grandisleclass_klmckeeThis website is designed to encourage and inform students, teachers, scientists, and other science professionals who are interested in using video to convey information about themselves, their work, or a topic of interest. Here you will find video tutorials, tips, reviews, and other information that will help you plan, shoot, edit, and publish effective and professional-looking videos.

Videography skills will become increasingly important for the scientist of the future to keep pace with the rapid changes in communications technology and electronic publishing. As demand for more accessible and engaging science information increases and as competition for science jobs, research funding, and space in journals becomes more intense, those scientists with multimedia skills such as videography will be at a distinct advantage. 21st century consumers of scientific information, both technical and non-technical, will expect media-rich content, and science educators and researchers must be prepared to provide it.

Learn How to Create a Video

screenshot_iphoneWatch tutorials to learn, step-by-step, how to design and make a video to demonstrate a new method, produce an online lesson, record a screen presentation, and create other communication products. Tap the image to the left to see a tutorial showing how to shoot and edit a video with a smartphone. For more tutorials, see this list by category (or select Tutorials in the Navigation bar).

Now Available: The Scientist Videographer eBookThe Scientist Videographer Book

This ebook is a detailed how-to for scientists, science educators, and students who wish to make their own videos. This electronic guidebook was created with a new authoring platform to combine text, video, and other interactive content to facilitate learning. This ebook shows how to plan, shoot, edit, and publish an effective and professional-looking science video to demonstrate a new method, record an online lesson or lecture, create supplemental online material for a journal article, produce a virtual tour of a laboratory or experimental facility, to raise online visibility—and many other uses.

Tap here to see the media trailer. Read more about the book on this page (or select eBook in the top navigation bar).

Who Is The Scientist Videographer?

cameraoperator_cartoon_klmckeeI am a research scientist who has discovered the value of having videography skills in my communication toolbox—which in the future will be just as important as writing and oral presentation skills are now for a successful science career. I’ve found that video has not only expanded my abilities to explain and share my science with others, it has benefited my career in ways I never dreamed possible. To learn more about what led me to acquire videography skills and why I think it will be a critical communication skill for the scientist of the 21st century, check out my About page. See the links in Other Science Contributions for more information about me and my research.

My Science Videos

Mississippi River Flood of 2011

Public domain image (U.S. Geological Survey)

In addition to science videography tutorials, I have produced and published several peer-reviewed science videos as well as a number of other videos on various science and science-career topics. I provide links to those videos on My Science Videos page to show how someone with no formal training in videography, media, or science communication can produce effective videos to convey a science message. I made my first science video in 2008 and have since published about 80 videos (including tutorials).

If I can do it, so can you.

The Scientist Videographer Blog

For more information, tips, video reviews and general musings about science communication, go to my blog. Here you will find additional material and links to video tutorials and other instructional information. See recent posts below or select Blog in the Navigation bar.

mangroves_K.L. McKee

Recent Posts

Video-Making Workshop at SE Climate Science Center

IMG_1714Last week, I taught a video-making workshop on the North Carolina State University campus hosted by the Southeast Climate Science Center (US Dept. of Interior). The workshop was held in the James B. Hunt, Jr. Library (photo at left) a fantastic facility for a video workshop as you’ll see in a moment. I was invited to teach the workshop by Jerry McMahon, Director of SE CSC, and logistics were arranged by Aranzazu Lascurain, Program Coordinator for SE CSC.

The 1.5 day workshop was a combination of lecture, discussion, and hands-on exercises. The goal was to demystify the video-making process and teach the basics of planning, shooting, editing, and publishing a video. There were about twenty participants (students, faculty, and staff) who each came with an idea for a video that they would develop during the workshop. I provided some background and basic information about each phase of the video-making process, and then participants would practice using their individual video projects. Participants used mobile devices (phones, tablets) to film and edit, and the library provided iPads and iPad minis for those without them. We also periodically watched examples of science videos and discussed the pros and cons of each.

The first day of the workshop was held in the “Creativity Studio”—a high-tech “white-box” IMG_1719space for teaching, learning, and collaboration and features high-definition projectors and movable/writable walls. At left is a photo of workshop participants during the video planning exercise.

After lunch, we covered filming, and participants set off in pairs to shoot footage. The idea was to take turns filming and being filmed on camera. One group took advantage of the library location and interviewed people about how scientists could be better communicators.

IMG_1704On the second day of the workshop, we moved to the Teaching and Visualization Lab, a “black-box” space that offers 270-degree immersive projection on three walls for a total of 80 linear feet of display surface (see photo at right). We covered movie editing and publishing and reviewed some of the participants’ video projects.

I was impressed with the variety of ideas and approaches that the participants employed in their video projects. It was an intense teaching and learning experience for me, but I was pleased with how well everything went. There were a few technical glitches, but we managed in spite of them. And everyone seemed to have fun and to enjoy the video-making process.

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