On Episode 587, I welcome Dr. Flux from the University of Colorado Boulder with a joint PhD in neuroscience and clinical psychology, to Teaching in Higher Ed. We explore the art of intentional and authentic video creation for layered learning in higher education. Dr. Flux shares his approach to designing educational videos that blend science, storytelling, and social media aesthetics, focusing on making content students truly want to watch. We discuss student feedback, the balance between preference and effective learning, and the challenges of adapting video strategies for both asynchronous and in-person classes. We also cover practical advice for educators starting with video, and the value of both predictability and creative spontaneity in course design.

Resources from the episode:

• Video: Education as Content, by Dr. Flux
• The Art of Gathering: How We Meet and Why it Matters, by Priya Parker
• Preferences vs. What Works, by Robert Talbert
• Song: Leave it Like it Is, by David Wilcox
• Episode 555: A Big Picture Look at AI Detection Tools with Chris Ostro
• LinkedIn: Christopher Ostro
• LinkedIn: Dr. MC Flux
• Netflix Special: Bo Burnham Inside
• DJI Osmo Mobile 7P
• Insta360 Flow Pro
• HollyLand Lark Microphones
• Games: Agency as Art, by C Thi Nguyen

Episode topics:

• Layered Learning: Blending Science, Storytelling, and Social Media
• Student Reactions to Innovative Video Approaches
• Navigating Student Preferences vs. Effective Learning
• Designing for Attention: Short, Multi-Video Strategies
• Flipped and Asynchronous Teaching Experiences
• Letting Purpose Drive Video Design
• Exploring Video Types: Lo-Fi, Hi-Fi, and Everything In-Between
• Experimenting with Video Lengths and Story Arcs
• Layering Content for Repeat Viewing and Deeper Learning
• Establishing Intimacy with Format: Vertical vs. Horizontal Video
• Embracing Authenticity and Imperfection in Educational Video

Discussion questions:

1. Dr. Flux talks about receiving overwhelmingly positive feedback, but also some negative reactions from students accustomed to traditional slides. What does this tell us about student preferences versus actual learning effectiveness?
2. The episode highlights the difference in student reactions to asynchronous versus in-person (flipped) video-based teaching. What are the challenges and opportunities of each approach?
3. Dr. Flux speaks to the importance of designing videos with intention and authenticity. What specific strategies does he use to make his video content feel authentic, and why do you think authenticity matters to students?
4. How does Dr. Flux use video length and pacing as part of his teaching strategy? What do you think are the advantages and disadvantages of “short form” versus “long form” educational videos?
5. What role does “format”—such as vertical versus horizontal aspect ratio—play in shaping the tone and intimacy of educational video content?
6. Flux and Bonni both emphasize starting small and using whatever technology is available, even if it means embracing imperfections (like reversed webcams or sneezes caught on video). How does this mindset of experimentation influence learning and creativity—both for instructors and students?

Quotable Words

Something I want to keep reflecting on from this episode is how I might better resurface videos from earlier in the semester, using Flux’s example. He shared:

A lot of students are used to rewatching things that they enjoy.

Next Week’s Episode

On the upcoming episode of Teaching in Higher Ed, Emily Donahoe helps me change up the format for the podcast as we consider: learning about grades from an “emerging failure”…

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Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”

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