I am extremely proud of what we do as a part of our Master’s in Ed Tech (MAET) program. It is a unique program and over the years we have worked hard to make it a multi-faceted and unique experience for your students. Over the next few weeks I (with some help from doctoral student Laura Terry) will be posting examples of the excellent work our students do in this program. (See here for the first post about representing educational tensions with photography.)
The design of our program is very carefully thought through—driven both by powerful theoretical ideas grounded in the pragmatics of teaching and learning. Just this week I found out that a paper we had written about the kinds of activities we do in the MAET program just got published. If you are interested in teacher education and teacher professional development or specifically in the MAET program please check out: Read the rest of this entry »
Steve Jobs retired as CEO of Apple this past week. The Wall Street Journal marked this event by creatingSteve Job’s Best Quotes compendium. There are all worth reading – but a couple stood out for their connection to this course.
Creativity is just connecting things. When you ask creative people how they did something… It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and synthesize new things. And the reason they were able to do that was that they’ve had more experiences or they have thought more about their experiences than other people. [Playboy, Feb. 1, 1985] Read the rest of this entry »
Many years ago I got bitten by the Ambigram bug and before I knew it I had created hundreds! This was of course long before Dan Brown and Angels and Demons made ambigrams wildly popular. It has been fun to see what was once a fringe activity take on a wider popularity. There was a time that I could actually count the number of ambigram artists on the fingers of my hand, and, in fact, most of us knew each other, either formally or informally. Things are very different today as a Google search will easily reveal, but this also means that keeping track of all that is going on in the ambigram field is extremely difficult. Read the rest of this entry »
A few weeks ago I had written about an email that I received from an eighth grader in Colorado. Jake, a budding poet, was interested in learning more about me in the context of some palindromic poetry I had written many years ago. I wrote back to Jake (you can see the correspondence here) and a couple of days ago I received another email from him, this time containing a palindromic poem written by him. With his permission, I am including his email and poem below:
I have been a huge fan of Don Norman ever since I first ran into his book on the Psychology of Everyday Things (which he later renamed as The Design of Everyday Things, and the story behind that name change is worth reading as an excellent example of design). Don Norman also was the inspiration behind my collection of examples of good and bad design, something that ended up in the CEP817, Learning Technology by Design seminar.
I had a wonderful day at the Grant Woods Area Education Agency at Cedar Rapids, Iowa. I was invited there by Andy Crozier and his team as a part of their 21st Century Learning Institute. I spent the day with 50+ teachers, library media specialists, and administrators talking about TPACK, creativity, technology integration and other fun stuff. This was a great group of people and I had a great time (and I hoped that they did too).
The Drexel Learning Games Network is made up of faculty and staff at Drexel University interested in game-based learning initiatives. It was established in the School of Education in Goodwin College with the goal of supporting teaching, researching, and designing of games for learning from K- to infinity.
I had mentioned that though I am not primarily a games and learning researcher, I have done some work in the area, primarily through collaborations with colleagues and students around MSU. I had a lot of fun constructing this talk, attempting to make some connections between my TPACK work and the idea of learning from games.
I see digital games as being an important part of learning – but in a somewhat different way than merely learning by playing games. In fact I have been somewhat skeptical of how one can use games for developing disciplinary knowledge. My experience has been that there is a fundamental tension in designing educational games – where the demands of designing engaging gameplay often conflict with the broader pedagogical goal of respecting the core concepts of the discipline or content to be covered. For instance a recent dissertation on how participants were learning Chinese from playing a massively multiplayer online role playing game (Zon) showed that my concerns were justified. Most participants focused on the gameplay rather than on the tasks that were connected with learning the language. I don’t think that finding this balance between gameplay and learning content is impossible to achieve – but that it is maybe the most important challenge faced by educational game designers.
I tried, in my presentation, to make some connections to learning from games by repurposing games – i.e. seeing their pedagogical potential outside of just playing with them. I of course used the TPACK framework as guiding my talk – but also brought in issues related to trans-disciplinary learning and design.
The International Conference on Indian Education: The Positive Turmoil. is being held at the India Habitat Center in New Delhi. This Habitat center is a rather cool building and, apart from academic conferences (I saw two different conferences going on at the same time), it also hosts open-air sculpture and art galleries. One of the galleries right near where the IEPT conference was being held was a photography exhibit by Sanjay Nanda. Sanjay is a graphic designer by profession and a passionate photographer in his spare time. He also runs IndiPix Gallery, what he described as “a space for contemporary art photography.” I can’t find an easy way to embed any of his photos here, so you will have to visit their website to check out Sanjay’s work. Trust me, it is will be worth your time.
I just came across this sign on a wall in Bhubaneswar. Check it out, nothing less than “Tension free shiting!” All you have to do is dial a number!
Here is the sign cropped close
Here is the complete sign.
It is part of an advertisement for a packing and moving company. The painter droped the “f” in the word “shift!” I love the fact that this service is available through dialing a single phone number, from anywhere in the country and you can use any mode that you like to dial it in!
Leigh Wolf, is many things: techie, teacher, foodie, and friend. She is also a doctoral student in our program and coordinator of our Master’s in Educational Technology Program. Recently Leigh was nominated and short-listed for the Learning without Frontiers awards in the Further & Higher Education category. I really don’t know anybody more deserving of this honor and I know that many of you would agree with this assessment.
So I would request you to take a moment to go ahead and vote for her. It’s really easy. You can send an SMS or use Skype-SMS and send “WOLF” (without the quotes) to 07950 080 667 (if you are calling from within UK) or +44 7950 080 667 if from outside UK.
This paper discusses new literacy practices that can be enabled through the creative repurposing of digital technologies. We frame the discussion within the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK is a form of knowledge that teachers need to have in order to successfully integrate technology in their teaching. TPACK argues for the idea of teachers as designers of curriculum, who repurpose existing technical tools for pedagogical purposes. Finally we offer a set of implications of this approach for teacher preparation programs.
We start the paper with two examples that were first reported on this blog. The first is from Michael Hughes, a graduate of our MAET program, who had something he does with his 6th grade students and the second has to do with Sean Nash (of Nashworld fame) and an activity he gave students in his advanced biology class – reported here.
As I have been blogging over the years I am finding more and more examples of this kind of bi-directional influence, academic texts end up on my blog (edited or unedited) and my blogging informs the my academic writing! I had expected the former to happen, in fact the broader dissemination of my academic writing was part of the reason I started this blog in the first place. What I had not expected was to see my blogging contributing to my academic writing.
The Dubberly Design Office has created a series of models of innovation, play and design. These are terrific resources and I just found out about them by chance. I see these as being quite significant in the classes I teach, including CEP817: Learning Technology by Design; CEP818: Creativity in Teaching and Learning; and CEP917: Knowledge Media Design.
I am including links to a couple of their models – but I do recommend visiting their site to see more…
Around 2 weeks ago I posted a note about a “pentagon” I saw in some boiling lentils in my kitchen. There have been some interesting responses to this… but before I get to that, here is the original image, if you missed the original posting:
Interestingly enough, a few readers questioned the very presence of the pentagon! They saw paws and hands and soccer balls … rather than a simple geometric shape. My first response was, “you must be kidding me, how can you NOT see a pentagon?” But as I thought about it a bit more, I began to “see” their point of view. I think, now, that I was too quick to latch onto the “pentagon” rather than consider other shapes. Whether this is a cultural matter (as some people suggested) or an individual quirk (as some others did), I am not sure.
That said, the fact that some kind of a 5-sided, pointed figure was visible was not in doubt. Whether a pentagon was the best way to label it maybe a fair question to ask. The “fiveness” of it, however, is not really under question here.
So… what caused this “five-based” shape? To cut a long story short, those of you who predicted this pattern had something to do with the heat source below were right, pretty much. I must add though that the lentils had NOT been stirred, and that this pattern emerged because they had not been stirred. Anyway, here is a photo of the heat source. I tried to take this picture from approximately the same location as the first one…
The first thing you notice are the five prongs that hold the pot up. And these five prongs align quite perfectly with the lines of bubbles that come inwards from the other edge of the vessel. The five prongs that hold the pot up prevent direct heat from hitting the base of the vessel and I suppose lead to less “boiling” activity in these areas, making them ideas spots for the bubbles to collect.
As to why we get the lines between these prongs (what I called the pentagon) is still not clear to me. My suspicion is that the convection currents that move through the water move the bubbles as they form to points where there is less “bubbling.” That explains the lines coming from the side towards the center – but does not fully, at least to my mind, explain the lines that join these prongs together – the pentagon that I first noticed.
Some more experimentation may be in order… I will keep you posted as and when opportunity arises for me to study this further
There are interesting patterns all around us. Here is one I found the other day. We were boiling lentils in a shallow bowl… and then, out of nowhere emerged an almost perfect pentagon!
The almost perfect pentagon that showed up on the surface
of the boiling lentils!
How cool is that. And does it mean something that five is a magical number (see this, this and this). As this page on numerology says
Five is the symbol of human microcosm. The number of the human being. Human forms—the pentagon when arms and legs are out stretched. The pentagon is endless —sharing the symbolism of perfection and power of the circle. Five is a circular number as it produces itself in its last digit when raised to its own power. The pentacle, like the circle symbolizes whole, the quincunx being the number of its center and the meeting point of heaven, earth, and the four cardinal points plus the center point.
Five is also representative of the Godhead – Central Creator of the four fours plus itself equalling five. Five is the marriage of the hieros gamos as combination of feminine and the masculine. Feminine being even, as 2, in frequency and masculine being odd as 3 in frequency = 5.
The number five symbolizes meditation; religion; versatility. It represents the five senses (taste, touch, smell, sight, hearing) everywhere except in the East. In the East there are six—the extra being Mind. We find meanings to five in the five petaled flower, five pointed leaves–especially the ROSE. The Rose has much symbolism, but also the lily, vine, all of which represent the microcosm.
The five pointed star depicts individuality and spiritual aspiration, and education when it points upward. The five pointed star pointing downward represents witchcraft, and it is used in black magic. Noted: There is a very broad difference between witchcraft and black magic.
The number five formed the first counting process from which all else came.
Hmm… so what does this magical appearance of the pentagon mean?
If we believe that every pattern has some underlying explanation, can there be a more mundane explanation? I have a possible hypothesis of what lies behind this phenomena… but what do you think? Where did this pattern come from?
I was recently invited to present a keynote address at the 21st Century Instructional Technology Conference (titled Elements of Technology) at the Clark County School District in Las Vegas, Nevada. Clark County is the 5th largest school district in the country with over 300,000 students and it was a great privilege to be invited to present there. I was invited there by the Instructional Technology Department (led by Loretta Asay) and my contact person was Project Facilitator, Sherwood Jones. They are a great group of people and I truly had a wonderful time there.
Apart from the Keynote I also conducted a workshop on Creativity and Teaching with Technology. I had anticipated having around 25 people for the workshop but the room was overflowing (at least 15 more than I had anticipated). That did throw a few kinks into my routine but nothing that was unsurmountable. I am sharing below some of the things that people created during this two hour workshop.
I explained my idea of a creative idea or product as being Novel, Effective and Whole (the so called New NEW)! This led Terra Graves, Thomasina Rose and Kristina Ernest to create this acrostic poem.
Outside the Box
Here are a few more from Lisa Widmer, Katie Jones, Brent Mesenburg and Robert Jackson
The first two are limericks that summarize some of the things we had talked about in the first half of the workshop.
Creativity is our goal
Make it Novel Effective and Whole
When in doubt
Turn it about
And satisfy your soul
A second, funnier, version is as follows:
Creativity is our goal
Make it Novel Effective and Whole
When in doubt
Don’t Freak out
It’s quite alright if you stole
The same team wrote another poem, synthesizing some of the ideas we played with in the second half of the workshop.
Being creative is like heaven
Mimic the great Magellan
And fear not missteps
Just use the five steps
And crank that knob to eleven
The “crank the knob to eleven” of course being a response to the (in)famous scene from This is Final Tap.
A couple of other pieces that emerged from this team (can you tell this was a prolific group) was the quote:
“Tweak it to Teach it”
Somewhat along the same lines was Patrick Whitehead who suggested the following two:
Thinking is tweaking your mind
Think better… TWEAK your mind!
Apart from this display of verbal dexterity, the participants also completed a “letter search” task where they looked for letter that spell out the word “Relax, Repose, Reteach.” I had done a similar activity with students in our MAET program a year ago in Plymouth. Essentially what I did was create a somewhat awkward problem scenario the solution to which were the words Relax, Repose, Reteach. So these were the letters students searched for… and this is what they came up with.
Now for the twist! As it turns out one of the themes of the keynote (and the workshop) were the three words “Explore, Create, Share.” Students watched each of the three videos that we had created (see them here) as well as the mashup that had inspired us to begin with (see the original and the mashup here).
What the students didn’t know was that the three words (Relax, Repose, Reteach) could be rearranged to read… (surprise, surprise) the words Create, Explore, Share!! Here is what that looks like…
I must give a shout-out to High School Freshman Bryan Jones who I “volunteered” to help me out. He had a tough job, collecting all the pictures since there were multiple cameras (from regular digital cameras to iPhones), missing cables, a mac that was running Windows (which mean iPhoto wouldn’t cooperate)… and he had to pull everything together in around 25 minutes while the workshop was still going on… And he managed it without fuss and stress. Thanks!
Finally, we all watched the new Steven Johnson video “Where good ideas come from” and created demotivational posters based on what they heard and saw. Below is the video (just in case you haven’t seen it already) and below that the posters the students created.
As you can imagine this was a hectic workshop for all of us. We covered a lot of ground and the participants also created some interesting artifacts that can have a life beyond the immediate workshop. What fun!
The triplet ambigrams keep flying in. This new one came in an email from Chunlei Zhang, a faculty member at East China Normal University, having received his Ph.D. in Curriculum & Teaching from Beijing Normal University. He was inspired after reading my previous blog post (here and here) to make his own design. And being a serious educator he focused on three words that all instructional designers need to keep in mind – Content, Students and Objectives. Which naturally meant that his triplet ambigram was devoted to C, S & O! Check it out below…
A few weeks ago I had shared a few triplet-ambigrams I had designed. For the uninitiated a triplet ambigram is a 3-d shape that cast different, and interesting, shadows depending on where you shine light on it. For instance here’s a triplet ambigram that casts three different shadows that read A, B & C!
Yesterday I received an email from Alex Ruthman, a self-proclaimed regular reader of this blog who had been inspired to create his own triplet ambigrams. Alex is a music educator and researcher at UMass Lowell with an interest in creativity, music technology, web 2.0 and learner agency (see his home page here). Now, Alex has taken the design of such triplets to their next logical level. He does not just prototype them on paper, he designs them in Google Sketchup and then 3D prints them in plastic! Here is a photo he sent to me…
As you can see this shape casts the shadows of L, P & C (depending on where light shines on it). What is more, Alex does not just do this for fun. He has actually found an use for it in his teaching. As he said in his email:
I use these with my music education methods and research courses illustrating multiple perspectives and three modes of engaging with music: listening, performing and creating.
What makes creative relationships work? How do two people—who may be perfectly capable and talented on their own—explode into innovation, discovery, and brilliance when working together? These may seem to be obvious questions. Collaboration yields so much of what is novel, useful, and beautiful that it’s natural to try to understand it.
The series is an excellent introduction to the research on creative collaboration has most interestingly has a series of case studies of creative pairs. The first pair studied were John Lennon & Paul McCartney and followed their careers over time and how the “push-pull” between these two creative personalities led to some of the greatest music of the 20th Century.
The next set of profiles focuses on Matthew Swanson & Robbi Behr, the couple behind Idiot’s Books. Joshua Shenk inflicts on them “a series of experiments, stunts, and adventures” with the goal of shedding “light on the nature of their collaboration—and on the broader questions of relationships, psychology, and creativity.” So far the couple has been given a battery of psychological tests, tolerated a tour of their home and studio, sat on a couch for a psychoanalytic session, and finally, created a verbal/visual map of their creative process. As Shenk says, “What they came up with turned out to both nicely illustrate how they work and to perfectly embody their Idiocy.” I completely and totally recommend anybody interested in creativity to take a look at this somewhat interactive feature: Idiot Books, Creative Process Diagram.
Shelly Blake-Plock over at TeachPaperLess has a great post about homework and how it can be structured to act as a “cliffhanger.” As he says:
These days, the homework I give isn’t based on some arbitrary idea of how much work a kid should do ‘at home’ to reinforce something we did in class, but rather it’s a matter of asking the students to do something necessary to prepare themselves for the next class. Homework becomes an act of preparation — and hopefully sparks some anticipation not for seeing what you ‘got right or wrong’, not for seeing if you can jump through that next hoop, but anticipationfor taking part in the next day’s discussion, activities, and learning.
I want homework to be a cliffhanger. I want it to be the device at the end of the chapter of every thriller that won’t let you put the book down until you’ve read the whole thing.
What a cool idea. This makes homework which is often quite predictable into something postdictable (See my previous posts here, here and here). The idea of postdictable is “something that is surprising initially, but then understandable with a bit of thought. I quoted Daniel T. Willingham who said:
… interest is engendered by an appraisal process: that is, a process by which we evaluate the potential interest of something before we delve into it. If we perceive an event to be novel and complex, but also comprehensible, we find it intriguing and worthy of continued thought. Tasks that lack complexity seem too easy. Tasks that lack comprehensibility seem too hard.
It seems to me that this perception of homework by TeachPaperLess is exactly that. It lies at the sweet spot between order and chaos, understandability and incomprehension. Homework then becomes a way to get students to confront new ideas, to prepare the mind to engage with learning. It is forward-looking in the best sense of the word. Again surf over to his site and read the whole article: Homework, from Chills to Thrills.
A véjà du experience is about looking at a familiar situation but with fresh eyes, as if you’ve never seen it before. It forms the basis of an assignment I give in my CEP818, Creativity in Teaching & Learning course. The assignment is described in greater detail here, but the core idea is to take multiple photographs of some everyday object in such a way that the viewer cannot easily determine what the object is! More here.
Today, I spent some time with my kids re-doing the assignment. My son suggested taking pictures of his X-Box 360 but we finally went with an object selected by my daughter. Here are the pictures. What do you think it is?
I am currently teaching a course on Creativity in Teaching & Learning and as a part of that I was searching for an interesting image to highlight a note I was posting to the class. I wanted an image that represented, in some cool manner, the multi-dimensionality of perception, how the “position” we take, defines what we see. Not satisfied with what I was coming up with (via Google or Flickr) I started doodling and pretty soon I had a new triplet ambigram.
Triplet ambigrams are 3-d shapes that cast different shadows depending on where you shine light on it. Now every shape (or most shapes) cast different shadows when light falls on them from different direction – the issue is to make these shadows interesting. In the case of triplet ambigrams, the challenge is constructing the simplest object that can make interesting and different shadows.
Here is what I came up with. This three-d shape casts three different shadows – each of which is a letter-form, in this case the letters A, B & C. How cool is that.
I have often talked of repurposing as being key to creativity, particularly for teachers using new technologies. (See previous postings on this topic here and here, and here and here.) Imagine my surprise when this past Sunday’s comics-page had a comic on this very issue. The strip is called Jump Start below is the specific set of panels on repurposing.
A few weeks ago I posted a note about an assignment I gave my students in the on-campus version of the MAET program. They had completed an unit on motivation and had watched the RSA / Daniel Pinkvideo and their task was was to create demotivational posters, (along the lines of those on despair.com) using ideas either from their readings/discussions or from the Pink video.
The posters were a huge success. In fact Daniel Pink tweeted them (Thanks Daniel) and lots of his followers ended up on my website to see the work done by the students, which is all very cool.
Well, I am now in Rouen, France, meeting with the students in the off-campus MAET program. I got a chance to work with each of the groups (representing year 1, 2 & 3) and had them create similar posters as well. So now we have a total of 17(!) posters. It is interesting to see just how different they are, even the ones that tackle the same concept do it differently.
I have included all of the posters below — the one’s from East Lansing as well as the one’s created here at Rouen. Click on the words to see the posters (the names of the students who created them is provided below each of the posters).
I love finding interesting faces. I am not speaking of the ones on people (though I like interesting ones there as well) but rather the unexpected faces we find in things around us. I have been doing this for a while now and have a flickr set devoted to this. Here are some interesting examples from my set, you can of course see all the of them by going to my set titled Faces We See.
A face in an auto-rikshaw
A “scream” in wood,
Kinawa Middle School, Okemos, MI
A row of scared concrete faces
Outside Salt Lake City airport, Utah
A nice smiley face in a vending machine
Charles de Gaulle Airport, Paris
A fake radio/video show created for ISTE2010 by Punya Mishra with Matt Koehler (and a bunch of other people who are thanked in the video). We were asked to create a video for ISTE, a conference that neither of us (Punya or Matt) could attend. Our goal was to create an engaging 15 minute video that would convey our ideas about technology integration in teaching, specifically the TPACK framework. The entire thing (including the two Mastercard & UPS commercials) was scripted, shot and edited over 4 days. More details (and credits here)
My daughter on her blog has a new poem / haiku called Sweat, a haiku with one glich. She is in India right now where the temperatures are easily in the 90′s – which I guess explains the genesis of the poem. What was more interesting, to me however, was the manner in which she, quite instinctively, breaks up a word in the poem. Interestingly, she regards that as a “glich!”
Here is the poem.
Sticky, icky, ew!
I wipe it off, and it trick-
les, right back again!
See the neat little trick of breaking up the word “trickles” so that it actually
down the page. Reminds me of one of my favorite poets, e.e.cummings and how he plays with words. For instance here is a poem by him
It takes a bit of effort to read but it is worth it. With some thought you will see that in the parenthesis is the phrase “a leaf falls,” broken up so that it runs down the page, rather than across it. So instead of “a leaf falls” you read
Of course breaking it all up forces you (the reader) to read the lines in slow-motion, with pauses as it were. Also the shape of the letters comes through now as do the alliterative / symmetric “le” “ll” and “af” “fa” sounds. There is a visual and audio pattern here… a verbo-visual pun maybe. Sort of what Shreya did with the word “trickles.”
But there is more…
Outside the parenthesis is the word “loneliness” broken up so that you can see the words “one” sandwiched between two “L’s.” The “L” is written in lower-case, which again makes it look like the number “1″ or capital “I.”
So the repetition of the idea of “one” or “I” (once as “one” and twice as the number or the “I”) emphasizes the solitary nature of this experience. It could be 1 leaf falling, or one person watching one leaf fall… And all the pieces come together to set up a sad mood of one lonely person watching one leaf fall
How clever of mr. cummings. And how cool that Shreya, discovered something similar in breaking up “trickles” into two parts, showing how the sweat actually
To me it is an indication of her increasing comfort with language. It is only when we are comfortable with the rules that we start to break them, and it is there that true creativity and one’s one “writerly” voice emerges. So I would argue, despite Shreya’s thinking that it is a glitch, that it is not. It actually her noticing a pattern, imposed on her by the syllable count required by the Haiku structure itself, and then using that constraint for a creative purpose.
As for the mis-spelling of “glich” – I hope she doesn’t correct it. Because the poem now does have one glitch, the mis-spelling of the word “glitch.” How self-referential!!
All in all, what a wonderful way to begin a Sunday, reflecting on creativity and writing, inspired by a poem written by 11 year old Shreya. How very cool!!
I just spent a day at MICDS in St. Louis talking with a small but select group of teachers about creativity in teaching, the role of big ideas, the meaning of TPACK, the importance of trans-disciplinary learning (among other things). What a wonderful way of spending the day! This visit was organized by Elizabeth Helfant at MICDS. Apart from the workshop, it was also wonderful to finally meet up with Mr. Nashworld, Sean Nash himself. Sean and I have been blogging buddies for a while now and it was great to finally meet up with him.
As a part of our activities today I had all the participants crate i-Images. I have written about i-Images on this blog before (see here and here).
i-Images are the brainchild of David Wong and you can find his page on i-Images here.
Anyway, here are some of the i-Images created today. I do think they are pretty cool and thought provoking, each in its own way. Click on the images below to see what the workshop participants created. Enjoy.
I have never been able to make to the ISTE (formerly NECC) conference since it falls bang in the middle of my summer teaching. This year was no exception. The only problem is that, this year, Matt and I had been invited to a special forum by SIGTE (titled “Considering the “C” in TPACK: Curriculum-based Technology Integration”) neither of us could be there. (Bummer!) So instead, we were asked to make video!
The idea of a 15 minute video of the two of us speaking into a camera was not very appealing… So we did something different. Doing something different was appropriate given our interest in creativity and the fact that our talk was about TPACK! So 4 days and untold hours of work later, here is the video that was presented at ISTE. [Halfway through this I realized that it may have taken less time to have just flown to Denver and made our presentation!]
I should also take moment to thank Sarah McPherson, New York Institute of Technology, for organizing the session and the rest of the panelists (Glen Bull, Judi Harris, Ann Thompson and Denise Schmidt) for their support. Ann Thompson and Denise Schmidt deserve a special thanks for stepping in at the last minute to cover for Matt and me.
Thanks also to Leigh Wolf for narrating and hosting the radio show, and providing her office to shoot the UPS commercial; Mete Akcaoglu for starring in the faux-UPS commercial; Soham Mishra for narrating the faux-Mastercard commercial and Shreya Mishra and her friends for starring in it.
Just a warning, the video is 15 minutes long and a 21 MB download.