![]() ![]() I do this on a weekend morning every couple of weeks. The recording is pretty simple and quick on my mobile phone. Topics include: interviewing for jobs, publishing, science communication and lab operations. I enjoy the process: thinking of ideas, learning about specific research skills, taking notes for scripts, recording (I usually do this in batches of three videos), editing, and then designing thumbnails and writing descriptions and tags.Ĭollection: Science communicationThe preparation happens on a casual basis - I note down points as I think of them, often in response to events or conversations in the lab, because the videos deal with all aspects of academic life. The answer is that video producing is now my hobby. ![]() I now have more than 100 YouTube videos and I am often asked how I find the time to produce this content alongside running a research lab of more than 40 people. In these videos I give advice for PhD students, postdocs and group leaders on how to navigate the various challenges that academia presents. I then started producing weekly videos for my YouTube channel, called Life in Academia, and, more recently, for TikTok. ![]() One lockdown evening after I finished recording a lecture for my soil-ecology course, I recorded myself talking about some of the research we do in my lab. When that was declared in March 2020, we were all forced, overnight, to become acquainted with video-calling and editing software for university teaching. I wasn’t used to having a video camera pointed at me when the studio lights came on, I excused myself and caught my breath in the bathroom before stepping back in front of the lens. ![]() When my university asked me to record an information video for prospective students of its biodiversity master’s programme, I was nervous. ![]()
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