Recorded lectures have rapidly gained momentum in teaching and learning, whether online or "offline" in traditional face-to-face classrooms. We appreciate the remarkable accessibility and flexibility brought by recorded lectures, but we must ponder its adequacy and effectiveness. After all, a YouTube recording is different from a live concert; and video watching cannot substitute active learning. Recording absorption does not necessarily mean critical thinking and conceptual understanding. Using the tools for producing and sharing interactive video lessons or by strategic design, passive video watching can be readily transformed into active learning experiences.