In Module 3: Storytelling and Creating a Video, I was able to learn about various storytelling techniques, how to use twine, as well as how to create instructional videos!

Video and Twine Projects


I decided to choose Quantum Computing as my video topic as it is my favourite area of Computer Science!

The learning purpose of my video is to provide viewers with a basic understanding of how Quantum Computing works. I also explain why Quantum Computing is so, so exciting and applicable to our lives. Over the last few years, “Quantum” has become a bit of a buzzword. I believe that it is important to separate fact from fiction!

I applied a few of Mayer’s principles of learning in my video. I incorporated the personalization principle by not using any unnecessary jargon and by focusing on using a conversational tone. I also applied the interactivity principle by asking viewers a question at the beginning of my video. Lastly, I made sure to use the split-attention principle in my video by making sure that any visual content that I used supported my narration instead of taking away from it or overloading viewers with too much information at once.

One of the critiques that I have for my video is that the stories that I use are quite short. They are more like short analogies than complete stories. While I think they help the audience visualize topics introduced in my video, I think they could be improved upon to help further improve learning outcomes. Despite them being quite short, I found myself intuitively trying immerse my audience in Quantum Computing by showing them why the subject is interesting instead of directly telling them. I think this reflects on which storytelling techniques have impacted me throughout my degree the most. I believe that it is easier to show why some Computer Science concepts are important through immersive demonstrations and analogies than it is through full-fledged stories. This does not mean that the former are better, though! This assignment has made me wonder if I have been limiting my growth as an educator by not using more detailed stories when explaining new Computer Science concepts.

I tried to apply the learnings from my Assignment 1 feedback in my video! Instead of recording my audio in one take, I took multiple recordings for each section of my video. I also tried to not speak so quickly. I think I still need to work on this, but I did notice myself slow down a bit more while recording my audio!

While I did make some mistakes while recording my audio, I believe that it was the easiest part of the video making process for me. Having a script already made allowed me to focus on reciting my script instead of on how to explain different concepts on the spot. While it is still hard for me to listen to my own audio recordings sometimes, I think experiences like these are helping me gain more confidence!

I want to use more props next time I record a video! I have seen others use props such as donut pillows and balloons when explaining Quantum Computing. I think adding fun props to educational videos helps make the content being presented less intimidating and more fun!

My video can be found at https://vimeo.com/user210622551 !

My twine story can be seen below. I used Figjam to help show how my Twine passages are connected.

Reflection Questions

During my first lecture on Quantum Computing, the lecturer told us a story to help demonstrate to us how one of the algorithms he was using works and why it is important. I quite liked this technique as I believed it helped the class get a good grasp of why they should be learning about Quantum Computing before learning about the math behind the algorithm. This lecture made me want to pursue doing research in Quantum Computing.

I found Malcolm Gladwell’s TED talk to be quite compelling. I appreciate how he described the characters in his story. I believe that doing so allows his audience to relate more to aspects of his stories while also gaining better context of what he is describing.

When I tell stories, I like to show my audience aspects of my stories instead of telling them. I think this helps my audience immerse themselves in my stories while also drawing their own meaning from them. I also try to end my stories with a positive take or a lesson I learned from them (when appropriate)!

My script for my video is below:

Before I start talking about Quantum Computing, I want to ask you to compare two pieces of technology: cars and submarines.

Both are useful pieces of tech, but they’re not great at doing each others’ jobs. The same can be said about classical computers, which are the computers that we use today, and quantum computers
So, why are classical computers and quantum computers so different?

Classical computers and quantum computers are different because they speak different languages

Classical computers use bits to communicate. A single bit can be either a zero or a one. Bits can be visualized as a light switch that can either be on or off

Quantum computers use qubits to communicate. Unlike a bit, a qubit can be a zero and a one at the same time. qubits can be visualized as a light switch with a dimmer. It can be completely on (and have a value of one), completely off (and have a value of zero), or it can be somewhere between one and zero.

How can this be?
The value of a qubit is dictated by probabilities. For example, a qubit can be 50% zero and 50% one, or 75% zero and 25% one. There are infinitely many possible probability combinations, the only criterion is that a qubit’s probabilities must sum up to 100%. Qubits that are not 100% guaranteed to be either zero or one are said to be in superposition. Superposition is what allows quantum computers to work their magic

Qubits can be extremely powerful. Their superposition allow us to quickly solve problems that either take a long long time or are impossible with regular bits.

Unfortunately qubits in superposition are extremely finicky. In order for a qubit to be in superposition, it must be super super cold. This is why quantum computers have such huge fridges. If a qubit gets a little too warm, it may stop being in superposition, meaning that it will take a value of one or zero. This process is called decoherence. Qubits can also experience decoherence if they’re not given any instructions for a long period of time or if another qubit near them disrupts them.

Researchers are working hard to create techniques that help prevent and eliminate decoherence. The quantum computers we have today are known as Noisy Intermediate Scale Quantum computers, also known as NISQ computers. This means that we have to expect and account for decoherence when working with these computers.

So, if quantum computers are only semi-reliable, what can they actually do?

Quantum chemistry is currently one of the most promising fields that involves quantum computing. With classical computers, only compounds with only up to 15 atoms can be simulated. Thanks to the computational power of quantum computers, this limit can be surpassed, which will help with the invention of better drugs

Quantum machine learning is also a hot topic. Powerful AI models such as ChatGPT currently only use classical computing power. Imagine how much more powerful and efficient ChatGPtT could be if at least part of its AI brain was quantum.

Lastly, quantum computers can help us deal with optimization questions such as what is the most optimal way for factory machines to work in tandem as well as various complex traffic and mapping problems? These problems may not seem too difficult, but they can get hairy pretty quickly, which causes classical computers to stumble

Thank you for watching my presentation!