How does technology change what we do? Often when a new technology appears we tend to see it in terms of existing practices and structures. So an e-book is the same as a book, except in digital format. E-books still have “pages” which we “turn” (with a flick or our finger or if you are stuck with the Kindle, by pressing a button), though digitality does not require pages or turning them. Similarly the design of most early online courses attempted to replicate face-to-face modes of teaching (capturing lectures through video, for instance), instead of pushing for exploring the possibilities of this new medium. This is often most obvious in the kinds of iconography that new technologies generate. So the icon for Microsoft Word document looks like a piece of printed paper, an email-box looks like a regular mailbox (think AOL and its “You’ve got mail” message) and so on.

However, new technologies do not just replicate what we could do before – they insidiously and fundamentally change the nature of the tasks we perform. Think of the idea of hyperlinks! Regular texts go hypertextual through developments like the table of contents, indices etc. however, these are weak attempts at best. True hypertext emerges only through digitality.

I was reminded of this when reading a recent NYTimes article on video bingo and the controversies it is causing in Alabama. The article begins by describing traditional bingo:

Everybody knows what this is: dozens of people, mostly retirees, hunched over paper grids in a smoke-filled American Legion hall on a Sunday evening listening eagerly to a woman recite numbers.

Now we have a new player on the block, video bingo! which is described as follows:

But what about this: a dim warehouse of flashing, jingling video terminals with names like Boomtown Bonanza where, early on a weekday morning, people sit on stools pushing buttons and watching cherries and 7s reel by.

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For Halloween, my daughter, Shreya’s fifth grade class entertained a bunch of first-graders with a spooky music and dance show. A news reporter was there and her photo (Shreya’s not the news reporter’s) ended up on the cover of The Towne Courier, the local community newspaper. Here is a link to the story and since it may not remain online forever, I have kept a screenshot here. Here she is, dressed up as a Spider Queen(?), spinning “a musical web on her xylophone.”

I came across this sign when I was in India recently and I just HAD to take a picture of it.

Click on the picture for a larger version

Of course, much of the effect comes from the inadvertent yet appropriate peeling of the paint from the letter “R.” But fun nonetheless.

What do you think this is?

Take a guess…

Well, it is the top half of a lake-reflection ambigram. What this means is that if you reflect what you see along a horizontal line at the bottom of the image, the picture you will then get will spell a word. Can you figure out what it says?

While you think about that, let me tell you about this new group-blog set up by graduate students in our Educational Psychology and Educational Technology Program. The blog is called IdeaPlay and is available at ideaplay.org. So sitting here in India I had a few moments to sketch out some ambigrams for their blog. Here are two…

The first is a rotational ambigram that reads the word “Idea” if you go clockwise and the word “Play” if you go anti-clockwise.

And as for the lake reflection ambigram (half of which you saw up there)… well (no great surprise) it reads IdeaPlay as well, like so..

I hope you liked these new ambigrams, and I hope you will check out the the ideaplay.org blog.

Robin Revette Fowler sent me a message on Facebook regarding my recent posting(s) about moving from incompetence to mastery (see the two previous posts here and here). She took issue with my idea that mastery requires some kind of meta-level, self-awareness. She said

It seems like the issue is with either the meaning of “mastery” or perhaps with the types of skills you’re talking about.

Conscious/unconscious knowledge is especially interesting to me re: linguistics. Most native speakers have only unconscious competence of their language– I used to hear Writing Center tutors telling ESL students, “you need an ‘a’ here; I don’t know why” all the time. Many NNSs, on the other hand, have much stronger conscious competence– they often know “rules” about how to use determiners much better than Native English speakers, for example. At the same time, I’m not sure they would be said to have “mastery.”

And I don’t know that the conscious competence is the important thing here. Would you argue that only linguists who can describe their determiner choices have “mastery” of English grammar?

At first blush Robin seems to be making a good point. Do writers need to know how and why they do what they do they do as long as they get it right? There is a surface plausibility to the argument but I am not sure that it stands muster if we dig deeper.
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In a couple of previous posts I had talked about the idea of postdiction (see the posts here and here). The argument being that good teaching (among a long list of other good things) is postdictable, i.e. it walks the line between predictability and chaos, and most importantly makes sense post hoc. To make my point I had posted a couple of videos that were good examples of being postdictable.

Closely connected to the idea of postdictable is the idea of creating anticipation and suspense. Once again other artists (particularly those working in temporal media such as film, and advertising) seem to have grasped the importance of this earlier than educators. Good film-makers can create suspense out of pretty much the flimsiest of materials. Think of the first scenes from Tarantino’s Reservoir Dogs. The way the scene builds tension out of a disagreement over whether or not to tip is pitch perfect. There is more tension in that scene than in dozens of other “suspense” thrillers.

However making suspense work is difficult. Navigating this line between predictability and tension over the unknown is a fine art. (This is where, of course, the connection with postdictability becomes most clear.)

Check out the two videos below, which highlight just how fine the line is between succeeding at creating suspense and anticipation and failing to do so. Both of these videos are interesting and well made – both have pace and rhythm but one of them builds anticipation while the other just happens. One tells a story, the other doesn’t.
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The Lansing temple recently organized a special Diwali program. My daughter Shreya participated in a dance and I, as always, took photographs of the event. Click here or the image below to see all 161 of the photographs I took.

Enjoy.

You can also read a poem written by Shreya on Diwali on her blog Uniquely Mine.

I had written earlier about the idea of “postdictable” which was defined as something that is “surprising initially, but then understandable with a bit of thought.” It lies at the spot between predictability and total chaos. The movie Sixth Sense is postdictable in the best sense of the world. Good teaching I believe needs to be postdictable. That is what keeps us engaged, keeps us waiting for more, the payoff as it were. And best of all, once all the pieces are in, we can’t wait to go back and review everything again, to see just how beautifully the whole thing holds together. There is a strong aesthetic component to this – a sense of wholeness, closure, elegance, and inevitability. Good poems have this quality, as do mathematical theorems. A well crafted lecture or a lesson plan has this quality as well. In my mind these ideas are closely tied to the Dewey’s idea of experience and to the idea of design. Hopefully I will have a chance to explore these connections in a later post but for now, here are a couple of commercials that I think were postdictable in a really cool kind of way.
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As readers of this blog know I love examples of seeing things in new ways. That to me if often the crux of creativity. Anyway here are two examples. The first curtesey of Leigh Wolf is a new advertisement from some credit card company. The ad is actually pretty average but what is really cool are the visuals.
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Shreya, my daughter has a blog, Uniquely Mine. An RSS feed from her blog can be found right here (just scroll down and see the right column). Anyway, over the past few weeks she has been doing something for extra credit for the science class. Her fifth-grade teacher has asked all students to find stories related to science in the newspaper, create a short writeup about it to share with the other children. I asked her to add another layer of challenge to that. Once she has her report all typed up, she needs to write a short poem about it and post it to her blog.

I asked her to do this partly because I was concerned that she would not be able to keep up her blog once school started. As most people she was very excited to have a blog and wrote a bunch of stuff for it in the beginning. Then life began to take over and her postings grew few and far in between. What was needed, I figured, was a way to keep her writing regularly. So this idea of piggybacking on something she was already doing. The poems she writes are often short and it didn’t seem like much of an imposition to ask her to write little poems based on the science articles she has been finding for her school report.

Well, so far so good. She has a quite a bit of writing (mostly poems) in a genre we have decided to call Sci-Po a.k.a. Scientific Poems! (It’s a obvious ripp-off on the term Sci-Fi). It has also been a lot of fun.

When we first set up the blog, I advised her to not allow commenting. I was not sure what kinds of comments she would generate and it just seemed as if we were asking for trouble (especially exposing a 10 year old to the kind of junk that is prevalent on the Internet). However, after much consideration we finally decided to open up her site and allow people to comment. So if you read this blog, click over to her site and drop her a note. Please, remember this is a 10 year old so be polite Of course all comments are moderated so I still hope to protect her from some of the nastier aspects of the world (not that I can do that forever but at least I can try).

Anyway, check out her writing. I think you will like it. Here is my favorite. It is a non-sense poem (not a Sci-Po but fun none-the-less) titled, Salt’n Pepa in Santa Fe. Here is is:

Salt’n Pepa in Santa Fe
by Shreya Mishra

Squigles-squagles, pinchley pooh
Slip’n sliding on my shoe
Dimpo-doby dorkly dake
Gently eat the slice of cake
Shickly-bumbly rabbity-red
Back at home, tucked in bed

My friend, Hartosh (I had written previously about his mathematical novel here) and his wife Pam, recently had a baby boy. This ambigram is of his name: Nihal

Enjoy.

Now that all of us are commodities, with personal brand names (and brand value) it is time to take the next step. It is time to get your own barcode! A quick scan with a barcode reader and your worth will be known to one and all. I was prompted to thinking of this given today’s Google logo, which celebrates the anniversary of the first patent granted to the barcode. One link led to another and I found this free online barcode genrator… so here it is, my very own barcode. May the $$s come rolling in

Leigh Wolf, my partner in crime as far as the MAET program goes, recently presented at Ignite Lansing. She talked about her two passions, teaching and food (not sure which order to place these). Specifically she talked about food photography and the connections she sees between what she does there and her other life as an educator. It is a lovely presentation, and the video is now available on YouTube. Take a look.

This weekend I completed my sixth Capital City River Run. I participated in the half-marathon and completed it at a 10:10 pace, a total time of 2 hours 13 minutes (and 2 seconds, but who is counting). Interestingly this pace was actually better than my pace the last two years, even though I had much less time to train this time around. It was a beautiful day and I had a wonderful time. Here is a photo

I am always looking for examples of looking at the world differently – of making the familiar strange and the strange familiar. This is of course connected with the veja du assignments I give my students.

I just came across a couple of very interesting video examples of this on the site LikeCOOL. This site has everything from after-office neckties, to inflatable boxing gloves… but in between these crazy things are some cool videos. Here are three (in increasing order of coolness):

Two robots made entirely using Lego Mindstorms NXT Retail-kit that can solve Sudoku problems and the Rubik’s Cube! How totally cool is that. LEGO Mindstorms is a line of Lego sets combining programmable bricks with electric motors, sensors, Lego bricks, and Lego Technic pieces (such as gears, axles, and beams). See Wikipedia article on Lego Mindstorms

See the videos below, and check out the website for the project: Tilted Twister

Sudoku Solver

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Rubik’s Cube Solver

This is truly amazing… What is also great is that the designer also include directions for making these robots. I gotta get myself one of these

H/T Geekpress

I had written earlier about the idea of Jugaad, the quintessential Indian idea of situational creativity. One of the masters at this is Arvind Gupta. Check out his website for tons of wonderful science toys and experiments that can be made from stuff we typically throw away. Very cool and a critical part of the kind of repurposing of artifacts we need for creative teaching.

Throwaway Technology, playful Pedagogy and powerful Content… who says TPACK needs hi-tech!

Via Major Fun (aka Bernie DeKoven) comes Arvind Gupta, winner of the Defender of the Playful Award.

I just ran across this blog (Color Me Katie) that just blew me away. Katie Sokoler is a freelance photographer and street artist living in Brooklyn – and her blog just throbs with life, and energy and the sheer pleasure of living. That’s her down there blowing bubbles (wait till you see the stop-motion animation version of this).

I think she says it best:

It’s important for me to express myself creatively every day. I have all of these fun ideas in my head and if I don’t get them out I’m pretty sure my mind would explode. Realistically, I’d probably just get frustrated and fall asleep. But explosion or no explosion, doing something creative acts as a form of therapy for me. I feel better after taking photographs, making street art, painting, or making wall sized collages. The messier and more sweatier I get, the better I feel.

How cool is that!

My daughter, whose creative exploits have been featured here before (for instance see her design for a math-music game), now has a blog, titled Uniquely Mine. It features original writing (poems, stories) by her. Do check it out. You can find regular updates on this blog via the beauty of RSS feeds on the right column (just scroll down).

The one piece by Shreya I would like to draw attention to is a story titled Obtuse can be right. She wrote this as a part of a fourth grade assignment, and it is pretty cool, with interesting geometry-related wordplay. Enjoy.

My friend Gaurav Bhatnagar (whose doggerel on ambigrams is featured on my blog as well) gave it high praise in his Facebook update, saying, “This is a masterpiece. Highly recommender (sic!). As good as Asimov’s short shorts.” I haven’t had a chance to see Asimov’s short shorts but I guess they are cool!