I fixed a number of the low-hanging a11y issues that you identified.
As for using modern web tooling, keep in mind there are many business and technical tradeoffs that go into any engineering decision. In this case, dynamically rendering the content makes it easier in the future to require aspiring hardware engineers to pass a test demonstrating knowledge of WCAG 2.0 standards before unlocking any educational hardware content.
It's much better now; thanks. Most of my remaining complaints are now obsolete or easily avoidable. I think the only remaining issue is the contrast on the Projects, Shop, About, FAQ, Support text, but your existing design might be pretty enough to justify that.
… Wait, those changes applied to all of the pages‽ I'm starting to finally see the appeal of those web frameworks.
Good video. They said costs could one day get down to $50 per MWh.
We already have solar plants selling at around $30 per MWh, so that doesn't seem like it will be a major source, although it has the potential to run all day and all night, unlike solar.
Very cool! I've been considering going this direction with the videos once I've finished everything for the breadboard version. Modular PCBs would make it a lot easier to rearrange things to experiment with different architectures, which could be interesting.
But I've got a lot of other ideas too, so who knows...
Hi ben, how do you feel about minecraft as a tool to learn about and practice computer design? Most of my comp-eng work has been in minecraft, but i constantly feel as if it isnt quite 'legit'. The main reason i used it is because it has no cost for components.
I'm not OP but speaking solely for myself, Minecraft has really turned me back on to all the logic design stuff. For example, see my single-push-button castle gate control, http://imgur.com/a/tBzJh. Of course, Minecraft physics aren't the same as real physics, but I think this is a great way to introduce anyone to circuits. It's certainly a lot more fun than the various exercises I had to do in my college EE classes.
Amazing Ben! Your videos are great!! But I have a question for everyone. Once built, what do you do with it? Yes it's an amazing learning project, but after it's complete I'd like to put it in a case maybe for display. Just not sure what would be best or what code would be most interesting to display. Perhaps replacing the 555 clock with a RTC DS1307 and using it as a time piece?
I've done this and once had a phone rep from Geico who was convinced I worked for them because my email was something like geico@example.com. This was probably in the late 90s when email was still new to many people. She was really confused that I wasn't getting the employee discount. "Are you sure? Does a family member work for Geico? No? Are you sure?..." I don't think she ever did really understand what was going on.
Perhaps I could have saved even more than 15% if I'd just gone with it. :D
I always understood it to be that the "typographic resolution" aspect of sparklines was an important characteristic and that you really couldn't display a proper sparkline on a screen because most screens just don't have the resolution of printed material. The idea was that the human eye could glean useful information from charts with 600 or even 1200 data points per inch and so you could pack an incredible amount of data into a small space. Even retina displays are only about half that, though most "sparklines" I see don't even attempt that density.
Does anyone know if sparklines are actually used that way? The only place I've seen really dense sparklines are Tufte's books. Most I've seen in the wild seem to have just a handful of data points.
That article has a terrible title. It implies it discusses deficiencies with the Common Core standards. A much better title would be something like "Open questions in mathematics that align to Common Core standards"
I fixed a number of the low-hanging a11y issues that you identified.
As for using modern web tooling, keep in mind there are many business and technical tradeoffs that go into any engineering decision. In this case, dynamically rendering the content makes it easier in the future to require aspiring hardware engineers to pass a test demonstrating knowledge of WCAG 2.0 standards before unlocking any educational hardware content.