How I Made It – My 1200 mph Commute

Oct 3, 2011 by

A couple of week ago I posted a video I created about my average daily commute….only sped up to about 1200 mph. The result was quite interesting, and an excellent study of how to create a certain “mood” or convey a particular type of experience to the viewer. I was able to turn my daily 40 mile commute into a video game (at least I felt as though I did), with the right music and some serious acceleration of the video’s speed. Posted today is my “how to”. At least one person asked directly in the comments how I did it, and I received a few tweets about the creation process, so enjoy, and in case you missed the original video, you can watch it below. If you’re an avid ds106 participant, this also happens to be a Video Assignment entitled “How I Made...

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Video Story Problem – Estimating with Dominos

Jun 6, 2011 by

I recently had the opportunity to spend a day volunteering for my daughter’s field day at school. Among the various athletic activities outdoors, there was also down time for the Kindergartners to rest, have a bit of snack, and play inside away from the sun. I got to spend one such down time at the “domino table”, playing with a brightly colored set of plastic dominos. As many children playing with dominos eventually do, they began to build. First it was a simple house, then a slightly more complicated and precariously balanced structure that tumbled at the tiniest bump of the table, which eventually led to the much more stable pyramid design, with “flat layers” of dominos building up to the peak of just 1 domino. I didn’t capture the entire building process on video, mostly because I wanted to have fun building with them, but what I did...

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Video Story Problem – Integrals & Yarn

May 24, 2011 by

This is perhaps my most ambitious and difficult to assemble video story problem yet. Which has me seriously conflicted, as it also feels like one of the most traditional, and least inquiry-based story problems. It feels like nothing more than just a “fluffy” version of a typical text based story problem taken straight from a Calculus 1 textbook. However, given the nature of Khan Academy’s very rote problems that exist only as numbers on a digital screen, I had to push forward as the hypnotic nature of the ball winder and umbrella swift made this a very compelling curiosity for me. I was in Loopy Yarns in downtown Chicago this past weekend, making a quick stop to pick up some Malabrigo lace on the way back from EdCamp Chicago, and I couldn’t help but share this. Most of my video story problems are focused on more elementary and middle...

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Video Story Problem – How Much Shampoo?!

May 9, 2011 by

In my ever constant, and increasingly obscure, quest to pose real life curiosities and problems that I come across throughout the week, I’ve created a video story problem centered around those tiny little bottles of shampoo, conditioner, and body lotions that hotels offer their guests. I was staying at a hotel near the Detroit airport last week while producing some pilot video content for a new Michigan Department of Education grant, and I couldn’t help but wonder just how much shampoo a hotel must go through every year. It’s amazing what you can distract yourself with while sitting in an airport hotel with planes threatening to slam into your room every few minutes. The question started simply enough, but I decided to add a few extra layers as I became more curious….and yes, despite the bad acting I really was curious about all of the questions posed in this...

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Video Story Problem – Computing Length & Speed

Mar 4, 2011 by

I’ve been nurturing a new found love for short video projects, especially the idea of talking story problems and giving them a visual element. The story problem is probably one of the most classic examples of a very valid attempt at putting math into real world context (depending on the execution). I’ve always advocated to teachers that anything you can do to personalize your teaching, or make connections between the material you’re working with and something immediately recognizable in your learner’s environment helps. However, I’m still a novice at this whole video story project concept. Making sure to provide the necessary information to solve the problem is fairly simple, but I’m still trying to figure out how best to incorporate extraneous data and information that students will have to filter out. It’s easy to add some distractions, as you can tell in the movie, but I’m looking for a...

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