YouTuber VS Professor
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- Опубліковано 11 кві 2023
- Check out my MATH MERCH line in collaboration with Beautiful Equations
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COURSE PLAYLISTS:
►DISCRETE MATH: • Discrete Math (Full Co...
►LINEAR ALGEBRA: • Linear Algebra (Full C...
►CALCULUS I: • Calculus I (Limits, De...
► CALCULUS II: • Calculus II (Integrati...
►MULTIVARIABLE CALCULUS (Calc III): • Calculus III: Multivar...
►VECTOR CALCULUS (Calc IV) • Calculus IV: Vector Ca...
►DIFFERENTIAL EQUATIONS: • Ordinary Differential ...
►LAPLACE TRANSFORM: • Laplace Transforms and...
►GAME THEORY: • Game Theory
OTHER PLAYLISTS:
► Learning Math Series
• 5 Tips To Make Math Pr...
►Cool Math Series:
• Cool Math Series
BECOME A MEMBER:
►Join: / @drtrefor
MATH BOOKS I LOVE (affilliate link):
► www.amazon.com/shop/treforbazett
SOCIALS:
►Twitter (math based): / treforbazett
►Instagram (photography based): / treforphotography
This video kinda confirms I really have one of the nicest comment sections on UA-cam. I thought comment sections were supposed to be toxic lol. Because one of the points I made in the video was how UA-cam has huge breadth compared to my in person classes, but much smaller depth because the impact per person is smaller compared to someone part of my entire semester long class. But then so many of you are (rather nicely) disagreeing in a way, leaving thoughtful comments about how big that impact nevertheless is, which is really nice to hear. Part of the weirdness of UA-cam is that it is often unilateral, with me putting stuff out there and other than the comment section not getting to see directly the impact it really has on most of you where in class I can see that student who is always in my office hours go on and get that A they worked for or whatever. Anyways, thank you for all the nice comments!
What program do you use for your illustrations. I’m a geometry professor and I’d like to use interactive lessons on the length, area and volumes of standard shapes. I like having them create shapes through geometric construction but I noticed auditory learners learn less effectively.
I agree to everything that you have said, sir.
I am a fellow math professor and wanted to let you know you have an impact that you haven't directly mentioned. I use your content frequently in my classes; more of the class playlists than the one off videos though. You have hundreds of my students, and probably thousands of others, who benefit from your material who are in a traditional math classroom. You may not know them, but they know you well! You have made it possible for me to include more active learning in my "flipped" classes. Thanks!!
Thanks for sharing that, I always like to hear when other profs find my work useful enough to include in their classes!
As a current math student, you have done so much for my career that I will never be able to say thank you enough for what you do! As someone who has used your videos as a supplement to pass Cal A, B, C, and linear algebra and is now moving into discrete math and real analysis, I never thought I would be here.
I failed most of my math classes in high school and now I’m well on my way to being an actuary after almost despising math. I was always taught the shut up and compute it math. But you made me see the actual beauty in math and the reasons for why we do these things. You and Gilbert Strang are the reasons for my true life passion of mathematics and statistics.
I will say though that your videos are no replacement for hard time doing problems. I take notes on them and use them for reference for homework. This is what they are invaluable for. Anytime someone asks for advice I send them your way and make sure they know to take it slow.
But the role you fill is replacing the absolutely terrible teachers/professors that are just absolutely lazy with their presentations and don’t take the time like you do.
Your videos have been an absolute life saver and why I’m where I’m at today. In fact I wish you would push more advanced topics into real analysis, measure theory, and stochastic calculus.
Maybe separating the channel into two channels may be appropriate. One for the casual math enjoyer/hobbyists where you can care about views only. And another for the professional mathematician that relies on you as a learning supplement and will allow you to teach more niche and advanced math subjects like your course playlists for those that are past calculus and linear.
I hope this is as helpful as you have been for me. Thank you again for everything you do and keep up the amazing work!
There is much that is already said but I will say these two things: 1) many who are watching UA-cam videos are either self studying, in class rooms looking for understanding of their lectures, or those that are wanting more information to a topic. Think of the theorems that are presented as exercises or problems at the end of the chapter. They are introduced to show understanding and quite often are required to expand the topic for a fuller understanding of the chapter. In lecture you are now available to tailor your lecture to answer questions that are presented by students. As a UA-camr you are anticipating problems or creating new UA-cam videos based on the responses from another video. In either case the role is the same but the feedback loop to help students is quite different. In a classroom you have other students to discuss the topic (I think a discord would be most helpful but most comments sections are toxic) and the professor to interact with. UA-cam provides a longer approach to satisfy the needs but they are more permanent in the long run for those that have the same question. 2) the depth you go in is more fitted to the audience online by comments as opposed to classroom where the classroom structure is more or less the same every semester since there is a required competency for the completion of the class. The goal of each video is to be self-contained but most lectures are a continued discussion about the topic. My two cents.
As a college professor myself, I share a lot of your concerns regarding video content. I teach business analytics courses (regression, forecasting, optimization and Monte Carlo simulation) to graduate students. Since the pandemic my students expect that all lecture content will be available by video, but when I have checked the viewing statistics I find that on average less than 10% of the class ever watches them. When I had to miss one week of class recently, I posted the week's lecture online and asked the students to view them during the class meeting time when I knew they would have free time. Out of 23 students, only 5 watched the videos, and only 3 watched for more than 5 minutes. I know that my videos are not as good as yours, but we have a serious problem with online education if we expect students to learn the material by watching videos and apply what they learned to solve problems.
Your students are very lucky to have you as a professor! I started college as a CS major, but recently decided that I would double major in Math as your videos made me fall in love with the subject.
Actually prof , you don't know how much impact you have made , imagine I live in Jordan- middle east - And I learnt so much mathematics from you , also another good part is for self - study math like me😁 I downloaded a math books and watched your videos , and now I learn math more than a lot of math student. So at the end I am so grateful for you. Thank You So Much ❤
Really appreciate that!
@@DrTrefor I think all we need is some kind of practice books that can really kind of test the skills/theories that can put our understanding to a test/challenge.I myself has struggled really bad to find practice problems on various playlists of yours. It would be great if you could provide some sort of pdf links to the practice problems of any given video either under the comment section or in the description of the video.
There are obviously metrics both for your success as a professor and as a youtuber - but they aren't on a common scale.
They definitely feel like different axes (not orthogonal!).
I did a maths degree and had the luxury of having 4 years as a student - now I am retired but couldn't imagine finding that many hours a week on one subject area, so I am a different maths consumer and very grateful that you and youtube are available (and free).
Honestly, I found you because I was looking for information on non-Euclidean geometry broken down into small bits that I can digest. Plus, you've done LaTeX tutorials and your donut/coffee cup shirt caught my eye. If I can get videos explaining weird math to me, I'm always happy. I'd like to see something on manifold surgery, honestly. I'm not quite understanding the concept. I sometimes need something completely theoretical broken down into something less like pudding and more like crunchy potato chips. If my brain can't sink its "teeth" into a topic, I'm going to have a hard time understanding the material. You make things easier to understand. I appreciate that. I only follow a few math people on here because my attention span can be short. Long-winded lectures are great sometimes, but flashy visualizations sometimes teach me more than an entire semester with a professor in a class on a subject.
was really lucky to attend professor's linear algebra course back to 2016 at UofT and enjoy exciting opportunities to keep learning from professor on UA-cam even after graduation! Really appreciate great new courses on UA-cam which help us keep learning, understanding in many new subjects like robot inverse kinetics matrix or curved architectural surface construction differential geometry or simply help refreshing old college knowledge by reviewing those elegant and effective short videos!
Really interesting to hear your thoughts on this! I agree, youtube is ideal for showing people some cool things to hopefully convince them that math is interesting, but it can’t be a substitute for the actual process of learning math. I like what 3b1b said in his Alice and Bob problem solving video; it’s good we’ve gone through and picked out all the “gems” (Alice-style solutions) that we can showcase, and indeed those are the types of insights and unexpected connections that advance the field, but the road to attaining those skills is paved with Bob-style drills which are much less suited for the youtube format.
Very interesting to hear both sides of your experiences. I have had similar concerns with students watching videos and being convinced they understand the topics, simply because of well-produced videos. But nothing really beats the in-person explanations and students actively working on solving problems by themselves. I think that your UA-cam videos are very helpful in sparking a genuine interest in mathematics for people who may not otherwise have considered it an interesting topic.
I think another consideration on the difference between youtube and class is where the value for the audience lies. I’m sure a lot of mathematics students watch your videos, but for me (and many more) the thing I take away is not nessaccarily a mathematical tool but a way to look at the world. After watching your videos on line integrals I started seeing them in so many real world shapes (such as bike wheels, bicycle frames, altitude plots for planned hikes, pots/vases, …) and although I never actually did a line integral myself I still think about them regularly in a very positive everyday kind of way (hope that makes sense).
Your ode series really helped me a lot, love your energy as well
I have actually been a student in a couple of your classes before at Uvic most recently was math 200, your lectures are super awesome and help show a lot of the the intuition or ideas behind certain topics and provided great guidance in office hours. The math classes I took with you were some of my highest performing classes and you left a big impact on my classmates as well I hope you never stop teaching in a lecture hall
You are my favourite Math Prof on YT along with Prof Leonard. Oh and Mike Penn
Hey doc, I think you've nailed it, I think the best way to learn is through practice and actively solving problems. The classes i loved the most were always in the flipped class format and i think the combination from super well made videos like yours that breaks down theorems and gives you the intuition + many in person classes of crushing problems down and reviewing them with the teacher is the absolute best way to learn imo. Thanks for your videos i've been watching them before my lectures and it's been helping so much !!!!
0:48 god damn these are some quality photos 🤣
Keep up the great work man - from how much I am learning just from these videos I can tell you're phenomenal at both being a UA-camr and a Professor. Your passion is unmatched for sure :)
haha it was actually super awkward when a photographer came to my class one day:D
@@DrTrefor it’s ok professor, don’t be shy, you look great in the pictures haha
You deserve all the positive comments !! Your content is amazing and has genuinely helped foster my love of math
Wow, thank you!
I'm in calc 2 and believe me, your videos definitely have helped! I really appreciate the effort you put in, it makes these difficult subjects (at least for me) really click. Thanks a lot!
Thank you sir. Timing-wise, the stressful part of spring semester might also impact views.
It is great for viewership and learning when mathematical problems are well-motivated. Familiar problems will naturally be well-motivated to a casual audience. However, if the content is too challenging or too unfamiliar you naturally lose a portion of the casual audience due to their lack of time and/or motivation. The casual audience will be facing more of an uphill battle to learn the material, requiring more time and energy than they are willing to spend. In my opinion, the loss of the casual audience is definitely a price worth paying if you're passionate about the topic and are proud of the video. There is still a wide benefit to invested viewers (mathematicians and the like) who will see the videos are well-organized, comprehensive, and easy to search for. As a casual observer, one idea I have might be to start the video with some prerequisites the audience should be familiar with to understand the topic as well as where they can go to learn more (you can even point to your own prior content). If people feel they understand the scope of the video at the beginning, they may more readily commit to the rest of the video. Maybe you're already doing that I don't know.
I really love the way you make difficult topics easy.
Great video, ppreciate the insight! Your videos have been helpful in my academic journey. I appreciate all that you do, Keep up the good work!
I'm so glad that I've found your channel. You're an excellent tutor!
Interesting. I didn’t see an announcement for the Wallpaper group video you mentioned. But now that you mentioned it!…thanks! I’ll check it out!
I know you get so many comments but your videos are unbelievably polished and your videos are great for understanding concepts. I've watched dozens of your videos as I watch them alongside my other learning resources over the course of each semester. Thanks man!
Thank you so much, really appreciate that!
As a math tutor, your videos have been very useful for my own learning journey. Thank you so much, and looking forward to more videos.
About 50 years ago I was a really really weak grad student in math. I knew I liked it, I wasn't afraid of abstraction, and I understood proofs. I survived because I had a good memory, but failed when any kind of originality or creativity was required.
I enjoy your channel (and several other math channels) because I get to make connections that should have been obvious fifty years ago. ("Ah, so the roots of a polynomial relate to a permutation group. Wow. And the groups of permutations on five or more things is qualitatively different than groups on four or fewer things. Wow^2.")
But I'm pretty sure that I'm an outlier among your viewers. Don't change what you're doing on my account.
Perhaps I'm in the minority, but I watched your Bernoulli integral video within the first day, while I added the wallpaper video to one of my many "To Watch..." lists because of its greater length (~20 minutes versus 10). I tend to queue up longer videos and then periodically watch them in batches. That may also impact your video analytics.
In any case, your videos are always interesting and informative, which is why I'm subscribed to your channel. Thank you! 👍👍
Great topic Professor!
I think you are ultra cool! I wish I had a math professor like you. I had a lot of mean, strict ones. "I do not drop your worst grade and no extra credit" and meant every word. Than again I did as much math classes online as possible which is NOT recommended. It enabled me to work for a living and go to school. The exams were strictly proctored--scratch paper provided, and scientific calculator given by the proctors, and watched like a hawk. If I did not take any online preparatory classes I would have miserably failed. I still had to spend multiple hours on homework each day.
Its so interesting how the algorithm did not promote the symmetry vid. It was so good
Please dont get discouraged by the random view count. That video was an amazing experience.
Your students are so lucky to have you, if I had a prof like you I'd be so good at math, I'm good but not so good
I am teaching math and use your videos in my Calculus classes as well as Differential Equations. I find most of them deeper than some other YT videos and appreciate your work very much . My only concern is that sometimes visual effects may replace the depth of the concept , which seems to be a sign of modern times . But I would appreciate less visual effect and more reasoning in depth, more proofs . Way too often math teaching is replaced by teaching how to press the buttons or write a set of computer commands to reach the desirable affect. To me teaching math is more about reasoning and critical thinking, because those skills is what most students need the most in their lives. I am always waiting for your new videos. Thank you for all your work!
Your videos are well polished helped me save a lot of time understanding. It is true that problem solving is necessary but we as student don't always have kind of time because university mathematics sometimes takes me days to get an answer. I hope you will keep doing great job :)
I find both your classes and your videos to be engaging but I also find your videos sometimes miss out on some important context to the class. That said, the combination makes learning calculus a whole lot easier and more enjoyable. The videos are great for filling in the gaps before the coffee kicks in during those 8:30 classes and the examples are life savers for finishing homework problems. I will now go watch your symmetry video to procrastinate studying for exams!
I used mymathlab quite a bit, and I thought it great because it used a lot of animation to explain how to do things. I think most professors use mymathlab for online math classes.
As an engineering Professor, I believe plenty of materials presented in your channel is usefull for engineering students as well. many engineering students follow your channel and enjoy the way you present complicated subjects as easy as possible. Well done prof! 👍
That's a very interesting topic, especially for someone like me who both teaches at University level and does online educational content!
🎓🌐
Most of my content is in the form of written articles, and I see how different they are compared to the lectures I give. But I think they serve two different purposes and audiences. There is a lot of value in both approaches, and I often suggest my students to rely on both type of content. Also, I find there is a BIG difference between actual educational content (= "let's learn X"), and content that leans more towards the entertainment side (= "did you know X?"). For instance, many Maths videos on UA-cam makes me FEEL like I have learnt something, but I would not be able to re-do any of the things they do.
What I think makes the biggest impact is, in my opinion, the fact that nice entertaining educational videos can help getting passionate about topics that are often taught in a very dry way. They rarely teach, but they often inspire. Which is why more impactful.
But I totally agree that stories are connections are super helpful! Also, I try as much as I can to integrate videos and examples that are connected to the real world. Sometimes, when covering highly theoretical topics, it is very easy to forget WHY we are doing that in the first place.
Making videos related to science, especially mathematics, which is presented visually is not an easy thing, it is still difficult, and rightly so. This channel really inspires many people and many other creators. Btw, congrats on hitting a great milestone. Stay creative and always be creative,
The elephant in the room is the “desperate chase for increased page views”
Many UA-camrs use language like nice, insane, ridiculous, etc chasing after ad revenue at the expense of lucid exposition.
I believe that the reason why the integral video outperformed the wallpaper group video might have been mostly due to the title - short sentence talking about how crazy something is, and I believe that if you titled the wallpaper group video in a simmilar way, it probably would have done better in terms of views.
Either way, love your videos and I would know way less math if it wasnt for the playlists that you have on your channel, so thanks a lot
Ha, you might be right. I tried a few permutations of the title actually, but ya
Hi Trefor! Love your content! Think about this... Imagine the Wallpaper Group video is one lecture, inside a full semester course in Group Theory you could possibly teach in your university. Given the average size of the classes you teach and assuming the course is offered once per year, how many years would it take to give this very lecture to 4500 students? I suppose many decades haha! Man, the video may have underperformed by UA-cam standards, but still that's a lot of people who benefited from that content. I think framing your videos as "lectures", that could be otherwise be given in person, puts you in a better mindset to evaluate your own work. Keep rocking, you're my top "teacher style" math youtuber!
ya fair point!
😄im thankful & grateful to have found ur channel professor , u made learning fun ! 😄
Thanks! 😃
PatrickJMT was my go to for calculus learning. My calculus class was 3 hours and during the span of that time we only covered 2 problems because the professor thought it would be a great idea to do a problem that takes up 6 white boards. I always hated when he would ask the class which part of the problem they could do and when the person does it the professor ask the student to explain what they did and that student does a horrible job at explaining it. They could do it but cant explain what they did for shit which leads to the time they spent explaining it a waste of time. JMT starts at the foundation and works his way up to more complex problems. You don't start a math class at an 11 especially advanced courses.
Hi I'm from India.
Your work in video is brilliant.
As students of higher mathematics I found your video very useful.
Thanks Sir. ❤
UA-cam viewers actually want to learn about math stuff, and aren't just there to fill a course requirement for graduation.
Man I once did that 'watch every video in a single day' thing. NEVER AGAIN!
Greetings from India. I really appreciate the way you teach.. all doubts are automatically cleared. I am a PhD student in area and am trying to understand Inverse Laplace Carson Transform. It would really helpful for me for my PhD...
So UA-cam metrics are like student feedback during the tenure process.
Are you planning a new math series?
Trev (f), as a seasoned UTube provesional, can you do a video explaining why YT'ers constantly head bob, gesticulate, and over enunciate? I know that sounds like snarky trolling, but I =am= legitimately curious, and I feel like you are one of the few creators who might actually try to give it a fair answer. p.s. i like more than half your videos more than twice as much as average, signed Bilbo Proudbottle
Ha, well I don't know about anyone else but I think my "UA-cam voice" and "Professor voice" are fairly similar? I think there might be a bit of people thinking that being animated correlates with being more engaging.
I would've applied to Toronto if I knew
I would like to know if and how you use your UA-cam videos as part of the classroom experience?
I find your videos make me want to go learn how to execute on some level. These days, that mostly means getting Mathematica or some other software to do it for me ... very occasionally I actually do a little old fashioned pen and paper math, but usually only for trivial cases.
Anyway, I'd be interested in that, and more specifically on how the two media interrelate and influence each other.
I used them a lot in the online era, and I sometimes use them after in flipped classroom styles where students watch videos before class and then do more activities during class.
@@DrTrefor
Very cool. Thanks for the reply!
3:43
Suggestion.
have you considered experimenting with posting whole lectures for an entire clas like MIT/Stanford and many other reputable universities are doing ?
More in depth.
Less editing. (TA's can do all the work including review the content for accuracy and producing erratas.)
Perhaps on a separate channel ?
I thought if this for the pandemic, but I always worried there is a cost to my students less willing to ask questions and engage knowing they are in camera for the world. And the quality sucked even if I edited all those out.
8:29
I for one object to the comparison of the class room as a medium.
Yes, the class room is a stage.
Yes, one is performing in that class room.
I cringe at the ease of comparison between youtube and the classroom in the same sentence.
Sir, I wish you as my PhD guide, from India❤
I have a math youtube channel too. It is very small but I have great impact on my viewers.
Yup! Super helpful and i definitely recommend it
Yeah! It has definitely helped a lot of people who watched his videos, including me. I would definitely recommend it if you would like help in math!
why anybody should make any impact?
I think you're trying to compare apples and oranges. With that said, they are equally appealing when mixed like a fruit salad. Bon Appétit.
First comment proffesor. You really made me visualise mathematics. With lots of love and respect ❤
Glad to hear that!
well hello you are indeed the first!
6:30
Hmmm ....
I sense there might be couch trips to a therapist in your future if this internal argument is not resolved .....
:D
Only a person like yourself who has laid on that shrink’s couch multiple times would know.
im out , i understand simple math.
I like you so much and your work help me so much to understand math easily.