Additional Considerations for Adult Learning

“LED-wordle” by Maha Abed is licensed under CC BY 2.0

The course modules have thus far exposed us to a range of theories, concepts and approaches to adult learning. One additional consideration in our discussion of adult learning is how facilitators take into account the needs of adult learners in order to design effective educational programs. What are the principles and goals involved in such programs? How do we account for the changes in the learning environments in the digital age? The readings in this module address some of these questions and provide us with further insights into the subject.

Synthesis of Readings

Adult Learning in the Digital Age

Merriam and Bierema discuss in Chapter 10 the onset of the digital age and the increased use of technology in adult learning environments. The ease of access to information in today’s connected world affects adult learning in two distinct ways: either as “just-in-time, relevant and self-directed” or “overwhelming, inaccurate, and misguided” (Merriam & Bierema, p. 191). The chapter goes on to provide an overview of how adult learners engage with technology, the benefits and challenges in e-Learning contexts, and how educators may help adults to overcome some of these difficulties.

“pantallas” by Olga Díez is licensed under CC BY 2.0

Planning Educational Programs

Brookfield & Holst’s Chapter Five provides a unique perspective on radicalized learning and the principles that make up adult education. The authors define principles as the “values of those who are responsible for the program (that) determine what is actually taught” (Brookfield & Holst, 2011). The authors proceed to describe the goals of program planning, which include an understanding of our sociopolitical economic context, the current era in history, the nature of change, and the need to meet the demands of the dispossessed (Brookfield & Holst, 2011).

ADDIE

The ADDIE model presented by BrainMass highlights the five stages of the training design process originally developed in 1975. The first step, “assess”, requires that the facilitator understands the needs of students, including the current skill level and the skills they need to gain. The “design” stage identifies the learning objectives; while the “develop” phase focuses on producing the materials that fulfill the objectives. The “implement” stage is the actual training and the final stage, “evaluate”, is an ongoing process that takes place throughout the training.

“AR-MEDCOM Commanders Training Workshop” by US Army Africa is licensed under CC BY 2.0

Strategies and Styles in Facilitating

MacKeracher’s Chapter 11 discusses the three styles for facilitating adult learning and the four theoretical models of facilitating. Each strategy has its own pros and cons and as explained by the author, “there is no ‘one best facilitating style’ for use with adult learners” (MacKeracher, p. 227). The three styles for facilitating differ mainly in the role and interactions between facilitator and learner. The four theoretical models of facilitating outline different goals in the structure of teacher-learner interactions. Facilitators must keep in mind that adult learning is most effective “when facilitating strategies match (adult learners’) needs and/or preferred learning behaviours and styles” (MacKeracher, p. 227).

Personal Reflection

There are several concepts from this module’s readings that resonated with me. One interesting idea in Adult Learning in the Digital Age is that technology has “infused every aspect of society to essentially change the thought process in learning” (Merriam & Bierema, p. 191). My feeling is that technology has affected the way we learn by allowing us to become more reflective, open to risk-taking, sharing ideas and collaborating together.

In Planning Educational Programs, I agree with the notion that principles and values must be considered in designing training and educational programs. As Martin Luther King Jr. once said, “Intelligence plus character – that is the goal of true education.”

The function of education is teach one to think critically intelligence plus character is the goal of true education pic.twitter.com/8kA1qckmoN

— Patrick Del Rosario (@pdelrosario1018) October 24, 2014

In Strategies and Styles in Facilitating, I was intrigued by the “humanistic” theoretical model of facilitating, which focuses on the whole self and involves several learning domains. As in child pedagogy, it is important for adult learners to similarly recognize the emotional and social realms of learning – something highlighted by Daniel Goleman in his work on emotional intelligence.

Critiques and Missing Components

While the information presented in the chapter on Adult Learning in the Digital Age is valid, I feel that some of the concepts could have been explored in more detail. For example, I think the reader would benefit from a deeper examination of strategies and techniques that facilitators could employ to ensure the success of adult learners.

One of the challenges I found with the ADDIE model is its time-consuming nature. One rule of thumb in the develop stage is that 1 hour of class time requires at least 15-30 hours of planning time. Not to say that planning is not critical, but this is a lot of time to dedicate to this purpose, especially if the program is for a small number of students. Another critique of the ADDIE model is that it does not pay enough attention to the facilitator-learner interactions, but instead focuses primarily on content design.

Implications and Future Considerations

“e-learning, world wide web” by algogenius is licensed under CC BY 2.0

As an online Master’s degree student myself, I can relate to both the conveniences and challenges of online learning. There is no doubt that this field is constantly evolving. I have even observed several changes in the format and delivery of my current online program since I first enrolled roughly 2 years ago.

As online learning becomes more relevant in today’s digital age and we continue to become overloaded by information, we must become critical learners in this process while maintaining balance in our lives in the face of non-stop connectivity. We must continue to make sure learning is at the heart of our interactions and thus, use technology to support this process.

For facilitators, it is incumbent that they develop methods to create a sense of community for online adult learners and foster meaningful teacher-learner interactions. The question is then how do facilitators promote principles, values and digital citizenship in an era of online learning? Furthermore, how can instructional design (including the ADDIE model) be adapted to accommodate the changes of the digital age and ensure the success of adult learners?

References:

(2013). Adult Learning Techniques – Part 3 [Online video]. BrainMass. Retrieved November 16, 2014, from https://www.youtube.com/watch?v=4zCkRDTWYV4

Brookfield, S. D., & Holst, J. D. (2011). Radicalizing learning: Adult education for a just world. San Francisco, CA: John Wiley.

MacKeracher, D. (2004). Making Sense of Adult Learning (2nd edition.). Toronto; Buffalo: University of Toronto Press, Scholarly Publishing Division.

Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice (1st edition.). San Francisco, CA: Jossey-Bass.

Neuroplasticity and Adult Learning

“It’s all about neuroplasticity” by Jaap den Dulk is licensed under CC BY 2.0

CONCUSSIONS IN SPORTS

Last month, the University of Michigan athletic department was embroiled in a major controversy when the Head Coach of the football team decided to play his quarterback after he suffered what appeared to be a serious blow to the head or concussion during the game. The incident came amidst lawsuits from former football players against the National Football League (NFL), alleging the league denied that concussions lead to brain damage and the debilitating disease known as Chronic Traumatic Encephalopathy (CTE). These reports have tarnished the image of the NFL and led many families to start thinking twice about signing up their children for youth football leagues.

Keith Olberman’s commentary below provides an interesting perspective on the disturbing effects of repeated concussions on a player’s mental health:

WHAT IS NEUROPLASTICITY?

The fallout from this debate has led to renewed efforts on the part of scientists, psychiatrists and neuropathologists to study the brain and understand how to effectively treat brain injuries. One area of brain research that has received particular attention is “neuroplasticity”. Not only does neuroplasticity provide hope in overcoming brain injury, but it also has implications on the brain’s ability to develop, grow and learn throughout our lives.

Neuroplasticity is defined as the “constantly changing mass of cell connections” (Hill, p. 75) that facilitates the brain’s ability to change and rewire neural pathways. Our prior understanding of the brain suggested that it stops growing during childhood years. What research has now revealed is that the brain is structured in such a way that it can adapt to the changing conditions around us.

“Neuroplasticity” by gever is licensed under CC BY 2.0

NEUROPLASTICITY AND BRAIN INJURY

So how does neuroplasticity help those who have suffered brain injuries? Well, in the case of former NFL players, especially those with “impairment in the areas of general cognitive functioning, information processing, reasoning, and memory”(Buczynski, 2011), studies have revealed that neurons in the brain “compensate for injury and adjust their activity in response to new situations or changes in their environment” (Hammond, 2010). Furthermore, if there is damage in one part of the brain, then the “responsibility for that function is simply rerouted to another part of the brain” (Hill, p. 76). Practitioners are now using these concepts of neuroplasticity and the application of noninvasive techniques to reverse brain damage in players who have suffered concussions from high-contact sports (Amen, 2013).

WHAT DOES IT MEAN FOR ADULT LEARNING?

Interestingly, neuroplasticity is not limited to issues of concussions and brain damage. This is why it has become an increasingly popular field of study for psychologists and educators alike. If neuroplasticity boils down to the ability of the brain to change, adapt and grow, then surely it has implications on the capacity of individuals to learn throughout different stages of their lives and particularly into adulthood. Considering the brain is more flexible than we initially believed, it can be argued that aging brains of adults are primed for learning. The correlation between aging and learning therefore proves that “lifelong learning is not confined to childhood” (Walker, 2010). As McGuckin (2010) cleverly comments, we ought to revise the old adage from “you can’t teach an old dog new tricks” to the case of “use it or lose it” (p. 4). Her observations signify something more profound: that if the brain is able to continue rewiring and adapting as it ages, adults should expose themselves to stimulating experiences and opportunities for learning throughout their lives. If we fail to challenge ourselves, Walker (2010) insists there can be adverse effects on the brain: “the brain’s function can gradually erode over time, leading to decreased memory and cognitive function” (Walker, 2010).

“Lifestyle changes” by Penn State is licensed under CC BY 2.0

NEUROPLASTICITY REQUIRES BRAIN ACTIVITY

For neuroplasticity to take effect and the processes of rewiring in our brains to unfold, experiences and environments must be engaging and conducive to learning. Hammond (2010) characterizes these experiences as “brain activity” and highlights it as one of the key principles for brain reorganization. Such activity can be achieved through “challenging intellectual environments, interacting in social situations, or getting involved in physical activities” to trigger the growth of brain connections (Hammond, 2010). In a sense, we must be creative in finding challenging activities and enriched environments that augment brain restructuring. This means looking beyond the traditional means of the classroom and instead, exploring opportunities which allow learners to “experience new things, learn new concepts and stimulate the brain”, resulting in a malleable or “plastic” brain (Walker, 2010).

The video below provides a neat explanation of how learning new tasks or experiencing different emotions cause new pathways to be carved in our brains.

CRITIQUES OF NEUROPLASTICITY

Like many developing areas of research, the study of neuroplasticity faces a number of criticisms. A common critique is that neuroplasticity is susceptible to negative effects on the human brain. If the human brain is malleable and can be rewired, then negative factors in our environment can also affect the function and structure of the brain. The brain may be vulnerable to influences such as “ambitions and excesses of others, whether they are misguided parents, well-meaning cultural trendsetters or despotic national leaders” (Zuger, 2007). Another criticism is that if brain damage is extensive and the brain is unable to repair itself and reorganize its lost function, neuroplasticity has no relevance. Some critics cite “neuroessentialism” as another shortcoming of neuroplasticity. This is the idea that referring to the brain is an intellectual trend and people bring it up only to make their arguments sound more scientific. Finally, research in the field of neuroplasticity is relatively new. It is still too early to draw any major conclusions from its study. Researchers are still analyzing the science and the behavior of neuroplasticity, and therefore, basing educational theories and teaching practices on findings of neuroscience is premature (McGuckin, p. 5).

IMPLICATIONS AND FUTURE CONSIDERATIONS

Despite the criticisms and shortcomings of neuroplasticity, its implications and future considerations still deserve due consideration. Clearly, brain injury is a serious matter and until the research in this field is developed further, the severity of concussions should not be overlooked. Officials in high-contact sports leagues, like football, hockey and boxing, must continue to consult the latest research and decide safety protocols for athletes. Although research by neuroscientists like Dr. Amen has shown an “improvement in brain function and cognitive performance” of former NFL players (Amen et. al, p. 5), further study is needed to determine the full impact on human development and the possibility (and extent) to reverse damage.

In terms of adult learning, it is clear that new research and knowledge of the brain “dispels forever the notion that adults have difficulty learning” (Hill, p. 78) and instead reinforces the idea of lifelong learning. This new knowledge has shaped my thinking in regards to adult motivation to learn. Adults can overcome feelings of inadequacy, low self-esteem, lack of trust, and prior negative experiences based on the ability of the brain to continuously learn.

“Exercise Plays Vital Role Maintaining Brain Health” by A Health Blog is licensed under CC BY 2.0

RECOMMENDATIONS FOR PRACTITIONERS OF ADULT LEARNING

In light of my revelations on neuroplasticity, I have learned about several prescriptive and useful recommendations for practitioners of adult learning. There is much to gain from the work of professionals who have been focusing on victims of brain injury. For example, Dr. Amen’s approach with former NFL players has shown how professionals can successfully work with retired athletes to alleviate some of the difficulties they face upon retirement. His rigorous program includes a “revised diet, regular exercise, limited alcohol use, eliminating drug use and cigarette use, getting enough sleep, as well as nutritional supplements…” (Amen, 2013).

In terms of adult learning, introducing the concept of a “growth mindset” to learners can help overcome feelings that we are not talented or smart enough. Practitioners can encourage adult learners to understand that change is possible and that we can do things that we thought could not be done before. Of course, practitioners of adult learning need to be mindful that effort and struggle are required in order to make progress. Unique experiences and inspiring activities are necessary in order to stimulate brain reorganization. Brain fitness, mental exercises, physical activities, volunteer work and educational travel are all examples of opportunities to promote lifelong learning in innovative ways. Practitioners of adult learning have a vast number of resources available to them to motivate adult learners and to advocate lifelong learning.

References:

Amen, D.G. (2013, February 2). Study Shows “Reversing Brain Damage” Among NFL Players Is Possible. [Web log comment]. Retrieved from http://www.amenclinics.com/latest-news/study-shows-reversing-brain-damage-among-nfl-players-is-possible-with-a-targeted-brain-healthy-protocol/

Amen, D.G., Wu, J.C., Taylor, D. & Willeumier, K. (2011). Reversing Brain Damage in Former NFL Players: Implications for Traumatic Brain Injury and Substance Abuse Rehabilitation. Journal of Psychoactive Drugs, 43:1, 1-5.

Buczynski, R. (2011, April 13). Terry Bradshaw, the NFL, and the New Brain Science Research. [Web log comment]. Retrieved from http://www.nicabm.com/nicabmblog/terry-bradshaw-nfl-brain-science-research/

Hammond, K. (2010, June 26). Neuroplasticity. [Web log comment]. Retrieved from http://web.stanford.edu/group/hopes/cgi-bin/wordpress/2010/06/neuroplasticity/

Hill, L.H. 2001. The Brain and Consciousness: Sources of Information for Understanding Adult Learning In S.B. Merriam (Ed.), The New Update on Adult Learning Theory (pp. 73-81). San Francisco, CA: Jossey-Bass.

McGuckin, D. & Ladhani, M. (2010). The Brains Behind Brain-Based Research: The Tale of Two Postsecondary Online Learners. College Quarterly, 13:3, 1-7.

Walker, S. (2010, April 23). Lifelong Learning and the Plastic Brain. [Web log comment]. Retrieved from http://www.scilearn.com/blog/lifelong-learning-brain-plasticity

Zuger, A. (2007, May 29). The Brain: Malleable, Culpable and Vulnerable. The New York Times, p. 1. Retrieved from http://www.nytimes.com/2007/05/29/health/29book.html?_r=0

Final Reflection: Assessment and Evaluation

Image credit: https://www.flickr.com/photos/thelibrarianedge/9153251161/

In his article On Assessing for Creativity, Grant Wiggins argues that measuring creativity is a necessary step to bring about change in our schools. One movement making waves in schools across the country and contributing to the increased focus on creativity is “The Maker Movement“. The Maker Movement is ideal for assessing student learning, because it encompasses a number of learning dispositions, such as creativity, curiosity, collaboration, inquiry and risk-taking. These attitudes and skills are vital for students to tackle the problems of tomorrow.

I believe my school is making progress in implementing aspects of the Maker Movement. One of our more popular classes in the school is woodworking. Here young children, including toddlers and second graders alike, “bring their ideas to life, and create new things” (Thomas, 2012). Students use real tools and materials (of course, with adult guidance) to create products that promote self-expression and meaning-making.

Image credit: https://www.flickr.com/photos/exploratorium/7024548211

Our next step is to extend the making process beyond woodworking and incorporate it into the everyday classrooms. Maker kits could be a great start for our teachers to engage students with subject-based learning. My experience in Week 2 of the course proved that maker kits, such as the Makey Makey, can support other areas of learning as well, including language development and creative expression in the arts. I have observed that the Maker kits lend themselves well to inquiry, which is the foundation of the IB PYP curriculum adopted at our school. In evaluating the effectiveness of maker kits or other technological innovations, it would be prudent to measure its impact on the five essential elements of the IB PYP – namely knowledge, skills, conceptual understanding, attitudes and action. Progress in any one of these areas would indicate successful alignment and integration with the framework of the IB PYP.

EdCamps and Massive Open Online Courses (MOOCs) are examples of other innovative technological adaptations that could align closely with our school’s practices, particularly our strong commitment to professional learning and growth. One of the challenges we face at our school during the busy course of a year is the lack of time to dedicate towards professional learning. EdCamps and MOOCs, which allow teachers to address their individuals interests and passions, would serve as effective solutions for teachers motivated to continue learning and improving their practice.

Image credit: https://www.flickr.com/photos/catdancing/4454015701/

Reflecting on my experiences thus far, I think it would be fair to say that I have made decent progress in my work as an ed tech integrator. My understanding of the challenges and opportunities in integrating and repurposing technology for use in schools is perhaps one of the clear signs of my growth. I also realize the need to apply my learning from this course in my school setting and to share my understanding of innovative technological adaptations with colleagues and others in the community.

I recall being told at the beginning of CEP 811 that this course would be one of the toughest experiences as a Master’s degree student. Now, upon completion of the course, I can confirm that this statement certainly holds true. As described in the MAET statement on evaluation, this course pushes its students to the limits. I have never considered myself to be a creative person, but the experiences offered in the course have revealed some of that unknown potential within me.

When I began my first CEP course (CEP 810) earlier this year, I struggled with wanting to produce the perfect product. It took me a long time to overcome this need for completion and perfection. Over time, this changed and I slowly became more comfortable sharing my “unfinished” work in a public space. One of the key indicators of change this year has been my willingness to make mistakes and experience failure. I have a long way to go in this regard, but I know that being vulnerable and facing disequilibrium will only make me a better learner. I look forward to CEP 812 next semester when I hope to continue on my path of personal and professional growth.

References:

Day, K. (2013, 27 June). Chicago Public Library makerspace – visualization on wall [photograph]. Retrieved October 8, 2014, from https://www.flickr.com/photos/thelibrarianedge/9153251161/

Elling, L. (2010, 3 March). Puddle Reflection 9738 [photograph]. Retrieved October 8, 2014, from https://www.flickr.com/photos/catdancing/4454015701/

Exploratorium. (2012, 17 March). Open MAKE: Tools [photograph]. Retrieved October 8, 2014, from https://www.flickr.com/photos/exploratorium/7024548211

Thomas, A. (2012, September 7). Engaging Students in the STEM Classroom Through “Making”. [Web log comment]. Retreived from http://www.edutopia.org/blog/stem-engagement-maker-movement-annmarie-thomas

Wiggins, G. (2012, February 3). On assessing for creativity: yes you can, and yes you should. [Web log comment]. Retreived from http://grantwiggins.wordpress.com/2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/

EdCamp Reflection

Last week I participated in an online EdCamp with my colleagues in CEP 811. The unconference model allowed us to select our own topics and engage in conversations. We were given roughly 15 minutes to present our topic related to a theme on educational technology. In order to prepare for the experience, we conducted research and brainstormed ideas to encourage discussions.

My topic for the EdCamp was “Literacies and Technologies”. I shared my thoughts on an interesting article I read and then opened the floor for discussion. Despite some time zone challenges (i.e. confusion with the time difference between the US and Thailand), I found the overall experience to be very smooth and fruitful.

I enjoyed seeing my colleagues “face-to-face” and having the opportunity to hear their thoughts on different issues. I was impressed with the interactive experience of Google Hangouts, including the ability to share documents from our screen while carrying our conversations. I also enjoyed the casual format of the discussion, in which we had the chance to share thoughts and ask questions at any point during the meeting.

I struggled with the flow and pace of the EdCamp. I noticed there were several silent moments during the discussion, which could be attributed either to the inability to connect with the topic or the unconventional online nature of the conversation. At times, I felt I was not prepared enough to contribute in effective ways to the topics. A lot of the information being presented was new and personally, I needed a little more time to digest the material before sharing my thoughts. This could have been remedied by conducting some basic research beforehand to become familiar with my colleagues’ topics.

If I were to do my EdCamp differently, I would focus on asking specific questions related to my topic. For example, instead of asking my colleagues a very general question, “What do you think?” I could ask a more focused question such as, “What is the role of teachers in incorporating technology into literacy?” I would also ask more questions to those presenting topics instead of only commenting or sharing experiences. I think the major difference with this EdCamp experience and others is that we were obliged to participate in sessions that may not have fallen in an area of interest for us.

EdCamps have tremendous potential for professional development. It shifts the focus on learning and empowers teachers to take ownership of this process. Teachers are able to share best practices with other educators and to seek their input in an ongoing dialogue. EdCamps have the ability to unlock the true potential of teachers while fulfilling their innate desire for personal and professional growth.

For my own school, EdCamps would be a great opportunity for teachers to explore concepts that would help them become more effective in the classroom. I have noticed that professional development in my school tends to be a top-down process, in which administrators decide what teachers need to learn. EdCamps are a unique way to reverse this trend and allow teachers to take the lead through a more grassroots approach. I believe if we are able to follow the children’s needs and interests in the classroom, surely we can do the same for our teachers.

The first step I would take to organize an EdCamp is to conduct more research. I would need to find out if EdCamps exist in Thailand or Southeast Asia and then possibly attend one in order to gather more information. Creating a team of collaborators would be my next step and I could use the existing networks of international school teachers in this part of the world to achieve this. I would create an EdCamp event focused on a specific area of education – early childhood education – in which I could elicit the support of teachers from my own school. Finally, I would search for sponsors within our own community to assist with the costs of the event.

References:

Lasica, JD. (2007, 19 May). Unconference [photograph]. Retrieved October 6, 2014, from https://www.flickr.com/photos/jdlasica/506378526

Sarobhosa, Eliz. (2011, 20 August). DESIGN NERDS + Design Thinking UnConference [photograph]. Retrieved October 6, 2014, from https://www.flickr.com/photos/rocketcandy/6064824254/

SimpleK12. EdCamp The Complete Guide: How to Start & Run Your Very Own EdCamp. Retrieved October 6, 2014, from http://edcamp.wikispaces.com/file/view/HowToEdCamp.pdf/272319586/HowToEdCamp.pdf 

Incorporating Universal Design for Learning in My Maker Activity

Visual sketch of Universal Design for Learning (https://www.flickr.com/photos/gforsythe/8527950743)

One of the most critical tasks of a teacher is to design teaching and learning practices in order to support a diverse body of learners. This week in CEP 811, we explored the principles of the Universal Design for Learning (UDL) and discovered how its framework can “enable all individuals to gain knowledge, skills, and enthusiasm for learning” (Rose, 2011). Through “flexible goals, methods, materials, and assessments that empower educators”, UDL is able to address individual needs (including those with special learning needs) and ensure progress in learning (Rose, 2011).

Our task this week required that we utilize our learning from UDL to revise our maker-thrifting lesson plan from week 2 of the course. Further exploration of the UDL Guidelines, including a useful set of technology tools called the Technology Toolkit, made me realize there were several improvements I could integrate into my lesson.

I have revised my lesson plan and included the changes in green.

During the process of imposing the UDL framework on my maker activity, I recognized a number of principles of UDL that I had already incorporated in the lesson. Some of these elements were apparent when I made my first revision to the lesson based on Vygotsky’s “Social Development Theory” and his ideas of adult guidance and peer collaboration.

Vygotsky’s “Social Development Theory” posits that adult guidance and peer collaborations play a fundamental role in the learning process.

For example, the UDL’s guidelines on “promoting understanding across language” and “supporting planning and strategy development” were fulfilled by the inclusion of adult guidance and scaffolding in the lesson (Rose, 2011). Furthermore, peer collaboration and the “zone of proximal development”, which evolved into key components of my lesson plan, were highlighted by the UDL’s guideline to “minimize threats and distractions” and “foster collaboration and community” (Rose, 2011). It was interesting to note that the principles of UDL seemed to draw from the learning theories and professional knowledge that we explored earlier in the course.

At the same time, after reviewing the UDL Guidelines, I felt there were number of revisions that I had to implement to improve the effectiveness of the lesson in meeting the diverse needs of students. For example, the UDL guideline to “provide options for perception” demonstrated that I needed to find creative ways of introducing the story We’re Going on a Bear Hunt. In addition to a print version of the story, I imagined that the lesson could improve if students explored the story through auditory means (e.g. listening to an audio version using an iPad and headphones) and through visual means (e.g. watching a video version on YouTube). As an alternative to both of these options, I planned to present the students with physical objects and props (such as a teddy bear, flashlight, backpack and a sensory station consisting of bins of mud, grass, water and ice), so that they could experience the story from a unique, “hands-on” perspective.

In order to provide options for deeper comprehension of the lesson, I will highlight the big ideas, key concepts and objectives of the lesson. The purpose behind this is for the students to become expert learners and determine “those features that matter most while avoiding those that matter least” (Rose, 2011, p. 19). This can be achieved by reminding the students and making explicit the conceptual understandings and learning outcomes of the lesson. For example, through large group discussions, the students will understand that one of key aims of the lesson is to use visual presentations to enhance our ability to express ideas. Furthermore, students will understand that the creative process requires us to solve problems, and think critically and imaginatively. These objectives will not only be highlighted at the beginning of the lesson, but also during the activity as students create plans to re-tell the story.

References

Cook, A.M. & Polgar, J.M. (2008). Cook and Hussey’s assistive technologies: Principles and practice (3rd ed.). St. Louis, MO: Mosby Elsevier. Retrieved from Google Books.

Forsythe, Giulia. (2013, 4 March). Universal Design for Learning [photograph]. Retrieved October 5, 2014, from https://www.flickr.com/photos/gforsythe/8527950743/

Rose, D.H. & Gravel, J. (2011). Universal Design for Learning Guidelines (V.2.0). Wakefield, MA: CAST.org.

Wilshaus, Remy. (2011, 16 March). Lev Vygotsky neemt vandaag ook deel aan onze conferentie [photograph]. Retrieved October 5, 2014, from https://www.flickr.com/photos/remywilshaus/5531044853/

EdCamp Presentation

Here is the link (Google slides) to my EdCamp presentation on Literacies and Technologies. 

Below is the video of our EdCamp on Google Hangouts:

Experience Design and Re-Imagined Classrooms

This week in CEP 811 we explored Experience Design and how it impacts learning in educational settings. The course readings and resources deepened my understanding of how values and learning theories are reflected in the design of learning spaces. It became clear, especially through one particular study, that well-designed classrooms positively impact student learning. Our task for this week was to transform the physical environment of a classroom using our understanding of relevant teaching and learning practices and applying it through a unique 3D modeling software called SketchUp.

The Classroom in Question

The first step of this process was to re-imagine a familiar learning space through “21st century eyes”. What came to mind was a school project I had been collaborating with in Tripura, India. After my visit to the school, I realized that improvements were needed in the design of classrooms. The Grade 1 classroom, for example, traditional in its layout, consisted of student desks in rows and the teacher’s desk at the front of the room. Sir Ken Robinson’s statements about conformity and transmission of knowledge was evident in several aspects of the classroom design (OWP/P Architects, 2010, p. 56).

The Redesigned Classroom

My initial thoughts in redesigning the learning space were brought to light by design professional, Michael Waldin, and his intriguing question: “Does this learning environment support a child’s natural instinct to learn through creation and discovery?” (OWP/P Architects, 2010, p. 56).

My goal was to give careful attention to promoting choices, inquiry, authentic learning experiences and the building of relationships. Given that the classroom holds 30 students, I wanted to provide different types of seating arrangements to facilitate the myriad learning styles and multiple intelligences of the students (The Third Teacher, 2010, p. 14.). The spaces I designed offer a large communal meeting area, small group collaboration centers, and quiet spaces for individual learning and reflection.

I felt it was important to create a sense of comfort and belonging in the classroom. The use of cushions, carpets, and bean bags contribute to the home-like atmosphere and help to foster relationships amongst students and teachers. To complement the abundance of natural light in the classroom, I painted the walls a soft, earth-tone color. The re-imagined classroom also contains two large bulletin boards to display learning, including artwork, photographs and documentation of students’ work (The Third Teacher, 2010, p. 15). As the teachers develop their understanding and become more comfortable with the new learning spaces, it is hoped they will begin to “shuffle the deck” and take advantage of the loose furniture by periodically rearranging the environment to suit the learning needs of the students (The Third Teacher, 2010, p. 10).

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Implementation

Implementing my vision requires not only a number of new physical resources, but also the support of the school stakeholders, including teachers, administrators, students, parents, donors and community members.

The costs of implementation are undoubtedly high and may exceed the current school budget. Therefore, efforts will have to be made to raise funds and to call for donations. Experienced designers, carpenters and volunteers in the community will be recruited to contribute time and expertise to building the furniture. Local businesses will be asked to donate wood supplies, carpets, cushions and shelves that are still in good condition. The community will prove vital in alleviating much of the costs.

I am proposing to implement the changes in two separate phases. The first phase will allow the physical restructuring of the classroom to take place without having to utilize all the furniture items. The current student desks and chairs can be positioned together to form group tables. The second phase will include the addition of the remaining furniture. The approximate cost of each phase is outlined below ($1 USD ≈ 61 Indian Rupees).

Phase 1
Shelves (5 sets) = 15,000 rupees
Carpets (3 sets) = 9,000 rupees
Painting = 5,000 rupees
Bulletin boards (2 sets) = 4,000 rupees
Sofa = 3,000 rupees
Low table = 3,000 rupees
Flipchart = 1,000 rupees
Bean bag = 1,000 rupees
Cushions = provided through donations
Plants = available on school grounds
TOTAL = 41,000 rupees (~ $670 USD)

Phase 2
Student tables/chairs (8 sets) = 40,000 rupees
Cubbies (2 sets) = 6,000 rupees
TOTAL = 46,000 rupees (~ $750 USD)

References:

Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on on pupils’ learning. Building and Environment, 59, 678-689. doi: http://dx.doi.org/10.1016/j.buildenv.2012.09.016

OWP/P Architects, VS Furniture, & Bruce Mau Design. (2010). The third teacher: 79 ways you can use design to transform teaching & learning. Retrieved from http://thethirdteacherplus.com/s/Ch2-TTT-for-Web-0y6k.pdf

The Third Teacher. (2010). TTT Ideas Flash Cards. Retrieved from http://goo.gl/v25rRA

My Ultra Micro Mooc

This week in CEP 811, we explored how instructional design principles can help us create effective Massive Open Online Courses (MOOCs). Although a somewhat controversial form of pedagogy, MOOCs allow opportunities for increased access to knowledge to learners from around the world. Combining my new understandings of instructional design and a strong interest in creating learning spaces for young children, I’ve created my very own mini online learning experience!

Purpose 

In my “Learning Spaces 101” course my peers will master planning, designing and assessing learning spaces for young children by creating a blog, setting up their own learning space based on key principles of design and engaging in thoughtful discussions with peers.

Course Topic

Designing engaging learning spaces for young children

Course Title

Learning Spaces 101

Audience

Teachers, student-teachers, school administrators, curriculum coordinators and parents may all benefit from joining my course. A wealth of resources will provide a solid background for those interested in enriching their classroom environments or spaces in their homes. The collaborative nature of the course and the opportunity to connect with like-minded educators from around the world will also attract participants to the course. Finally, participants will acquire a set of skills in planning, designing and assessing learning spaces, which can be applied immediately to their own educational settings.

Objectives

Over the course of five weeks, learners will be able to achieve the following:

• To develop a basic understanding of theory including how environments impact and shape learning.
• To understand how environments reflect values and beliefs.
• To recognize how the environment acts as the “third teacher” in an early years setting.
• To become familiar with the principles of design for learning spaces.
• To apply knowledge and understanding from the course to thoughtfully plan and create a learning space.
• To use the power of reflection and observation to assess the effectiveness of learning spaces.

Course Projects

Learners in this course will be expected to create the following:

• Personal blog to write summaries and reflections on key course concepts.
• Twitter account to share their assignments with colleagues and the world!
• Infographic to describe how environments impact learning.
• Voicethread video to highlight principles of design in a learning space.
• Prezi to share documentation of their journey in creating their own learning space.

Instructional Design

The course design employs the Understanding by Design (Ubd) model by Grant Wiggins and Jay McTighe. The authors of this model stress that the best curriculum designs imply being “more thoughtful and specific about our purposes” (Wiggins, 2005, p. 14). In structuring the course, I have paid careful attention to the essential understandings, which I explicitly identify as the main objective of each lesson. I have also followed Wiggins’ “3 stages of backwards design” to ensure that the weekly lessons stay true to overall goals and objectives of the course (Wiggins, 2005, p. 18). In addition, I have included Dr. Stephen Yelon’s research on instruction design, particularly “a set of essential content”, which Dr. Yelon describes as the “the basic ideas and skills that will allow the learner to complete the task or understand the content” (Yelon, 2001). Finally, as part of my effort to create a collaborative experience for the participants in the course, I have relied on Leo Vygotsky’s “social development theory”, which highlights the importance of social interaction and collaboration as a tool for learning (Kearsley, 2013).

Collaboration

Collaboration and peer interactions are an important part of this course. Learners will use the comments and feedback from their peers to gain a deeper understanding of key concepts in the course. Learners will be expected to comment on the blog posts of peers, participate in exchanges through Twitter, and provide audio commentaries on their colleagues’ assignments through Voicethread.

Course Outline

The design architecture for the weekly course lessons consists of the following:

• Objective
• Content
• Readings/Resources
• Create
• Share

The course format focuses on continuously drawing the learner’s attention to the overarching objective of each week. The readings/resources consist of articles for in-depth reading (and others for simply browsing), videos and websites. The tasks for each week allow learners to explore a range of online multimedia applications while also providing them the opportunity to easily share their work with colleagues from around the world.

WEEK 1: THEORY

Objective

• To develop a basic understanding of how environments impact learning.

Content

• The variety of learning spaces in a classroom for young students.
• Connections between learning spaces and learning outcomes.
• Learning spaces that meet the needs of 21^st century learning

Readings/Resources

• Read: Making the PYP Happen (p. 43)
• Read: Why Can’t We Be in Kindergarten for Life? 
• Browse: The connections between learning spaces and learning outcomes: people and learning places? 
• Explore: Designing Spaces for Effective Learning

Create

• Create a WordPress.com account or use an existing one.
• Write a 300-word blog post to describe one of your favorite places as a young child. This place could be a room or corner of the house, a learning space in your old classroom, an outdoor space, etc. What made this place a lasting childhood memory? How did this place make you feel? Using your memory of this place to the best of your ability, how would you describe the physical aspects of the environment, such as colors, materials, sensory aspects, and textures in this space? (Curtis, 2003, p. 19).

Share

• Create a Twitter account or use an existing one.
• Tweet this blog post using the hashtag #learningspaces101. Comment on the post of one of your colleagues.

WEEK 2: ENVIRONMENT AS THE THIRD TEACHER

Objective

• To understand how the environment acts as the “third teacher” in an early years setting.

Content

• Environments shape learning and affect student achievement.
• Learning spaces reflect values and beliefs of a program.
• Learning spaces promote choices, risk-taking, collaboration and discovery.

Readings/Resources

• Read: The Effect of the Physical Learning Environment on Teaching and Learning 
• Read: Designs for Living and Learning: Transforming Early Childhood Environments (p. 13-18)
• Explore: Resources section of The Third Teacher website
• Explore: The Wonder of Learning: The Exhibition website

Create

• Design a one-page infographic (using one of these tools) sharing your understanding of how environments shape learning.

Share

• Post the link to your infographic on the blog and write a short, one-paragraph introduction.
• Tweet your blog post to your followers using the hashtag #learningspaces101.

WEEK 3: PRINCIPALS OF DESIGN

Objective

• To gain an understanding of the principles of design required for creating effective learning spaces for young children.

Content

• Fundamental elements for the organization of space.
• The seven principles of design for inspiring learning spaces.
• The importance of beauty and aesthetics in an early years classroom.

Readings/Resources

• Read: Defining Elements in the Planning of Early Childhood Classrooms 
• Watch: Inspiring Spaces for Young Children 
• Read: The Hundred is There! Helen Gordon Child Development Center 
• Read: Aesthetics in the Classroom Setting 

Create

• Using Voicethread, create a 1-2 minute video commentary describing 3-5 images of learning spaces from within your classroom or home (you may use learning spaces belonging to others as long as you have permission). Express how these learning spaces reflect (or do not reflect) the principles of design alluded to in this lesson.

Share

• Post the link to the Voicethread on your blog and write a short, one-paragraph introduction.
• Using Voicethread, provide an audio commentary on the videos of two of your colleagues either reaffirming, elaborating or challenging the use of design principles in the images.

WEEK 4: PLANNING AND DESIGNING LEARNING SPACES 

Objective

• To apply knowledge of environments and the understanding of the principles of design to thoughtfully plan and create a learning space for young children.

Content

• Getting started on setting up a learning space.
• The physical aspects of a learning space.
• Elements in planning environments.

Readings/Resources

• Read: Designing Spaces for Children: Getting Started 
• Watch: Bambini Creativi, Reggio Inspired Preschool-Kansas City 
• Explore: Pinterest boards (Designs for Living & Learning, The Reggio Classroom, Environments)

Create

• Design a new learning space in your classroom or home based on your learning from the course thus far.
• Create a Prezi presentation to document the process of planing and designing the learning space. Include multimodal features (e.g. photos, videos, etc.) in your presentation.

Share

• Post the link to the Prezi on your blog and write a brief, one-paragraph introduction about the presentation.
• Tweet your blog post to your followers using the hashtag #learningspaces101.

WEEK 5: ASSESSING LEARNING SPACES 

Objective

• To use the power of reflection and observation to assess the effectiveness of learning spaces and to make adjustments geared towards increasing student learning.

Content

• Using observation scales to assess environments in early childhood settings.
• Addressing values, goals and barriers for learning spaces.

Readings/Resources:

• Read: Making Your Environment the “Third Teacher” (p. 22-23)
• Explore: Prezi on Review of Rating Observation Scale for Inspiring Environments 
• Watch: Rating Observation Scale for Inspiring Environments: ROSIE 

Create

• Complete the exercises in Making Your Environment the “Third Teacher” (p. 24-26)
• Write a 500-word blog post to summarize the exercises in this lesson and to outline your main takeaways from this course. If possible, observe students engaging in the learning space you created in the previous week. What adjustments could be made to extend the students’ learning in this space? Include three statements in this blog post using the format: “I used to think…but now I think.”

Share

• Tweet your blog post to your followers using the hashtag #learningspaces101.
• Comment on the blog post of one of your colleagues. Describe how peer interactions have helped with your progress as a learner in the course. Give specific examples.

____________________________________________

References:

Barefoot, Darren. (2010, May 12). Prezi Editor Screenshot. [photograph]. Retrieved September 21, 2014, from https://www.flickr.com/photos/dbarefoot/with/4601583711

Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press.

DeViney, J., Duncan, S., Harris, S., Rody, M.A., & Rosenberry, L. (2010). Inspiring Spaces for Young Children. Silver Spring, MD: Gryphon House.

DeViney, J., Duncan, S., & Rosenberry, L. (2010). Rating Observation Scale for Inspiring Environments. Silver Spring, MD: Gryphon House.

Fryer, Wesley. (2010, February 7). VoiceThread – Who Was Helen Keller? [photograph]. Retrieved September 21, 2014, from https://www.flickr.com/photos/wfryer/4340121784/

Gugler, Dean. (1945, December 7). Challenge = Childhood Memory. [photograph]. Retrieved September 21, 2014, from https://www.flickr.com/photos/ontario_wanderer/with/6472268381

Kearsley, G. (April, 1, 2013). The Theory Into Practice Database. Retrieved from http://InstructionalDesign.org

MTSOfan. (2008, December 8). More Fancy Tickling. [photograph]. Retrieved September 21, 2014, from https://www.flickr.com/photos/mtsofan/3094438276

Wiggins, G. and McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition.  Prentice Hall.  pg 13-33.

Yelon, S. L. (2001). Goal-Directed Instructional Design: A Practical Guide to Instructional Planning for Teachers and Trainers. Michigan State University: Self-published, Not in electronic format.

Foundations of Learning for Maker-Thrifting Activity

Image credit: http://team2developmental.wordpress.com/

Last week in CEP 811, I used my Makey Makey kit to create an engagement that would support classroom instruction. I combined sound and dramatic play to create an interactive version of the popular children’s story, “We’re Going on a Bear Hunt” by Michael Rosen. The lesson was designed to give students the opportunity to collaborate together and to use their creativity to re-tell the story in a novel way.

Sample recreation of the children’s story “We’re Going on a Bear Hunt” (image credit: http://www.pinterest.com/pin/220746819208216409/)

This week our assignment was to relate our Maker-Thrifting activity to learning theories and professional knowledge. As teachers we understand that learning theories form the foundation of our work. Furthermore, spending time reflecting on how learning takes place is useful in improving our instructional practice. In this particular case, I was going to explore how I could use specific learning concepts to inform my Makey Makey lesson design from the previous week.

We began by exploring big ideas about learning presented in a Tedx Talk by Richard Culatta. One point that caught my attention was Culatta’s (2013) description of a school in North Carolina that had been focusing on reimagined learning. The classroom environment and instruction was designed in such a way that one could not tell where the front of the room was. Why was this the case? Culatta explains that students were constantly engaged in collaborative projects (and perhaps it is fair to assume that traditional instruction methods in the school were limited). It became apparent to me that collaborative learning was a vital aspect of reimagined learning.

Leo Vygotsky’s “social development theory” similarly highlights the importance of social interaction and collaboration as a tool for learning. In fact, a key component of Vygotsky’s theory is the “zone of proximal development”, which explains that our learning can be extended only with the help of “adult guidance or peer collaboration” (Kearsely, 2013). Peer collaboration is able to enhance student learning, because it “promotes higher order thinking skills including: creating, evaluating, analyzing, and applying” (Cicconi, 2013, p. 60). The social development theory had reaffirmed one of my original pedagogical choices in the Maker-Thrifting lesson plan, which was to encourage students to engage in group work and to learn from one another.

The Zone of Proximal Development (image credit: http://www.innovativelearning.com/)

However, there was one element of Vygotsky’s theoretical framework which was missing from my lesson design. This involved adult guidance and the role of the teacher in scaffolding student learning. In an article entitled “Talking It Up: Play, Language Development, and the Role of Adult Support”, the authors explain that when children are engaged in guided play (or dramatic play in the case of my lesson design), adults have important roles in facilitating the learning process. In order to scaffold learning, it is suggested that the teacher “prepares the environment”, “joins subtly in the play to help children focus on specific elements” (Weisberg et. al, 2013, p. 42), and “capitalizes on teachable moments” (p. 47).

In guided play, teachers should scaffold student learning (image credit: http://thekglawyerblog.com/).

Another interesting research article focused on how technology can be used in the early years to support collaboration. The author, Megan Cicconi, summarizes several ways in which technology “acts as a conduit for collaborative learning” (Cicconi, 2013, p. 58). In particular, “student-initiated publishing and sharing” (p. 59) and the “use of Vokis, VoiceThreads, and Vodcasts” (p. 61) are ideal solutions to promote socialization and collaboration (including virtual collaboration). I felt my Makey Makey lesson design could be improved with some of the suggestions from this research, including providing opportunities for reflective discussion and students collaboratively sharing thoughts through technology.

To achieve this purpose, I have redesigned and improved the quality of my lesson plan. I have attempted to incorporate the research findings above and to identify ways of supporting authentic learning. My revised lesson plan includes changes highlighted in BLUE.

Technology in the early years provides opportunities for collaboration (image credit: http://www.teachersfirst.com/)

References

Cicconi, M. (2013). Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom. Early Childhood Education Journal, 2014 (42), 57-65.

Culatta, R. (2013, January 13). Reimagining Learning: Richard Culatta at TEDxBeaconStreet [Video file]. Retrieved from http://tedxtalks.ted.com/video/Reimagining-Learning-Richard-Cu

Kearsley, G. (April, 1, 2013). The Theory Into Practice Database. Retrieved from http://InstructionalDesign.org

Weisberg, D.S., Zosh, J.M., Hirsh-Paske, K. & Golinkoff, R.M. (2013). Talking It Up: Play, Language Development, and the Role of Adult Support. American Journal of Play, 6 (1), 39-54.

Thrifting and Storytelling with the Makey Makey Kit

This week in CEP 811 we explored the relationship between technology and creativity. In “Rethinking Technology & Creativity in the 21st Century: Crayons are the Future”, Punya Mishra and the Deep Play Research Group (2012) describe technology as a “tool for living, working, teaching and learning” (p. 13). So what is our role as teachers? Simple, to creatively repurpose these technology tools to “make them fit pedagogical and disciplinary-learning goals” (p. 14). What does creativity entail? Well, in a keynote entitled “Teaching Creatively: Teachers as Designers of Technology, Content and Pedagogy”, Matthew J. Koehler and Punya Mishra (2008) describe creativity as a “variation of a theme” or the “tweaking of knobs”. But what if we are not very creative? The truth is that as teachers we repurpose technology all time and as the authors kindly remind us, we are “designers of the Total PACKage!”

With this new understanding (and confidence) in mind, our task for this week was to experiment with our Maker kits and discover how we could use them to support classroom instruction. To begin this assignment, I spent a few hours engaging in “playtime” with my Makey Makey kit – going through the instructions in the box, reading how-to guides on the official website, and watching YouTube examples. I felt the most learning occurred when I created the sample mini-projects suggested in the instructions – a true hands-on learning experience!

While I wasn’t able to visit a thrift store in my area, I did visit the neglected store room in my house! And this is where I found lots of interesting “junk”. One of the items was a bag full of old halogen lights – made of metal and ideal for conducting electricity. So I decided to give these objects a go!

My next step was to think of how to repurpose the halogen lights together with the maker kit to design an innovate learning experience for students in the classroom. I wanted to explore the concept of combining sound and dramatic play in an environment for young children (lower elementary). I figured I could experiment with this idea by creating sound effects for a popular children’s story, such as “We’re Going on a Bear Hunt” by Michael Rosen (the author also has his own video performance of the story available online). I envisioned that the sound effects would provide an interactive feature for the story, especially for the exciting action scenes. For example, I could create sounds that would accompany the journey through the swishy grass, splashy river, squelchy mud, howling snowstorm, and tiptoeing in the cave.

Image credit: http://www.walker.co.uk/We-re-Going-on-a-Bear-Hunt-9780744511352.aspx

I needed to clarify my objectives for this engagement and consider how it would support the students’ learning. So I created a lesson plan, which outlines the activity and provides details on the learning outcomes and assessment.

In order to create a prototype with the Makey Makey kit, I used Ableton Live (a music production software) and Freesound.org (a database of Creative Commons Licensed sounds) to produce the sound effects. Below is an outline of the steps and materials required to reproduce the project:

Materials: Laptop, Ableton Live software, Makey Makey kit, sound effects from Freesound.org, old halogen light bulbs (or similar metal objects to conduct electricity).

Step 1: Create a free account on Freesound.org. Search for and download required sound effects.

Step 2: Open a new live set in Ableton Live. Import all sound effects under a single “audio clip”.

Step 3: Use manual key mapping in Ableton Live to assign each sound effect in the audio clip a different keyboard input. For the purpose of Makey Makey, use “a,s,d,f,g” keys.

Step 4: Connect Makey Makey to the laptop using USB cable.

Step 5: Insert connector wires into “a,s,d,f,g” inputs on the Makey Makey board.

Step 6: Attach alligator clips to connector wires on one side and halogen light bulbs on the other side.

Step 7: Use keyboard keys to test the sounds!

Below is a short video demonstration of my Makey Makey creation. You will notice a slight delay in the transition from one audio track to the next. This is because in Ableton Live tracks must complete a full bar of music/sound before switching to the next one.

This learning engagement would provide students a unique opportunity to inquire further into dramatic play, language and visuals arts through a story book. Students would have the opportunity not only to become familiar with a new piece of technology, but also to listen to the story with increasing detail and to respond and express their understanding through discussion and role-play. By extending the activity and asking the students to re-tell the story in their own novel way incorporating sound effects, they will develop problem-solving skills and learn how to think creatively and imaginatively. The photos below provide examples of possible role-play environments that could be created with this story and learning experience.

Image credit: http://northgate-beetles.blogspot.com/2013/09/were-going-on-bear-hunt.html

Image credit: http://www.pinterest.com/pin/381257924676297934/

 

References

Deborah. (2013). “We’re Going on a Bear Hunt” Activities and a Giveaway. Learn with Play at Home Blog [web log]. Retrieved September 7, 2014, from http://www.learnwithplayathome.com/2013/08/were-going-on-bear-hunt-activities-and.html

Mishra, P., & The Deep-Play Research Group (2012). Rethinking Technology & Creativity in the 21st Century: Crayons are the Future. TechTrends, 56(5), 13-16.

(2008). Teaching Creatively: Teachers as Designers of Technology, Content and Pedagogy. [Online video]. Punya Mishra. Retrieved September 7, 2014, from http://vimeo.com/39539571