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)

This was one of the most pleasant and professional interviews I have ever been involved in and I like how the final video has turned out. I think it is a pretty good introduction to not just the TPACK framework and our conceptualization of its development but also to our recent work on 21st century learning, creativity and trans-disciplinary learning. Enjoy.

I found out yesterday, through the magic of Google Alerts, the Bloomfield Hills AV team has released a video of that afternoon’s events. Here it is. I think they did a pretty good job of capturing, in around 30 minutes, all that occurred over a couple of hours that day. Sadly Vimeo does not let me embed the video so I am just providing a link to it here. Enjoy.

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.

Anyway, to cut to the chase, the entire talk is now available online as a video. You can see it in its entirety by going here: http://gcpsx.coeps.drexel.edu/videos/dgvls_ep2public/

Enjoy!

So what we have below is a spoof-commercial created by a professor of Indian origin at an American university, starring a Turkish graduate student, subtitled by a graduate student in Greece! What an international production this is turning out to be. Mete Akcaoglu, a graduate student in our program, and the star of the video is on his way to international stardom! Enjoy.

Click here to view the embedded video.

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 101 from Clare Kilbane on Vimeo.

Also, students in the Curriculum Design and Educational Innovation program at Twente University have been blogging about their work with TPACK. I was informed of this by my friend Petra Fisser faculty member at Twente University, and the faculty lead on this course. I have had a long relationship with the faculty and students at Twente (see here and here and here). As an extension of this, Petra wanted me to comment on the student blogs – which was difficult given that there were 23(!) of them. What I did instead is read through all of them and send some feedback to the class as a whole. [I have included what I wrote at the end of this posting, just for the record.] I also promised to provide links to their blogs on my site, for other people to read. If you do visit these pages, take a moment to post a comment or a thought. I know it will be greatly appreciated by the students. Here are the links

1. Anand, Gargi
2. Berning, Dorien
3. Birru, Habtamu Haile
4. Donk, van der, Simone
5. Duteweerd, Linda
6. Ebbeler, Johanna
7. Getenet, Seyum
8. Heitink, Maaike
9. Hetjes, Mariëtte
10. Ilsink, Lianne
11. Kemps, Joke
12. Kramer, Marloes
13. Meijer, Nicky
14. Noordink, Marlijne
15. Pattipeilohy, Vascolino
16. Pikaar, Yara
17. Rem, Frank
18. Ruiter, de, Lotte
19. Suhendri, Suhendri
20. Tijhuis, Thomas
21. Veen, van der, Elly
22. Warringa, Gonneke
23. Welsen, van, Jeffrey

Here is the feedback that I sent to the whole class.

Dear friends –

Thank you for inviting me to your class (albeit virtually). When Petra asked me to look over your blogs I said yes enthusiastically, and looked forward to reading and commenting on all of your posts. At that time, however, I did not realize that there were 23 blogs I had promised to look at  and comment on. I have read all the posts but given my busy schedule, I realized it would be impossible to comment on every post and I didn’t want to post on some and not on others, so I decided to write this extended note to all of you.

Reading all your blog posts was great fun. It was good to see all the different yet similar takes on the TPACK framework. Clearly all of you have approached the topic quite thoughtfully and seriously. I was also pleased to see some of the examples you guys provided about examples of TPACK. TPACK has multiple uses, as an analytic framework for researchers (so that they can use it to study actual classrooms and what happens there) but as importantly as a tool for defining a better kind of practice. This is why the examples, the mindmaps, the images, the cartoons, all were great for me to see and read. In fact for most of the blogs I went ahead and read the posts about flexibility and pedagogy as well. So I got a great introduction to the course, though in a backward sequence (TPACK followed by pedagogy followed by Flexibility).

I think this idea of placing flexibility first in the sequence was a great one because it introduced you to what I think is the most crucial aspect of the TPACK framework – the idea that one can start with any of the three knowledge bases and still end up with an integrated curriculum design. And this requires flexibility, since once you include a new pedagogy in your thinking it will necessarily change how you think of how content is to be represented and what technologies can best do that. So what is important here is the end goal – that of integration rather than how you get there.

One misconception that seemed to see had to do with the conceptualization of TCK. TCK is often described/defined as or ability to match the technology to the subject matter content to achieve specific subject matter goals or learning outcomes. Though that is not wrong it is misses an important point regarding how technology (historically speaking) has shaped and changed the representations and cognitions in the disciplines. Be it physics or chemistry, art or music, new technologies have provided new ways of understanding and new ways of representing these understandings. Think of how the advent of fMRI, eye tracker technology, PET have led to flowering of the field we now called neuroscience! Thus TCK is more than the matching it is also understanding how technologies have changed content over time and this is important for teachers to know.

That’s all for now. I have truly enjoyed reading your blogs and I wish I had the time to post comments to each of you individually. I am writing this to you from 30,000 feet above sea level, from an airplane, as I fly from Detroit to Las Vegas for a conference. How awesome can technology be!

Another final piece of advice (or suggestion) is that each of you continue to maintain your blog. I have found writing to be the best way of thinking – often I don’t know what I think about a particular topic till I start writing a blog post about it. Suddenly things that seemed clear become vague and things that I hadn’t given much thought to come to the forefront. The discipline of writing and articulating what you are thinking (for a real audience) on a regular basis is a wonderful cognitive tool to have. I have been blogging for a couple of years now and frankly I blog not for any body else (I mean I love it when people comment on my posts) but that is not the reason I blog.  I sincerely hope that these beginning steps that are taking in this new medium will not stop once the class if over and that your posts will not depend on an assignment given to you by a professor but rather will emerge from your own thinking and experience. And that will be awesome.

Thank you for listening to me and I look forward to future interactions, hopefully in Enschede sometime soon.

sincerely ~ punya

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.

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.

Click here to view the embedded video.

As the young man says, “You can do anything that you think that you can do.” Well, may be not!

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.

h/t Superintendent Scot Graden’s Blog

Click here to view the embedded video.

Best Wishes for 2010!
from Shreya, Soham, Smita & Punya!

Here is a list of other explorations in video made in the past year or so with family. As you may notice some of these movies (particularly the series Explore, Create, Share) are ones that I use in my teaching – nothing like getting your kids to do your work for you

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

Have a wonderful new year!

Anyway, before the movie, I need to give a shout out to our family friend, Amol Pavangadkar, who made all this possible by helping us create a really cool animation stand. We were inspired by this design and here it is, in use, by Shreya’s friends, as they made their animation movie.

So using this set up we have already created three movies. You can see the first one here, the new year’s card here and the third one below. Enjoy, Finding Nemo, the sea-quel!

Click here to view the embedded video.