CERF Workshop a Big Success

This past week I taught a one-day workshop (Beginning Videography for Science Professionals) at the biennial conference of the Coastal and Estuarine Research Federation in Portland, Oregon. I got a lot of great feedback from workshop participants who spent the day learning how to plan, shoot, and edit a video to deliver a science message. Each participant worked on an individual video project as we went through the practice exercises. At the end of the day, we watched everyone’s “rough cuts”, although some were not that “rough”. I had a wonderful time seeing participants get excited about the possibilities of using video in their research and outreach activities. Also, I’ve already been approached by CERF organizers to teach the workshop again.

Here are a few scenes from the workshop:

 

eBook Now Available in iBookstore

The Scientist Videographer BookI’m thrilled to announce that The Scientist Videographer eBook is now available in the iTunes Store for $14.99. If you are interested in expanding your communication toolbox to include video, then this is the book for you. In this electronic guidebook, you will learn how to plan, shoot, edit, and publish a professional and effective science video.

For more information, see the book’s media trailer or check out the eBook page on this website.

Note that this eBook is designed to be read on an iPad. Although it can also be downloaded to a Mac computer (running OSX10.9 and with iBooks 1.0 or higher), some of the interactive content may not work. Future editions will be available for other reading devices—stay tuned.

New Gear for the Solo Science Videographer

I’ve just gotten some new gear to assist with making solo science videos with a Smartphone….for those times when you don’t have anyone to help you. In the following video, I introduce some accessories (microphone, cable, monopod) that will facilitate filming alone with your Smartphone and will also make your videos look and sound much better.

If you like the tip, please leave a comment!

Links to where you can purchase this equipment are given below the video.

The microphone you will need:

Edutige EIM-003 i-Microphone

The cable you will need:

Smartline (ESL-001) Extension Cable

The monopod you will need:

iStabilizer ISTMP01 Smartphone Monopod

 

How to Create a Science Video with your iPhone

Scientists and students:  How much time would you invest to learn how to produce an informative and effective science video, requiring only an iPhone or other Smartphone that shoots video? In this new 15 minute tutorial, you can learn how to plan, shoot, edit, and share a professional-looking video that describes a research project, an important science topic or research finding, or a new method.

Such videos can then be used to meet the Broader Impacts criterion of the National Science Foundation or other funding agency, as supplemental online information for your journal publications, or just to enhance your website and show off your work.

All you need is an iPhone or other Smartphone that shoots video and supports the necessary software to edit the footage. Note that this tutorial is different from the one I previously posted, which used the Videolicious app. In this tutorial, I use the iMovie app for the iPhone (download from the App Store) and briefly show how to navigate the program to create a movie project.

Check it out:

There are other movie-editing apps and, of course, professional editing software that provide more bells and whistles, but these take more time to learn and are more expensive. The iMovie app for the iPhone is designed to use video shot with the iPhone, but you can also import media shot with a camcorder or digital camera (I use iTunes to transfer files from iPhoto to my iPhone camera roll). You will also notice that I included some animations that I created with PowerPoint and Photoshop, exported as movies, and uploaded to my iPhone. See previous tutorials for more information about doing animations in Powerpoint here and here.

Even though most of my videos are shot with a camcorder and edited on my computer with professional software, I increasingly find it easy and convenient to use my iPhone to capture video on the go and to quickly edit the footage and upload to a video-sharing site. As the cameras on these smartphones have improved, the quality of the images has gotten better and better. There has even been a full-length movie shot with a Smartphone (Nokia): go here to see the trailer and behind-the-scenes footage.

I hope you find this tutorial helpful and inspires you to use your iPhone or Smartphone to produce videos about your science projects.

How Not To Make A Science Video

As we know, explaining complicated science concepts and implications of research findings in a way that is understandable, interesting, and entertaining to diverse audiences is not easy. One of the important science issues of the day, which decision-makers and the general public need to understand, is climate change. Several organizations, such as RealClimate, have attempted to communicate climate science via their websites, blogs, and other media.

This past spring (2012), the World Resources Institute (WRI), supported by google.org, ran a survey to find out which type of video format (“webcam”, “conversation”, and “whiteboard”) worked best for scientists to get across some complex information about climate change. Three scientists, Paul Higgins (American Meteorological Society), Brian Helmuth (University of South Carolina), and Andy Dessler (Texas A&M), were recruited for the project. For the “webcam” version, all three scientists filmed their own videos. The “conversation” version was composed of a slideshow with the scientists’ voiceover. The “whiteboard” videos were filmed at the WRI’s offices, where each scientist conducted their talk using a whiteboard to illustrate their points.

You can see all the videos here, but I’ve inserted three below (by Paul Higgins) so you can see how well (or not) they worked. Then, about 1500 people voted on which ones that most effectively communicated the science topic.

As you can see, none is very effective at communicating the science of climate change. And that’s not just my opinion. If you read the review comments, you see that a number of viewers thought the videos failed to engage. One commenter suggested, tongue-in-cheek, that the bad videos were a ploy to get donations to make more professional videos about climate change (give us money or we’ll use these videos to communicate climate science to the public!). I actually had similar thoughts upon viewing these awkward and very dull presentations.

Also like the above commenter, I am not trying to disparage the scientists who participated in this project. They were given poor options of bad, bad, and worse, so no wonder they did not do well. Few of us could do better, given these three choices. The videos done by Dr. Helmuth were marginally better because he seems to be a bit less “stuck in his head” than Dr. Higgins; also, his topic (climate change effects on sea stars) is a bit more accessible to the average person than the carbon cycle. If you are a scientist and your topic deals with more abstract concepts, then you will have to work harder than someone who studies charismatic organisms or ecosystems, e.g., the Giant Panda or coral reefs.

Much better videos about climate change have been produced by Peter Sinclair (Climate Crock of the Week), which are usually well-done, include data from peer-reviewed publications as well as interviews with real scientists explaining their work and clips from the media and movies that add some humor and entertainment to the topic. Even the ones he’s done that are mostly composed of interviews with scientists are more engaging than the WRI videos. The most recent such video shot at the 2012 American Geophysical Union conference, even features one of the WRI scientists, Dr. Andrew Dressler, who comes across much better in this off-the-cuff interview than in the WRI videos.

Note how Sinclair inter-cuts footage, images, and graphics to supplement and support what the interviewees are saying. Not as well done as some of his other videos but the video has a spontaneous, unrehearsed feel to it, and most of the scientists sound sincere and natural in their comments.

I was additionally annoyed by the fact that the scientists selected for the WRI exercise were all older white males. I mean, really, couldn’t they find one female or minority to record a set of videos? If you are trying to reach a diverse audience, you need to show scientists to whom viewers can relate. A perfect example is the video of Katharine Hayhoe (a real climate scientist) answering 10 questions about her work and her religious beliefs:

Now, Dr. Hayhoe’s video was not designed to explain climate science or research findings and is not directly comparable to the WRI videos in that aspect. My point in showing it, however, is to emphasize how important it is for the scientist to be engaging and believable (as opposed to being preachy or appearing to have an agenda)….if you are going to do a “talking heads” type of video. Also, having a scientist with whom your target audience can relate (young or religious people, for example) is key to effectively communicating your message.

The intended audience of Dr. Hayhoe’s video was clearly people with strong religious beliefs and who’ve been targeted by the climate science misinformation campaign. The WRI videos are less clear about their target audience and appear to suffer from the common problem of the scientist failing to understand their audience (or expecting the audience to educate themselves so that they can understand the video topic). Most scientists think that facts, facts, and more facts are what is convincing to non-scientists, when the reverse is more often the case. Note how the video with Dr. Hayhoe focused on her beliefs, emotions, and humor….all effective in reaching the viewer at more than just an intellectual level. The scientists in the WRI videos appear to be robotic by comparison. Only after the viewer has come to “know” and “like” Dr. Hayhoe does the video ask and have her answer the key question: Is climate change real and are humans causing it?

If you must have a senior scientist explaining the main points, then have segments showing younger scientists or students working in the lab or field or, better yet, explaining their interest in the topic and why they’ve chosen to work on it. This approach will at least have some person with whom the younger or non-scientist viewer can relate. Unless you’re a TED-worthy speaker, capable of entrancing an audience by talking about incredible ideas or innovations, then you can’t do a video with just you talking.

The WRI videos followed few of the guidelines we’ve been discussing on this site, whereas the one with Katharine Hayhoe did, especially in terms of reaching an audience at an emotional level. In future posts, I’ll do a more in-depth assessment of these videos and why they did or did not work well.

Finally, it seemed that the idea for the WRI videos was to survey formats that scientists, with their apparent lack of videography skills, might use. Well, if these are the only options, scientists just shouldn’t bother and leave the filmmaking to professionals. However, as I’ve tried to demonstrate with this blog, most scientists can learn enough basics about filming and editing to create very effective videos.