A very wonderful holidays and a very happy new year to all of you,
from Shreya, Soham, Smita & Punya

Just a few comments on the making of these videos. First, all our new-year videos are stop-motion videos. That’s how we made the first one and it has stuck. Second, all these videos are somewhat typographical in nature – playing with words and their representation. Third, these videos rarely feature us either individually or as a family. A hand or a still-frame may show up once in a while but for the most part our videos are made with inanimate objects.

This year I tried to change all three of these, suggesting that we make a live action video, with us as actors – and have some kind of a puzzle that was not related to words. After spending days thinking about this, working with various ideas, this whole line of thought was vetoed down by both Soham and Shreya. It was interesting to me that over time we had not only become a family that makes videos but a family that makes stop motion videos! How cool an identity is that! Of course, this meant that we then had to start over from scratch to come up with something that fit what we had done in the past.

Speaking of videos made in the past, you can see them by following the links below:

• Happy 2011 (last year’s stop motion card)
• Happy 2010 (stop motion card made in 2009)
• Happy 2009 (stop motion card made in 2008)
• Explore | Create | Share (3 short videos with typographical twists at the end)
• Finding Nemo, the sea-quel (a stop motion sequel to Finding Nemo)
• Shreya’s friends animate their names
• A commercial mashup
• or, view the complete collection (including the great Hari Puttar trailer)

Dear Mr. Mishra,

I am currently working on a poetry research project for school, and one of the requirements is researching five different poets. While looking for people who wrote palindromic poetry, I found your website and decided to use you in my project. The only problem is that I can’t find much information about you for my research. If you could, please respond to this e-mail with a little information about your history (i.e.-date and place of birth, family relations, etc.) as well as your inspiration for writing your palindromic poems. Thank you for your support!!!!!
Sincerely, Jake

P.S.- I am an eighth grader from Colorado and an aspiring poet.

Now I don’t consider myself a poet in any serious sense of the word (my dabbling in mathematical poetry or palindromic poetry notwithstanding). But it is great feeling when something you create and put out there in the world connects with someone else, someone who you would never otherwise have met or gotten to know. Here is what I wrote back to Jake:

Dear Jake –
Thank you so much for writing to me. I am honored to make it to your list of poets and glad that you are interested in palindromic poetry.

As for my history: I am professor at Michigan State University in East Lansing MI. I am originally from India where I studied engineering and design before coming to the US and getting my PhD. My wife is a graphic designer and I have two kids: my son who is a freshman in high school and my daughter who is in 6th grade.

Ever since I was a kid I have always been interested in puzzles and mathematics and poetry and visual design. That I think led to a habit of playing with words and images… so I do a lot of doodling and sketching (specially when I in meetings). I am fond of asking questions and looking at things around me in new ways. For instance, I love photography, on my Flickr site you will find photos of silly things like finding alphabets in cracks, and faces in everyday things. See this link and this one…

• Alphabets in cracks
• Faces we see

Then there are the videos I make with my kids. For instance see the new year’s card we made recently.

This also led to my creating ambigrams, which are words that are written in a special ways so that they can be read multiple ways. You can find a bunch of such designs on my website.

So I guess, palindromic poetry emerged out this desire or propensity to see the world in weird ways. And the challenge of writing poems that read the same backward and forward was inherently interesting. I particularly enjoyed writing ones that flipped in their meaning when you cross the half-way point. For instance in the poem “Me as I sit” the poem switches from me watching you to you watching me!

Finally, as must have noticed, from the dates, most of these were written a bunch of years ago when I was a graduate student at the University of Illinois. I haven’t written too many recently but the fact that they are on my website leads people to them – and I form all kinds of cool connections – such as the email I just received from you. A year or so ago I heard from someone who uses my poetry to teach poetry to inmates in prison (how cool is that!). You can read about that here.

That’s all for now.. I would love to read any palindromic poetry you may have written, if you are comfortable sharing them with me. Thank you again for your interest in my work. I look forward to hearing from you and let me know if there is anything else you need to know.

take care ~ punya

Note: I got Jake’s (and his parent’s) permission to post our correspondence on this blog under the condition that I not include his email address or other contact information.

Many moons ago I had written about the idea of the web as small pieces loosely connected (read Gandhi, ambigrams, creativity & the power of small pieces loosely joined) that allow people to pursue their passions and share it with the world at large. This is what gives the web its power, and this is also why I am not as comfortable with the barricaded worlds created by Facebook, which would not have allowed someone like Jake to easily find me, (but that is a rant for another day).

As program chair I had the usual responsibilities, shake hands with everybody, smile a lot, make announcements, introduce speakers and so on. I tried to make these tasks (particularly the announcements) interesting and fun. Below are some examples of some of some of the things we did.

The first is a presentation in which I introduced our first keynote speaker: Yong Zhao. Yong and I go back a long time (almost 17 years!) so I had lots of stories to share, including one of my son when he was three years old! [See the slides here, PDF].

A few days later, I was asked to announce the poster award winners, I had some fun with that as well, particularly in creating, what I called, a “sting” video, revealing nefarious activities that occurred every SITE conference. Of course this was all good clean fun… You can find the video embedded below and the slides here PDF.

Click here to view the embedded video.

I also took some pictures during SITE. You can find them here

Finally you can see a music-video I created for the closing day reception as well as the final set of slides (once again in PDF format)

Click here to view the embedded video.

From Ken Friedman & the PhD Design listserv:

The current issue of The Scientist has a story on an interactive film that helps research students and early career researchers to understand and navigate the perils of research misconduct.

Highlights: “The Lab is a choose-your-own-adventure story about an incident of apparent research misconduct. … At the outset, the viewer chooses one of four characters to follow: a grad student, a post doc, a PI, or a research integrity officer. Throughout the story, the viewer makes choices on behalf of this character, affecting the outcome. Make the right choices and misconduct is confronted and dealt with; make the wrong ones, and you’re bound for infamy when the misconduct is uncovered years later.”

The news-story is here: Misconduct and adventure

You can watch — and play — the film here: http://ori.hhs.gov/TheLab/

The film focuses on one lab in one field, but the issues and choices touch on the challenges of responsible research in many fields.

I spent a bit of time traversing the movie (from the point of view of the Post Doc) and I was impressed. The story line is complex, sophisticated and engrossing. It took a bit of effort for me to tear myself away… But I do think this is an important resource for all budding researchers, irrespective of the field they are in.

A very wonderful holidays and a very happy new year to all of you,
from Shreya, Soham, Smita & Punya

You can see other videos made by us… just follow the links below:

• Happy 2010 (last year’s stop motion card)
• Happy 2009 (stop motion card made in 2008)
• Explore | Create | Share (3 short videos with typographical twists at the end)
• Finding Nemo, the sea-quel (a stop motion sequel to Finding Nemo)
• Shreya’s friends animate their names
• A commercial mashup
• or, view the complete collection (including the great Hari Puttar trailer)

TPACK Radio/Video Show ISTE 2010 from Punya Mishra on Vimeo.

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)

Click here to view the embedded video.

The backstory: I have, for many years now, wanted to create a short video along the lines of the Mastercard “Priceless” commercials. I have had many different ideas, but never really got a chance to do so. So when I came up with the idea of the Radio/Video show for ISTE, I decided this was the time to go do it.

The activity shown here (with tennis balls, flip cams, markers and transparencies) is one that I have actually done multiple times, in venues around the world. This is a simple activity that exposes a fundamental misconception people have about how objects fall. The question I ask is where the tennis ball would fall if dropped by someone in three different conditions: standing still, walking or running. Most people say that the ball would fall at the feet in the first case (right answer), and behind the person in the other two cases (wrong answer). It turns out that the ball always falls at the feet of the person – assuming, of course, that the person keeps moving at the same speed after letting go of the ball. Why the ball does so has to do with Newton’s First Law, something many people can recite back to you, even while getting this question wrong.

After I get all the responses (and it is always amazing to me just how many people get it wrong), I ask people to go and create a video of the actual experiment. I typically give them 45 minutes to an hour to do the entire thing. There is something to be said for being able to see what “really” happens, to go frame-by-frame through it. It better than any physics lesson, this activity exposes people to just how wrong their intuitions were.

There are many layers to this assignment. In some cases I have had people tape a transparency sheet to their computer screens and then track the parabolic path of the ball. You can go ahead and measure the height of the person’s hand knowing the frame-rate of the video, actually calculate the value of g, acceleration due to gravity.

Anyway, that assignment became the core idea behind the video. The entire commercial was shot, narrated and edited one Sunday afternoon. I got a group of my daughter’s friends together and we shot the still frames of them dropping the ball and shooting the video. The script was narrated by my son. Despite multiple takes he could not correctly pronounce the word “pedagogy” so tweaked the script to drop that particular word (which of course meant that Technology and Content were out as well!). The tag line “There is some knowledge you are born with, for everything else there’s TPACK” emerged out a conversation with Matt Koehler.

See the Whiteboard/UPS commercial or the entire ISTE10, Radio/Video Show.

Click here to view the embedded video.

The idea for this video came from my wife, Smita. I was talking with her about possible commercials to spoof, and that we needed something that people would recognize right away. She suggested the UPS-whiteboard commercials and bingo! I knew this was the one. A bit of doodling on paper and watching some of the original commercials on YouTube later, the strong resemblance between the UPS logo and the intersection of the three circles (that make up TPACK) struck me. And, as they say, the rest just fell into place. One of the things nice about the UPS commercials is the manner in which the “long-haired guy” changes the image with little moves here and there. I think our version does the same, at two different levels. The first is the manner in which the seeming UPS logo is shown to really be the crucial meeting point of the three circles, and then, at the very end, how the color of the marker changes from green to red! Tiny touches but they make all the difference, if you ask me.

The star of the commercial is Mete Akcaoglu, a doctoral student in our program, selected for his hair (we needed someone with longer hair to correspond with the star of the actual commercials), his “cool” Turkish accent, and his acting ability. Essentially what happened was that Mete just happened to walk by my office and got immediately “volunteered” to be the star. Not that he had much choice I do think he did a great job.

We checked out a variety of places with whiteboards (meeting rooms etc.) but all of them had some problem or the other (excessive glare, strange reflections, and inadequate lighting). Finally, Leigh Wolf was gracious enough to lend us her office (even though, I am sure, it was a huge distraction). The commercial was filmed with a Flip camera and edited with iMovie. Matt Koehler found us the right music – and 20 minutes later, we had a final version.

You can see the commercial in “context” by going directly to the ISTE10 TPACK radio/video show, but be prepared to spend 15 minutes on the entire program.

Nothing is original. Steal from anywhere that resonates with inspiration or fuels your imagination. Devour old films, new films, music, books, paintings, photographs, poems, dreams, random conversations, architecture, bridges, street signs, trees, clouds, bodies of water, light and shadows. Select only things to steal from that speak directly to your soul. If you do this, your work (and theft) will be authentic. Authenticity is invaluable; originality is nonexistent. And don’t bother concealing your thievery—celebrate it if you feel like it. In any case, always remember what Jean-Luc Godard said: “It’s not where you take things from—it’s where you take them to.” – Jim Jarmusch

More Jim Jarmusch quotes here. Nice design of a layout for this quote here. Photo credit Emily Smith from flickr.

Wong, D., Mishra, P., Koehler, M.J., & Siebenthal, S. (2007). Teacher as Filmmaker: iVideos, Technology Education, and Professional Development. To appear in M. Girod & J. Steed (Eds.), Technology in the college classroom. Stillwater, Oklahoma: New Forums Press.

In our Masters program in Educational Technology at Michigan State University, K-12 teachers create “iVideos” – short, two-minute, digital videos designed to evoke powerful experiences about educative ideas. For example, an iVideo might enable viewers to experience the vastness of space, the interconnection between people and their environment, the timeless themes in great literature, and other compelling subject-matter ideas. How might these teacher-made iVideos serve as catalysts for teacher technology education and professional development? We describe the conceptual foundation of iVideos by building on the metaphor of teacher as filmmaker – an idea that highlights how teachers and filmmakers both strive to create powerful experiences for their audiences. In doing so, we argue that teachers are enabled to transform ideas and practice by immersing themselves in deep pedagogical consideration of subject-matter, significance, audience, learning, epistemology, and aesthetics. We also discuss how this approach develops teachers’ competency and efficacy with technology.

A week or so ago I received an email from Dr. Matthew Kearney, from University of Technology, Sydney informing us that, inspired by our work (as laid out in the above paper) students in their “pre-service teacher education elective class chose to make some ‘idea videos’ on a range of current issues in K-12 education.” You can see these movies by going to

http://sites.google.com/site/teacherivideos/

It feels great to know that our work was useful (and even inspiring) to others. Dr. Kearney adds that:

I would like to invite any interested student teachers at MSU to view an ‘ivideo’ of interest from our gallery and leave their reactions as a ‘comment’ at the bottom of the relevant page. (Our student teacher ‘filmmakers’ will be monitoring these pages for any feedback / comments / questions on conceptual or technical aspects of their iVideos.)

PS Please feel free to forward this invitation to any other teacher education institutions / staff who may be interested in this exercise.

Please take a moment to check out these videos. They are quite well done and worth a moment of your time. Drop a comment if you can, it will mean a lot to the students.

One of the interesting points he makes about the Content ID technology that YouTube uses to identify copyright infringement. As he says:

At its heart, Content ID is like a souped-up version of the FBI’s fingerprinting database. The entertainment industry keeps sending YouTube new reference files for movies, TV shows, songs, video games, and other content. YouTube scans every new upload and the millions of videos in its database against each of these files. David King, a YouTube product manager, told me that the system can find extremely fuzzy matches. It can spot when a copyrighted video has been transformed in some way by an uploader—for instance, it can finger a basketball game even if you pause, rewind, and then replay a clip from it, and it can identify Eric Cartman if you record a clip of  South Park by holding your camera up to your TV.

How amazing is that! Also Manjoo points out that one of the smartest things that Constantin films could have done is take advantage of this free publicity to run advertisements for the original movie/DVD. As Manjoo says,

Constantin never bothered to exercise its rights to run ads on the Downfall clips… according to YouTube, the vast majority of content owners who take part in Content ID are now recouping revenue from videos rather than pulling them down. Constantin would have earned a lot of money—not to mention avoided a lot of bad publicity—had it done the same thing.

It appears that some of the clips have started coming back, as users complain about their videos being taken down. YouTube policy automatically posts videos back if a copyright infringement claim is contested.

Personally, this has been a video / remix that has already given me hours of entertainment. It is a simple idea but with great potential and a wonderful example of the creative possibilities of giving people the opportunity to appropriate, mix and publish media.

Think about this video when people ask of what value are these new digital tools? Tell them we don’t know – but maybe a few years from now someone will surprise us by creating something this touching and breathtaking.

Click here to view the embedded video.

Check it out.

Click here to view the embedded video.

The Rethink Scholarship is an scholarship for aspiring art directors and designers to Langara College’s Communication and Ideation Design program. This video is to publicize the program.

I had written earlier about how my 10 year-old daughter had been writing poems on science (Scientific Poems or Sci-Po’s for short). It all started with an extra-credit assignment she needed to do for her science class, and a need, I perceived, to keep her blog (Uniquely Mine) up-to-date. She has quite a few written now. For instance here is one about a news item about scientists finding dinosaur eggs (and other dino-stuff) in India (Cluster of dinosaur eggs found in southern India), and here’s the poem:

Dino eggs found in India

Archeologists in India, blinked
When they saw things that they thought were extinct
In the Indian state of Tamil Nadu
They found dino eggs, bones, and guess what, they found dino poo!

Independently of this, Sean Nash (of Nashworld) wrote a post (actually a mini-rant) about some mathematics related poetry he had found in Mother Goose (Read his complete post here: But Math is hard.) He was complaining in part about this poem (see below) and the negative feelings it could generate in his kids (and others too) about mathematics.

I wrote a comment on his blog describing Shreya’s Sci-Po project and Sean and I went back and forth a bit on his comments page, and that, as far as I was concerned, was that. Shreya wrote a few more Sci-Po’s, Sean went on with his life, till yesterday I received a note from Sean about a math blogger who had taken the idea of Sci-Po’s seriously and in a new direction.

“Math Mama writes” is a blog by Sue VanHattum, a community college math teacher interested in all levels of math learning, and the mama of a young son. She had a new post yesterday where she mentions Sean’s original posting and my comment on his blog. Building on my daughter’s Sci-Po’s she sets up a challenge for her readers, in essence to write Math-Po’s! She asks her readers, “to write a little kids’ poem …  that tells of the beauty of math, or, that mentions math and challenge, both in a positive way.” One reader has already taken her up on the challenge and I am sure there will be more to come.

In a post written many months ago (Gandhi, ambigrams, creativity & the power of small pieces loosely joined) I had described David Weinberger’s idea of the web as being small pieces loosely connected. These small pieces are there because someone took the time to put it out there, because they care about it deeply and passionately. I had written:

This idea of people putting things out there, not because they seek to make money but rather because they want to share their knowledge, their skills, their interests, and that what they put out there is immediately and widely accessible is what makes the web so interesting.

How cool is this entire sequence of events and the manner in which the openness of the web allows for such sharing of ideas and resources. This way a parent’s rant about Mother Goose, connects with a 5th grader’s blog and leads a number of people to write some cool poetry on mathematics! What an interesting and fascinating world we live in.

Image credit:  Iconfinder & Iconspedia