final Reflection

I can't believe IAP is already over! I feel like we came such a long way from the very first day of class. We all started as scishow fans, and now we have a video that we created on our own. I knew video production is a challenging process, but this one was especially challenging since educational shows have a very different style from others. Hosting was a totally new experience and writing for educational shows also required a good amount of creativity. After taking this class, I appreciate all the youtubers and educational show hosts. I can see that they put a lot of effort and time into their videos. As I watched my final project, I feel like I hate the video even more and keep finding more things I would like to fix. If I had more time to produce my video I will probably re-film many of the scenes, especially the library scene where my energy level drops significantly. I would also like to film many of the scenes where I talk too fast again. I definitely found myself rushing the lines, as I was anxious that I will make a mistake. I would like to make myself look more comfortable and slow paced if I had the time to re-produce my video. I would have also looked for places with better lighting or use lighting equipment. As Elizabeth pointed out on the final presentation day, the music was distracting and loud at certain points. I did not realized when I had my earphones on and especially because I replayed my video so many times. I would probably get rid of the music as a whole when I am in the studio explaining codes. I would have liked to include more sound effects as well, such as when books are appearing everywhere. I would have loved to include more b-rolls, such as me trying virtual reality headsets in the beginning, looking through piles of books in the library, and so on. I would have definitely made my graphics and animation more elaborate and light-hearted (consistent with my tone) when I am explaining the concepts. I would have liked to include more graphics towards the end as I feel like there is a sudden drop of visuals towards the ending. I would have also done more elaborate color correction (although I am not very good at it). Overall, I am still proud of what I accomplished in such a short amount of time. I can't believe I managed to write, film, and edit in time and have a finished product. Great job everyone and thank you Elizabeth for guiding us so well!

[cmss62]

Clare Final Cut

[cmss62]

Clare - Rough Cut Day Reflection

As I was hosting and filming my final project, I realized how difficult hosting is. Because I have some production experience, I knew producing and editing in less than a week for the rough cut was going to be extremely challenging (especially with my school starting). However, hosting was the real challenge. Rayun and I spent many hours to just film ourselves hosting. I’m glad we helped each other out as some directing in tone of delivery, angle, pose was necessary. 

While I was editing my rough cut, I also realized I have so much to do for my final cut. I was not prepared to insert graphics, and as I watched my filmed self, I regretted not planning out the shoot more thoroughly. There are some clips that I wish I had thought about editing ahead of time because of the awkward jump and cuts. 

The feedback I received from class was helpful and there some clips that I wish I could film again. I would love to include more b-rolls, but I did not have time to film them. I did try my best to make the best out of what I have, and I hope my final cut reflects my effort. 

[cmss62]

Clare Rough Cut

https://drive.google.com/file/d/0B9eGRBmz7k75WmUwSy1pVHpwWjg/view?usp=sharing

[cmss62]

Clare Day9 Reflection Post

Day 9 Reflection First of all, I really appreciate Britt for coming in to host the workshop. It was very interesting to listen to her experience in the industry as I had no idea how post production actually works. It seems like a really rigorous process, and I did not know the process was so specialized (I was surprised to hear that there's companies that just do color correction). I could really hear Britt's passion and love for her job throughout the workshop. The "cutting through action" tip Britt shared for us and Elizabeth's advice on scene change in educational videos really made me think about scene transitions in my video. After the workshop I was able to break down my script to a more specific storyboard as I had a better idea about where to change scenes. I am a little concerned about time as it is taking longer to film than I expected with all the location changes. Nonetheless, I am excited to see how my project turns out!

[cmss62]

Clare Day 8 Reflection

Reading the whole script in front of everyone definitely gave me different feelings about my script from the hosting workshop. I am actually now scared about shooting the video as I did not know 4minute 30 seconds felt this long, and I talked pretty fast. I agree with Elizabeth on the fact that I should show some implementation example and now I am struggling about how to demonstrate it so it is simple enough for the audience to understand without explaining too much detail about the coding language it self. Nonetheless, I feel much better about my script in general after everyone's feedback and I am excited to start shooting. As I am planning the shoot, I realized how I should really plan out the visuals. I am worried about how I can naturally transition into "studio/green screen" scenes from real places. I am also wondering how I should show the code implementation, should I show it on green screen? Screen cast? Just on my computer as I am at some location? This weekend will be a busy weekend.

[cmss62]

Clare’s Script

The following is a link to my script!

https://docs.google.com/document/d/1hwL70O6JBpwPNGevluQ7oO3tDFByvTNXKurfk5JqgXI/edit?usp=sharing