“It’s a dangerous business, Frodo, going out your door. You step onto the road, and if you don’t keep your feet, there’s no knowing where you might be swept off to.”
I have struggled to start this post. Part of the reason is that “I just don’t wanna,” which became an anthem this semester. Try as I might, my motivation waned, alongside that of my peers. I think when you can see the finish line, each step forward becomes harder and harder.
However, the biggest reason that I keep putting this post off is that it signifies an end to this truly unexpected journey. While I know that it’s not an end to the relationships that I made along the way, I recognize that the relationships will change. We won’t create new inside jokes about what we’re doing in class. We won’t have the shared struggle of graduate work. Finally, we won’t have a need to talk to one another, rather our relationships will wax and wane because we have a desire for friendship. And while I can’t imagine a life without my new friends – particularly Stephen and Kim – a change in a relationship is always difficult.
On the other hand, if the Applied Digital Learning program at Lamar U taught me nothing else, it taught me how to learn, change, and grow like it’s my life’s work. Because it is life’s work.
Key Contributions
Glows & Grows
Glows:
I think this semester, my greatest pride stems from continuous movement forward. As I mentioned earlier, each step toward the finish line has gotten harder and harder. It is like I’m walking through mud. As I lift my foot, I have to pry it loose. Then, mud gets stuck to my shoe. When I go to plant my foot again, it’s even harder to dislodge because of the weight of the accreted mire. At any rate, slow and steady is name of the game. Or, as my husband liked to say, “Just keep typing.”
Regardless of my motivation or pace, I continue to have pride in my work. In 5318, as I created my digital course I carefully included accessibility features. I also expanded my knowledge and experience with Canvas. Finally, I used a new tool – Camtasia – for video recording! In 5320, I reflected until I could reflect no more. However, for the final assignment, I tried something new – I created a comic about my journey with voiceover for added zhoosh.
Grows:
The workload this semester helped me to reflect on my main goals as I work through the ADL program:
Reflect on my confidence: I really did enact pieces of my Innovation Plan! Did it go exactly as I expected? No way! Did I learn along the way? More than I could ever imagine.
Increase flexibility: I am going to listen to feedforward regarding my innovation plan for the paperless office. It will keep me from getting stuck. I definitely have room for improvement here.
Both goals were consistent with my work in each course. As I grow as a leader, I will continue to build confidence in my abilities. Also, I will continue to hold my ideas loosely that I am open to change. That way, I can refrain from getting stuck.
Collaboration
I continue to be a proud participant in two collaborative groups for 5318 and 5320. The larger group consists of Charlie, Kelvin, Ileana, Erica, Andrea, Kim, Stephen, Danielle, Pedro, Andrei, and others. I am a self-identified empath. That is, I enjoy helping others so much that I have to work to identify my own needs. This semester, I continued a high level of involvement in the larger group even more than last semester. Not only did I share my class with everyone in our chat, but I also heavily supported my peers with questions. Finally, I shared my assignments with my larger group of classmates.
In our smaller group, I continue to grow my professional and personal friendships with Stephen and Kim. The three of us – coined by Stephen “The Three Amigos” – rarely go a day without chatting. I continue to grow with each assignment we share. I found it interesting that all three of us struggled with our motivation this semester. Regardless, without their moral and intellectual support, I am certain I wouldn’t have performed as well. I’m grateful for their friendship on this path.
Revisions
I made revisions constantly based on comparison and feedforward from my peers and from class and feedforward from Professors and their
As I tighten up my ePortfolio for my final grade, I improved my front page.
I made minor improvements on each assignment for 5318 and 5320.
Finally, my drafts were continually changing with the support and feedforward of my group.
This semester, I read every book, watched every video that I found, and read most of the other required readings listed in the Classroom Modules in Blackboard. My intention in grad school – and in life, really – is to keep learning, reading, reflecting, and connecting as long as I can. I see this as a constant need for improvement. I met all of the various course deadlines.
Supporting Contributions
Leadership Responsibility, Participation, and Communication
I’ve mentioned my love of writing in the past Contributions to Learning. My blogs continue to be the basis of my learning in ADL – the opportunity to reflect and connect “dots,” or big ideas. By modeling my learning process, I believe I help others grow. Not a week goes by without a comment on one of my discussion board posts about how much someone enjoys my writing or how much they learned. That’s not to brag, but more to reflect the importance of the active role I take in my own learning. Really, the active (or inactive) role any of us takes in our learning.
As I said, I love to write. However, I feel like I am unable to put into words how much the ADL program means to me. The connections I make – from people to ideas – continue to push me to be a better leader, communicator, and person.
“Well, I’ve made up my mind, anyway. I want to see mountains again, Gandalf – mountains; and then find somewhere where I can rest. In peace and quiet, without a lot of relatives prying around, and a string of confounded visitors hanging on the bell. I might find somewhere where I can finish my book. I have thought of a nice ending for it: and he lived happily ever after to the end of his days.”
Much like Bilbo Baggins, I know that my journey isn’t truly over. I will use the tools and skills I honed in grad school to continue to learn and grow and change in our ever-changing world. I will also continue to write and reflect and make connections that I contribute to a growing collective knowledge base. Finally, I will continue to work to make our world a better place alongside my peers.
I will never forget my first day of grad school. I had already started reading Horn and Staker’s Blended: Using Disruptive Innovation to Improve Schools (2015). Also, I decided to take a long weekend by myself to one of the Getaway cabins outside of the Dallas-Fort Worth metroplex. While I knew my learning would be very different than it had in the past – I am in my 40s, and the classes were 100% online – I had no clue what I was getting into. Our first class meeting left me in a state of shock and excitement, as it felt chaotic compared to my context for “doing school.” Little did I know – that was COVA. And it wasn’t just peaking its head out to say hello. It was standing tall, wild, and free, challenging me to ask what I was supposed to do and what was the correct answer. I still didn’t realize it; however, I subconsciously knew something was happening. I had a vivid dream that night that I detailed for my ePortfolio immediately (Stateler, 2021).
As I lifted my foot to dip my toe into the ADL program and the tenets of COVA, I blogged about learning WordPress. After reading Dr. Harapnuik’s (2021) post, How to Create Your ePortfolio, I thought, “I finally have an answer to something! I am supposed to use WordPress.” Little did I know that not only was I wrong, but that was also the last time I would confidently believe that there was a “right” or “wrong” answer in this degree program (Stateler 2021).
I think the first time I sat in cognitive dissonance was during my first one-on-one meeting with Dr. H. Recently, I had proudly submitted my idea for my innovation proposal about working with administrative assistants. I was excited to meet with him! Even though he didn’t think my concept was broad enough, I was confident that editing my proposal would be a matter of a few tiny adjustments. However, in our meeting, Dr. H – while kind – spared no feelings about my innovation proposal. My idea wasn’t broad enough for the scope of the ADL program, nor did it include meaningful stakeholders such as district leadership. I started to worry and said, “Dr. H, I was just such a bad student in undergrad, and I don’t want to repeat that here.” I expected grad school to be similar and was ready to put in the hard, if meaningless, work. But H looked at me with a knowing smile and said, “This isn’t undergrad. These courses are nothing like that.” How right he was (Stateler, 2021).
With that said, I developed a broader proposal to work toward a paperless environment with the Digital Learning team and Central Administration. The intention was to support adult learners alongside technological change. This would result in a top-down model for a paperless blended learning environment for the whole district (Stateler, 2021).
I was most certainly surprised by the concept of this program. Despite my recent growth – I had started a job on the Digital Learning team in a brand new role that I was defining – I suffered from severe imposter syndrome. As a result, I constantly questioned myself. Am I a leader? An innovator? Will people listen to me? Will I be able to make meaningful changes? Other people, including Dr. H, could see my desire to change the world, but I could not see it in myself. Early on, I found blogging cathartic and a great way to process my thinking. This post on promoting change captures the tug of war inside my mind (Stateler, 2022).
In this post, I connected that “to enact change requires moving beyond the facts and the frontal lobe and reaching into the feelings and limbic brain of the people you serve” (Stateler, 2022). I could see a path, and my compass pointed directly at the trailhead.
I’ve always enjoyed writing. When I was young, I used writing to process my feelings. As I aged, I continued the habit; I have journals full of my hopes, dreams, and fears. Because of this, finding my voice, especially in the form of a reflective blog, was easy for me. However, I struggled to connect my words to my actions and organization. For example, when I developed my “Why,” I still didn’t fully understand the connection between a paperless learning environment and blended learning.
Meanwhile, we just started the second semester. I felt confident about how to “do” grad school and was ready to go. Still, I didn’t quite see the deeper learning taking place and expected that my same behaviors from the first semester would translate perfectly to the second semester. At any rate, regardless of how well I thought I was doing, my Why assignment was the first of two “Bs” I received in my grad school career. “Through blogging, reflecting, discussing, reading, and connecting” (Stateler, 2022), I found clarity on my why for going paperless and how it could support blended learning by changing the environment.
As I said before, I had confidence in my voice. But could my actions support my words? I knew I could “talk the talk,” but could I “walk the walk?” While I grappled with this, I completed two significant assignments. These assignments gave me the structure I needed to implement meaningful organizational change. They were:
Meanwhile, I still wasn’t 100% confident in my leadership ability.
Getting back up
This style of learning was far more complex than sit-and-get learning. Specifically, it is personal, like singing in front of an audience or presenting to a peer group. Fortunately, we were concurrently taking a course on the growth mindset. This course helped me to adjust my thinking. That is, I learned how to stop doubting myself by adopting a learner’s mindset. This post from a later course details my journey with the growth mindset and how I can bring it to the organization where I work and serve (Stateler, 2022).
Meanwhile, I read Crucial Conversations (Grenny et al., 2021). This book allowed me to reflect on using research and structure to implement organizational change. In my blog post about this book, I shared how I was surprised that even with all of my hard work becoming the master of my story, it is still my most notable area of need. I feel that it will always continue to be an area of growth, however, shining a light on it is the first step to getting back on my feet (Stateler, 2022).
When I picture a leader making change, I see a significant, sweeping movement all at once. Through the ADL coursework, I learned that actual structural change rarely happens that way. When I think about me making change as that leader, I have a hard time picturing myself as a “big sweeping change-maker.” What I realized, though, is that I have it backward – it’s not that I am unable to lead; instead, my view of what a leader looks like is wrong. That is, meaningful change is painstaking, intentional, planned, and continually shifting. Therefore, we are all change leaders, or at least we all have the capability to be change leaders if we are strategic and use proven methods. Also, we have to be willing to change.
Is my project authentic? I still doubt my ability to enact change when I consider this question. However, I created my project with the intent of authenticity, and if I keep at it, I believe that creating a paperless environment is possible. As far as my role in the project is concerned, I think I have to realize that, as with anything, it comes back to the question, “How do you eat an elephant?” In this post, I explore the messy middle, also known as Act Two of the Hero’s Journey (Stateler, 2022).
I’m making tiny shifts in my organization and making meaningful changes will take a lot more time. However, I am confident that it can happen.
Flying free
The more we learn, the more our perspective grows. Throughout the ADL program, I gained more knowledge, confidence, and clarity in my beliefs. Particularly in my learning philosophy. As I reexamined my learning philosophy, my ideas adjusted with new information. In particular, I had never heard of Connectivism. Between the book A New Culture of Learning (Thomas & Brown, 2011) and these new concepts, my learning theory expanded to include the ideas of a collective, ever-evolving knowledge base created by – yet separate from – the human mind (Stateler, 2022).
In the end, I have more questions than answers. I continue to reflect on the importance of the role a learner’s mindset plays in this new world (Stateler, 2022).
I know that my learning philosophy embodies the COVA approach and Creating Significant Learning Environments (CSLE). “Because learning is as much about the environment as it is about a person and the environment evolves, I posit that learning theory must continue to evolve too. Humans learn similarly – inquisitively, always exploring their environment – but in a different context. As humans, we change our environment, so what we know about the environment changes. What was true has changed. As we connect through technology, knowledge no longer exists in a vacuum. What we know exists in ourselves, others, and non-human appliances” (Stateler, 2022).
“Learning must be about creating a meaningful environment for knowledge construction that goes beyond what we see as capable now into a realm that explores what might be capable. As I explore what I believe, I notice the importance of the evolving knowledge of the collective combined with the individual learner. I also notice the importance of creating an environment that encourages individuals to follow their passions, to know where to find the information, and where learners have autonomy, mastery, and purpose” (Stateler, 2022).
Knowing what I know about the COVA, I plan to continue to use the COVA approach to create significant learning environments in GCISD. I will create an authentic learning environment through choice, ownership, and voice. That is, the ADL program will become “doubly meta” as I bring it to my learners: “In my Professional Learning, I intend to guide administrators and admin assistants to create an authentic, cross-department, professional goal. Then, they will use this goal to create an action plan to improve digital systems within and across departments. Finally, my team will coach them throughout the year as they work to meet their goal and make meaningful systemic changes. The ultimate goal is to devise systems that we can use to model a blended learning environment for teachers and students.” (Stateler, 2022). As you can see, they will create authentic projects, find and flex their voice, and have a choice in how they learn, grow, and create. Learn more about how modeling will help guide this process.
How will I do this?
Part 1: Both my Instructional Design and Effective Professional Learning plans collide as I create and outline resources to implement my goal to support central administrators and their assistants in making systematic shifts toward a paperless work environment.
Part 2: Good ideas also rely on meaningful collaboration. My Action Research plan details how I will use and assess the effectiveness of digital collaboration, such as professional learning networks.
I think that preparing my learners and colleagues for the COVA approach and CSLE will require a bit of reflection. How can I connect this shift in thinking and make it comfortable for them? When I consider this, I think about my conversations with my dad about how he unintentionally used COVA to fix a clock. For starters, he lived on YouTube to solve his problem. He also got in, got messy, and made mistakes. Finally, when he got stuck, he looked to the professionals. Is he a clock professional now? Not exactly. But he figured out how to find the “where” of the information he needed (Stateler, 2022).
I will encourage tiny shifts and practice explicit modeling of growth and the learner’s mindset. Read more in my plan, Growing a Growth Mindset in Grapevine-Colleyville ISD.
I foresee challenges in implementing the COVA approach and CSLE. For starters, the teaching profession is undergoing tremendous change. Our district is not immune to the teacher shortage, job stress, or politics flooding the news and social media. Also, we all struggle to accept change in our lives, quite notably in the industrial education model. However, I can support the people I serve by:
Finally, I can focus on my journey with the learner’s mindset. Can you fully adopt the learner’s mindset? My friend once said, “Perfection is a unicorn – it does not exist.” My quest to embrace the learner’s mindset may never be perfect.
I can certainly keep trying.
References
Grenny, J., Switzler, A., Gregory, E., McMillan, R., & Patterson, K. (2021). Crucial Conversations: Tools for Talking When Stakes are High, Third Edition. McGraw-Hill Education.
Harapnuik, D. (2021, October). How to Create Your ePortfolio. It’s About Learning. Retrieved September 10, 2022, from https://www.harapnuik.org/?page_id=6065
Horn, M. B., Staker, H., Christensen, C. M., & Kim, A. (2015). Blended: Using Disruptive Innovation to Improve Schools (Custom EditionÂEducation Element). Wiley.
Roosevelt, E. (1960). You Learn by Living. Harper.
Stateler, K. (2021). My Proposal. Karin Stateler – Cookies N Cache. Retrieved September 10, 2022, from https://karinstateler.com/?page_id=95
Stateler, K. (2021, October). Already Dreaming of You. Karin Stateler – Cookies N Cache. Retrieved September 10, 2022, from https://karinstateler.com/?p=5
Stateler, K. (2021, October 28). I Love You, I Hate You: The Story of WordPress. Karin Stateler – Cookies N Cache. Retrieved September 10, 2022, from https://karinstateler.com/?p=102
Stateler, K. (2021, October 31). Winds of Change. Karin Stateler – Cookies N Cache. Retrieved September 10, 2022, from https://karinstateler.com/?p=118
Stateler, K. (2022). A New Culture of Learning. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?page_id=870
Stateler, K. (2022, January 16). Promoting Change: Perception is a Gamble. Karin Stateler – Cookies N Cache. Retrieved September 10, 2022, from https://karinstateler.com/?p=427
Stateler, K. (2022, February 21). From Cog to Metacognition: My Story. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=619
Stateler, K. (2022, March 8). Lizard Brains and Long Threads: Making Connections to Identify “My Why”. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=767
Stateler, K. (2022, March 9). Crucial Conversations. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=789
Stateler, K. (2022, March 27). Grandpa’s Clock, Coaching Data, and What His Hands Knew. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=828
Stateler, K. (2022, April 8). April Flowers: Thriving in the Right Season. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=897
Stateler, K. (2022, April 20). Creating a Culture of Comfort with the Uncomfortable. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=965
Stateler, K. (2022, April 29). Strike a Pose: Modeling Effective Practices. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=1015
Stateler, K. (2022, May 3). What is Water? Creating Significant Learning Environments. Karin Stateler – Cookies N Cache. Retrieved September 11, 2022, from https://karinstateler.com/?p=1041
Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent Publishing Platform.
On to the summer semester! Indeed, it would be so much easier because I wasn’t working, right? After all, I loved the new, organized Blackboard layout. Also, I improved my organization for classes ten-fold. I also knew my classmates well and continued to work collaboratively with them throughout our time together. Finally, and most importantly, it was SUMMER! I had all the time in the world! I engaged in but ONE job this summer – grad school!
As usual, my expectations didn’t meet my reality. I found myself planning around vacations instead of a 40-hour work week. In some ways, this was actually more difficult. While I completed my work in more beautiful venues, it was harder to focus in a space that isn’t your space. However, as usual, I learned a lot about myself along the way and continued to contribute meaningfully in both courses.
Key Contributions
Glows & Grows
Glows:
I am proudest of my leadership skills this semester! Because I was working away from my home and had very specific travel dates, it was vital that I completed assignments in a timely manner. In 5315, that meant jumping on the lit review. While my husband drove to Florida, used my hotspot and an offline google doc to take copious notes. Then, while I was visiting family in Florida, it meant skipping fun outings to type my lit review. In 5317, it meant organizing my groupmates – Kimberly Purvis and Stephen Lewis – so that we may complete our assignments early. For example, I knew that I was leaving to go home on July 16th, so I wanted to be done with the Media Pitch by the 15th. I also spearheaded the article rough draft by organizing our ideas and scheduling Zooms for my group.
Second, I am quite proud of the connectedness I maintained between the two classes. It was Stephen Lewis’ idea, to be honest. He suggested that we use our action research plans in 5315 as the basis for our media pitch. Not only did this create less work, but it also helped to keep me focused on one general concept throughout the semester, which reduced the brain space that grad school took up!
Grows:
The workload this semester helped me to reflect on my main goals as I work through the ADL program:
Build confidence: I can implement my plan innovatively! I know that I have the right pieces in place.
Increase flexibility: I am going to listen to feedforward regarding my innovation plan for the paperless office. It will keep me from getting stuck. I definitely have room for improvement here.
Both goals were consistent with my work in 5305, 5303, 5302, 5304, 5313, and 5389. As I grow as a leader, I will continue to build confidence in my abilities. Also, I will continue to hold my ideas loosely that I am open to change. That way, I can refrain from getting stuck.
Collaboration
I continue to be a proud participant of two collaborative groups for 5315 and 5317. The larger group consists of Charlie, Kelvin, Ileana, Erica, Andrea, Kim, Stephen, Danielle, Pedro, Andre, and others. I am a self-identified empath. That is, I enjoy helping others so much that I have to work to identify my own needs. This semester, I kicked up my involvement in the larger group even more than last semester. Not only did I share my class with everyone in our chat, but I also heavily supported my peers with questions. Finally, I shared my assignments with my larger group of classmates.
In our smaller group, I continue to grow my professional and personal friendships with Stephen and Kim. The three of us – coined by Stephen “The Three Amigos” – rarely go a day without chatting. I continue to grow with each assignment we share. I found it interesting that all three of us struggled with our focus this semester. Regardless, without their moral and intellectual support, I am certain I wouldn’t have performed as well. I’m grateful for their friendship on this path.
Peer Reviews
This semester, the publication for 5317 required a special collaboration – peer reviews of our work! Sara Garza reached out to me and we gave each other’s work feedforward. It was so helpful to get another set of eyes on our work. Sara made many suggestions and it was yet another opportunity to grow with my team as we reviewed, applied, or denied her suggestions!
Revisions
I made revisions constantly based on comparison and feedforward from my peers and from class, 1-on-1 meetings, and feedforward from Dr. M, Dr. Still, and Creighton. Examples include:
As I tighten up my ePortfolio for my final grade, I improved my front page.
I made minor improvements on each assignment for 5315 and 5317.
Specifically – in 5317 Creighton suggested altering the introduction for our publication. I did so.
Finally, my drafts were continually changing with the support and feedforward of my group.
This semester, I read every book, watched every video that I found, and read most of the other required readings listed in the Classroom Modules in Blackboard. My intention in grad school – and in life, really – is to keep learning, reading, reflecting, and connecting as long as I can. I see this as a constant need for improvement. I met all of the various course deadlines.
Supporting Contributions
Leadership Responsibility, Participation, and Communication
I’ve mentioned my love of writing in past Contributions to Learning. My blogs continue to be the basis of my learning in ADL – the opportunity to reflect and connect “dots,” or big ideas. By modeling my learning process, I believe I help others grow. Not a week goes by without a comment on one of my discussion board posts about how much someone enjoys my writing or how much they learned. That’s not to brag, but more to reflect the importance of the active role I take in my own learning. Really, the active (or inactive) role any of us takes in our learning.
As I said, I love to write. However, I feel like I am unable to put into words how much the ADL program means to me. The connections I make – from people to ideas – continue to push me to be a better leader, communicator, and person.
Technology influences and impacts our lives in so many ways. Our world has changed dramatically because of the influence of technology. However, in his YouTube video The Most Persistent Myth, Kevin MacLeod (2014) said that the prediction that technology would revolutionize schools has been made many times, yet this revolution has never materialized. Why is this? According to MacCleod (2014), the “answer is in the process of learning.” What happens to and around the learner does not matter as much as what happens in the learner’s brain. “No technology is inherently better than another. We have failed to investigate how to use the technology to promote meaningful thought processes” (MacLeod, 2014).
How can we use media to engage the audience and influence their thinking?
In the course EDLD 5389, or Developing Effective Professional Learning, we learned best practices to create meaningful media presentations, but we also learned that we are the presentation. This blog details how to structure and incorporate story, as well as effective use of slide decks to grab the attention of your audience.
Throughout all of the ADL program at Lamar, we learners have been inundated with COVA: Choice, ownership, and voice in an authentic learning environment (Harapnuik, 2018). While I completed so many assignments throughout the ADL program that exemplified COVA, the one that stands out the most to me is my Learning Manifesto.
To influence others to read our publication, I hope to truly capture the concept of relevance. In other words, I want the readership to be able to see themselves in our messaging so that they want to know more. Finally, I hope that our readers walk away with concrete ideas to apply blended learning practices in nontraditional environments.
We need an evolution…
Not a revolution. Read more about my thoughts on how making small changes can have a big effect.
In my teaching lab class at Michigan State University and my student teaching experience, I learned about how to create meaningful science experiments that incorporated thinking skills of the scientific method. Around the same time, No Child Left Behind was created. Along with it came mandated state testing. Over the course of my classroom teaching experience, I watched teaching change from a focus on skills to one on content. Throughout most of my career, I taught TAKS- or STAAR-tested subjects. That is, I taught 8th-grade science for seven years, 5th-grade math for one year, and 5th-grade for five years.
Skills Over Content
While I worked my hardest to continue to focus on skills over content, the stress of teaching a tested subject wore on me. I finally felt a sense of freedom when I taught a STEM course that I got to design myself. My goal was to concentrate on skills by applying both the scientific method and the engineering design process. In spite of many false starts and mistakes, I created a course that allowed kids to analyze, innovate, and synthesize information they learned in all of their courses in an authentic environment with real-world problems. Of course, then COVID hit and the technology skills I learned as a teacher catapulted me to a new role in technology instruction.
Welcome to the 21st Century
While teaching the STEM course, I realized the importance of 21st-century skills for the future of unpredictable jobs. We “went from an economy of using hands to work to using brains to work in a short amount of time. The skills for a successful career, continuous learning, and active and informed citizenship have converged” (Wagner, 2009). In class, I showed the IDEO: Shopping Cart Design Process (ABC Nightly News, 2017) to my students to encourage design thinking. In the video, IDEO uses the engineering design process to redesign a shopping cart. During the video, I noticed how long the team at IDEO spent analyzing the problem of the shopping cart. In fact, they seemed to spend more of their time analyzing the problem than designing new carts!
In Seven Skills Students Need for Their Future, Dr. Wagner (2009) postulates that we need to spend more time reframing the education problem. It’s not about reform, testing, and professional development (Wagner, 2009). Rather, we need to “rethink, reimagine, and reconceptualize education for the 21st century” (Wagner, 2009).
Seven Essential Life Skills
While I have seen many iterations on 21st-century skills, both Wagner (2009) and Galinsky (2020) suggest that there are seven essential life skills that students need to see success in the future workforce. In the table below, I listed the skills in the order mentioned in each video. Next, I defined each based on the definitions used by the speakers in each video. Finally, I color-coded skills from Wagner’s (2009) interpretation to match skills from Galinsky’s (2020) video. While they weren’t a perfect match, you can see that the skills align pretty well in both videos.
Created in Google Drawing by Karin Stateler.
No list is perfect. However, both lists provide a great framework to address the problem that is our educational system. A shift in attention to either list – or any combination of these traits – would be a step in the right direction for public schools. After all, these “executive life skills add up to helping us be ongoing learners. In a world where information changes so rapidly it is the ongoing learners that will survive” (Galinsky, 2020).
Just Teach
In the midst of my position as a 5th-grade science teacher, I attended Margaret Kilgo’s Data-Driven Decision Making Conference (Kilgo, 2014). We looked at TEKS, disaggregated data, analyzed STAAR test questions, and attended to verbs. However, in the end, Margaret Kilgo’s advice was to create real, experiential learning environments with an emphasis on the process skills in your TEKS snapshot. In other words, “just teach” (Kilgo, 2014).
How do you educate to innovate?
References
ABC Nightly News. (2017, September 29). IDEO: Shopping Cart Design Process. YouTube. Retrieved June 20, 2022, from https://www.youtube.com/watch?v=izjhx17NuSE
Galinsky, E. (2020, April 17). The Seven Essential Life Skills. YouTube. Retrieved June 20, 2022, from http://youtu.be/SdIkQnTy6jA%20
Kilgo, M. (2014). Data-Driven Decision Making [Conference].
Wagner, T. (2009, October 1). Seven Skills Students Need for Their Future. YouTube. Retrieved June 20, 2022, from http://youtu.be/NS2PqTTxFFc
As a preteen and into my teens, I became obsessed with science. For example, when I came home from school I turned on some of my favorite 90’s shows: Bill Nye the Science Guy or Beekman’s World. If you haven’t watched either of those shows, they both taught science concepts in a silly, fast-moving format with skits, experiments, costumes, and – most importantly – big questions. To be honest, I think the big questions pulled me toward science TV. That is, it was fun to watch a show and test out the experiments myself because they always led to more questions and tests, which led to more questions and tests, and so on.
Humans are born asking questions. Unfortunately, over time traditional schooling leads to a decrease in the ability of children to ask big questions and think creatively. In a test for divergent thinking, 98% of Kindergarten students scored at genius level (Stephenson & Park, 2010). Five years later, only 50% of these same students scored at genius level (Stephenson & Park, 2010). After another 5 years, only a handful of the same students scored at genius level (Stephenson & Park, 2010). We all have the capacity for divergent thinking, but over time it mostly deteriorates (Stephenson & Park, 2010).
The constructivist theory posits that students build their own knowledge and skills. That is, “student questions are the seeds of real learning” (Musallam, 2013). “If we have the guts to confuse our students, perplex them, and evoke real questions, through those questions we can tailor robust and informed methods of blended instruction” (Musallam, 2013). In what way does video learning allow for self-guided learning? Using videos, learners have the opportunity to watch at their own time pace. They can pause and repeat and review the information that they forget (Khan, 2011). This self-paced instruction, combined with good video quality, gives learners a “natural high and good mood” (Khan, 2011). Why wouldn’t we use videos in the classroom?
How might video play a role in this process?
In his TED Talk Let’s Use Video to Reinvent Education, Sal Khan (2011) uses a bicycle analogy to describe the industrial model of education. He says that current learning is like giving a kid a bike and lecturing them on how to use it. Then, you come back in two weeks to see how they did. Finally, you mark them with a grade and move on to the next topic: A unicycle. Khan (2011) says that this explains the “swiss cheese gaps that kept building throughout their foundation.” What if we taught kids to learn the way we actually teach them to ride a bike? That is, learners would stay on the bicycle, fall off, and get back on until they have mastery (Khan, 2011). Our current model penalizes failure but doesn’t expect mastery (Khan, 2011). In contrast, the new model encourages failure and expects mastery (Khan, 2011).
What does it look like in action?
I remember the first time I used self-created videos. I had about an hour before class and I wasn’t feeling well. As I perused my lesson plans for the day, I realized I was set to lecture all day. It’s no surprise that I didn’t want to stand up front and lecture kids about how to create a graph, so I filmed my instructions. During class, students watched the video and worked at their own pace to create graphs. Then, I could support them one-on-one and they could support one another.
Another time I recorded a video to explain the directions when I had a substitute. Both of these examples demonstrate teacher-centered lessons. Eventually, I facilitated student-created projects using videos such as this: Student Work: Movie Magic!
When I transitioned to teaching adult learners, I used video in very different ways. For example, I shared videos on social media and in help desk articles with specific, new, or common processes. I also created intentional playlists in Canvas courses. The best part about Canvas courses are the video quizzes: Videos with questions embedded throughout. The most important way that I use video with adult learners is to communicate the “Why” of projects that the technology department implements.
What resources do I use?
Because I have a Mac, I use the following resources:
QuickTime – I use this for screen and video recording.
Keynote – I use this to create gifs that I can insert into my iMovie. I also use it for green screen
iMovie – I use this to edit my movie and sound.
YouTube – This product is obviously not just for Macs. To me, YouTube is the most efficient place to store and share videos I create.
Resources I want to try:
Snagit – A different resource made specifically for recording eLearning videos.
Camtasia – Another resource made specifically for editing eLearning videos.
According to VisualContent Marketing Statistics You Should Know in 2022, (Mawhinney, 2021) the current optimal video length is 2-5 minutes. Already, I believe this statistic to be incorrect. As social media continues to expand its capabilities, we see the length of content creation decrease. For example, TikTok is known for videos that are 15 seconds long and only recently allowed for three-minute videos. As this trend infiltrates the educational arena, I plan to incorporate training videos that are less than a minute or even use gifs to communicate new content. This trend, known as microlearning, is an easy way to grab the attention of often-overworked adult learners.
What trends do you see regarding the use of video in student or adult learning?
References
Khan, S. (2011). Sal Khan: Let’s Use Video to Reinvent Education. TED. Retrieved June 18, 2022, from https://www.ted.com/talks/sal_khan_let_s_use_video_to_reinvent_education
Mawhinney, J. (2021, February 16). 50 Visual Content Marketing Statistics You Should Know in 2022. HubSpot Blog. Retrieved June 18, 2022, from http://blog.hubspot.com/marketing/visual-content-marketing-strategy#sm.0000mii153ssger9tr21v4eh2jwhh
Musallam, R. (2013, May 8). Ramsey Musallam: 3 Rules to Spark Learning. TED. Retrieved June 18, 2022, from https://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning
Stephenson, A., & Park, A. (2010, October 14). RSA Animate: Changing Education Paradigms. YouTube. Retrieved June 18, 2022, from https://www.youtube.com/watch?v=zDZFcDGpL4U
Humans’ work alongside machines is ever-changing. “While nearly 50% of all companies expect their full-time workforce to shrink by 2022 as a result of automation, almost 40% expect to extend their workforce generally, and more than a quarter expect automation to create new roles in their enterprise” (Cann, 2018). While humans will never be replaced by machines, their ability to adapt to a rapidly-changing work environment is imminent. Companies need workers who can learn and adjust quickly, both independently and collaboratively. That is, adult learners need to value problem-solving and learning over traditional methods of corporate training. Workers who can push innovation to the edges from the bottom up in every role (Ito, 2014).
“I would like to introduce new approaches to working with the existing technology that we may push toward a paperless working environment. This means changing the environment in which we work to provide reskilling opportunities” (Stateler, 2021). Furthermore, as a means to support reskilling of current employees, we must create environments for ongoing professional learning in face-to-face, blended, and virtual training opportunities. By doing so, we can is to provide and promote virtual collaborative learning spaces in face-to-face, blended, and completely virtual environments. I hope to determine the effectiveness of their implementation and use.
Asking Good Questions
For my action research, my question is:
To what extent will the integration of collaborative spaces within and outside of training environments change the number and type of help tickets that administrative assistants input into the system?
I will use a mixed-methods explanatory research design approach.
For the quantitative research, I will use a correlational study.
Parallel by Design
By using explanatory mixed methods, I will focus on quantitative data first, then qualitative data. While my question lends itself to quantitative data, I hope to use the qualitative data to “shed further light on or explain more deeply the results of the primary analysis” (Mertler, 2019, p. 197). By using a correlational study for the quantitative data, I can determine if a statistically significant relationship exists between the use of collaborative spaces and the number and kind of help tickets that collaborative space users input.
Look to the Literature
My literature review will focus on the benefits of collaborative learning and the use of professional learning networks to create collaborative learning environments for adult learners in blended, face-to-face, and virtual environments. Cooperative learning is characterized by “mutual help, open communication, and the exchange of resources” (Denton, 2012, p. 36). These are characteristics that are “widely valued by professional organizations” (Denton, 2012, p. 36). How might professional learning networks support cooperative learning? Chiefly, professional learning networks create “new learning partnerships between and among students and teachers” (Fullan & Langworthy, 2014, p. 10). Therefore, I seek to better understand the literature on these topics.
References
Cann, O. (2018, September 17). Machines Will Do More Tasks Than Humans by 2025 but Robot Revolution Will Still Create 58 Million Net New Jobs in Next Five Years. The World Economic Forum. Retrieved June 13, 2022, from https://www.weforum.org/press/2018/09/machines-will-do-more-tasks-than-humans-by-2025-but-robot-revolution-will-still-create-58-million-net-new-jobs-in-next-five-years/
Denton, D. W. (2012, July/August). Collaborative learning Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing. Tech Trends, 56(4), 34-41.
Fullan, M., & Langworthy, M. (2014, January). A Rich Seam How New Pedagogies Find Deep Learning. Pearson.
Ito, J. (2014, July 7). Joi Ito: Want to innovate? Become a “Now-ist”. TED. Retrieved June 13, 2022, from https://www.ted.com/talks/joi_ito_want_to_innovate_become_a_now_ist/up-next?language=en
Mertler, C. A. (2019). Action Research: Improving Schools and Empowering Educators. SAGE Publications.Stateler, K. (2021). My Proposal: Paperless Office, Paperless District. Cookies ‘N Cache. Retrieved June 13, 2022, from https://karinstateler.com/?page_id=95
Throughout the coursework in the ADL program, I’ve discovered many iterations of a significant learning environment. For example, in Blended: Using Disruptive Innovation to Improve Schools, Horn and Staker (2014) provide four models for blended learning. These models include rotation, flex, self-blended, and enriched-virtual models. Furthermore, within the rotation model Horn and Staker (2014) present four more models: Station-rotation, lab-rotation, flipped-classroom, and individual-rotation models. Each of these sub-models presents an easy way to create a blended environment in a traditional school environment.
The Cloud
In his TED Talk Build a School in the Cloud, Mitra (2013) paints a picture of students who use a computer to teach themselves. Through collaboration and encouragement, these students could learn concepts far above normal grade-level expectations in spite of the fact that they were learning in a different language. There are so many ways to provide choice, ownership, and voice through authentic environments, and traditional school has barely scraped the surface.
Multi-faceted Approach
From a teaching perspective, there are also many ways to provide significant learning environments to learners. Through my innovation project, Paperless Office, Paperless District (Stateler, 2021), I propose a top-down model of an office environment to “digitize paper processes and streamline current digital processes.” I have colleagues who plan to incorporate other pieces of blended learning, such as ePortfolios, micro-credentialing, maker spaces, and more.
The key is collaboration.
It’s no Secret that School isn’t Meeting our Needs
The RSA Animate: Changing Education Paradigms (Stephenson & Park, 2010) reminds us again that school, as it is, models the interests and image of industrialization. Specifically, this includes the production line, bells, batching students, schedules, conformity, and standardization. To illustrate this, I’ve written several blogs about our education system not working in a way to support our unknown future or current student population:
As Stephenson and Park (2010) continue their thoughts, they say that we need to meet our students’ unknown future, we need to move in the opposite direction of our industrial model. This is the only way we can build our student’s capacity for divergent thinking and creativity. In order to do this, we have to “think differently about human capacity,” by moving away from fixed-mindset labels (Stephenson & Park, 2010). We must also encourage collaboration over competition. Finally, we must break the habits of the institution. Only then can we move away from this system that is no longer serving our needs as a community.
Good Ideas rely on Collaboration
Most great ideas happen in groups. Steven Johnson (2010) outlines the slow process of idea combinations through collaboration:
Slow hunches: Breakthrough ideas almost never come in a sudden stroke of innovation. On the contrary, they spend a long time dormant in the background. Good ideas are the collision of smaller hunches (Johnson, 2010).
The need to “collide with other hunches” and we should “create systems to allow hunches to come together and create something bigger than the sum of their parts” (Johnson, 2010).
Good ideas increase through connectivity. In fact, the evolution and innovation of technology and science increased rapidly as globalization has come to fruition (Johnson, 2010). We need one another to “find the missing pieces to complete the idea we’re working on” (Johnson, 2010).
In the Spirit of Collaboration
Collaboration also includes sharing ideas. We are in a unique period of change and information overload. While it may seem distracting and overwhelming, if we can create a space to connect and time to reflect in significant learning environments, we can combat the overload. One method of connecting includes reading and publishing journal articles. As I consider the path I want to take, I recognize that my smaller peer group and I will probably publish together. However, as I think through the options individually, these are my top choices:
Why: Homeschooling isn’t bound by the same structure and rules that education systems are bound by. There is much more freedom to experiment with blended learning, cloud computing, and significant environments.
Why: This is almost the exact opposite of the first two I chose. That is to say, it is a very well-known organization. To be honest, I actually even belonged to ASCD in the past!
Why: Their readership includes instructional designers, educators corporate trainers, and managers. In addition, their readers know that eLearning is a growing and interesting field. This might be the best choice for my small team since we all teach adult learners.
Why: Accessibility for all! Edutopia is a free resource, so our article would be free to read.
What is your plan?
References
Horn, M. B., Staker, H., & Christensen, C. M. (2014). Blended: Using Disruptive Innovation to Improve Schools. Wiley.
Johnson, S. (2010, September 17). Where Good Ideas Come From by Steven Johnson. YouTube. Retrieved June 10, 2022, from https://youtu.be/NugRZGDbPFU
Mitra, S. (2013, February 27). Sugata Mitra: Build a School in the Cloud. YouTube. Retrieved June 10, 2022, from https://www.youtube.com/watch?v=y3jYVe1RGaU
Paperless Office, Paperless District. (2021, October). Karin Stateler, Cookies ‘N Cache. https://karinstateler.com/?page_id=95Stephenson, A., & Park, A. (2010, October 14). RSA Animate: Changing Education Paradigms. YouTube. Retrieved June 10, 2022, from https://youtu.be/zDZFcDGpL4U
This spring, the curriculum and digital learning teams were faced with an unfortunate surprise. Due to financial issues, GCISD is moving away from the coaching model. While I’m not technically a coach – my title is Digital Learning Support Specialist – I will be affected by this change. That is, the resources, tools, and training that I create must be more efficient and reach a wider audience more effectively than it does right now. Next week, my team and I will meet to discuss what our future holds.
Brainstorming Problems
Right now, one of the services I provide is a Lunch & Learn for the administrative offices and a newsletter for all administrative assistants. My problem brainstorming started with these ideas:
Efficient use of Google Workspace
Google Storage
eSignatures
Differentiation
While I was watching the readings and videos for this discussion board, I thought about how my department – the Technology Department – uses Google Spaces efficiently to communicate. Each space has a specific purpose that acts as a professional learning network for various groups within our team.
Descriptions of the Google Spaces:
System Alerts – This is a bot that notifies users of changes to status changes in any system that we support.
Support Questions – Put all questions here! This is a great resource for help. There are no stupid questions!
Tech Services – All Staff – Anything that applies to everyone in the department (ex. EOY meetings, chili cookoff, scheduled outages, etc.).
Tech Center Staff – A chat space for announcements that affect technology staff housed at the admin building.
Tech Alerts Only – Critical and/or time-sensitive alerts.
Sidebar – Hehehe you’ll just have to add it and find out.
Encouraging Thoughts – Post encouragement for the technology department.
Solving the Problem with PLNs
Based on this, what if the admin/admin assistants could lean on each other for tech support? What if they had a professional learning network? How might we use Google Spaces to create self-sufficient communication and PLN for admin assistants? Why might I do this? For starters, we’re going to have to tighten up since we lost a few teammates. That is, I am a more limited resource. Admin assistants can learn to lean on each other for tech support. Thoughts I had: What if I create the first Google Space? I would rather have them lean on one another. However, if I’m in the space, I could quickly and easily answer questions that others didn’t know. This could also drive my Lunch and Learn curriculum.
How can action research help me?
According to Action Research Communities: Professional Learning, Empowerment, and Improvement Through Collaborative Action Research (Mertler, 2018) “The main goal is to address local-level problems of practice with the anticipation of finding immediate answers to questions or solutions to those problems.” The beauty of action research is in its intentionality. By working through the four phases – plan, act, develop, and reflect – I can address the local problem of a need to support admin and admin assistants with a smaller team (Mertler, 2019). Since this research method is cyclical, I can keep working on this problem by repeating the process until it is resolved. The data-driven nature applies research methodology to a problem that I can address and effect.
Information in the image from Action Research: Improving Schools and Empowering Educators (Mertler, 2019).
My goal during 5315 is to create a detailed, meaningful plan that, I can implement once the 2022-23 school year starts. I will act, develop, and reflect during 5320 and my capstone project.
What does your plan look like?
References
Mertler, C. A. (2018). Action Research Communities: Professional Learning, Empowerment, and Improvement Through Collaborative Action Research. Routledge.
Mertler, C. A. (2019). Action Research: Improving Schools and Empowering Educators. SAGE Publications.
“Do one small thing every day” (Dobrowolski, 2015).
I believe that every action I do leads me toward the next chapter, job, or experience in my life. While I live with intentionality, sometimes when dreams don’t come to fruition immediately it’s hard to know if you’re doing the right thing. Because of this, I like to think of my actions as tiny shifts in the right direction that “magically” lead me toward my ideal future. In her TED Talk Draw Your Future – Take Control of Your Life, Patti Dobrowolski (2015) provides a roadmap to be more intentional and less “magical”.
First, she talks about the importance of a visual representation of your future. She suggests drawing a picture of your current situation. Then, she says to freely dream: “Draw where you want to be” (Dobrowolski, 2015). Make sure to “soak it in,” “fill it with color and emotion,” and “get inside of it” (Dobrowolski, 2015). Finally, Dobrowsolski (2015) encourages listening to your intuition to execute your plan by asking yourself “What is the boldest thing I can do to get from here to there?”
What if we took this concept and applied it to trends in educational technology?
In his TED Talk Build a School in the Cloud, Sugata Mitra (2013) asks “Where did the kind of learning we do in schools come from?” He describes the global information economy from 300 years ago that was dependent on handwritten data and ships. He calls this the “bureaucratic administrative machine” and recounts that “to have that machine running, you need a lot of people” (Mitra, 2013). Consequently, the machine to produce those people became the foundation for schools today. After all, schools needed to produce people who had good handwriting, who could read, and who were capable of simple mental math (Mitra, 2013).
This is the picture of where we are now in education. Sadly, not much about our educational system has changed in the past 300 years in spite of massive technological advancement and connectedness. We are “continuously producing identical people for a machine that no longer exists” (Mitra, 2013). We are bound by high-stakes testing and limitations (laws) on the way schools are “allowed” to run.
What might the future hold for the cloud in educational technology?
Mitra (2013) described the future of learning in which children all over the world tap into wonder and the ability to work together through school in the cloud. He said that encouragement is the key (Mitra, 2013). Whereas threats shut down the brain, encouragement can “shift the balance from threat to pleasure” (Mitra, 2013). To achieve this, particularly in remote and impoverished areas, Mitra suggests taking advantage of the Cloud. Through encouragement and collaboration, we might achieve collective, constructivist knowledge equity.
Defining the cloud: Infrastructure
” ’The cloud’ refers to servers that are accessed over the Internet, and the software and databases that run on those servers” (Cloudflare, n.d.). “The cloud enables users to access the same files and applications from almost any device, because the computing and storage take place on servers in a data center, instead of locally on the user device” (Cloudflare, n.d.). However, in reference to education, the cloud is more than just hardware and databases. The cloud is also the collective knowing and ever-changing body of information gained through the wisdom of crowds.
Defining the cloud: Pedagogy
In Collaborative Cloud: A New Model for e-Learning, Liao, et al. (2014, p. 341-342) outlined a model of e-learning in the Cloud with a focus on pedagogy over hardware and software:
Embrace a wide range of resources. This includes infrastructure and human resources. Collaborators include students, instructors, and TAs. Then, restructure the roles of all people. For example, students with high grades tutor students with low grades.
Include learning support like tutorials and discussions as a service. This is more important than materials.
The typical cloud could be based on how much time and the number of resources each supplier has. The collaborative learning cloud should depend on the information about each collaborator’s knowledge structure and status. Institutions could leverage AI to determine this!
Marketplace rules can stimulate Ss’ participation and better dispatch virtual resources among collaborators.
Collaborative cloud learning pushes boundaries. It challenges the existing curriculum and grading system. Therefore, more collaborators mean more available resources and services.
“By applying the knowledge modeling technique and the economic model of the free market in the collaborative learning cloud, virtual resources can be dispatched in the most reasonable and effective way. This design alleviates the tension between limited instructional resources and too many learning support demands” (Liao et al., 2014, p. 349).
How I went from the cloud as an infrastructure to the cloud as a pedagogical tool.
I remember the first time I used Google asynchronously. At this point, I used it with my mom and sister to plan our meals and supplies for a family vacation. You see, my mom and sister live in Michigan, I am in Texas, and we were meeting in Oklahoma. We wanted to plan who would bring what, what we would eat, etc.
It was August 2012 and my mom didn’t really know how to use Google Docs. For example, she didn’t know that it saved automatically in a remote location or that it was collaborative. Because of this, I made sure to include directions on how to use Docs.
The first time I used google docs in my class was truly in a low-tech manner. In 2016, I used Docs instead of a whiteboard to display the lesson. This was a very teacher-centered and simple example, though it was easy to update on the fly when plans changed. Next, I promptly moved to a google slide that was interactive. Students had access, and I included hyperlinks so they could access curated resources. It was slightly less teacher-centered and also more complex than my original use. This example shows how I used Google Slides to guide my students’ learning: Slide Example. Then, in 2019 I started to use a Google Site to communicate with students. It was one-way communication, unlike an LMS like Canvas or Google Classroom.
Finally, post-COVID I used Google Slides to facilitate synchronous and asynchronous student work that was student-centered and complex, though it still required more teacher facilitation than a blended environment. Here is an example of an activity to review editing and revision with 6th-grade learners: 6th P: Edit and Revise
Now that I teach adult learners in a post-COVID world, I employ blended environments and curate resources with learner-centered outcomes. I also use so many more aspects of Google Workspace, including Drawings, Docs, Sites, Slides, and more!
Through this grad school work, my goal is to “draw” a picture of a future that uses technology to enhance pedagogy.
What might that intentional image – the dream – look like for me and the lives I touch?
References
Cloudflare. (n.d.). What is the cloud? | Cloud definition. Cloudflare. Retrieved June 6, 2022, from https://www.cloudflare.com/learning/cloud/what-is-the-cloud/
Dobrowolski, P. (2015, March 27). Best Ted Talks 2015 – Draw your future – Take control of your life. YouTube. Retrieved June 5, 2022, from https://www.youtube.com/watch?v=4vl6wCiUZYc
Liao, J., Wang, M., Ran, W., & Yang, S. J. H. (2014). Collaborative Cloud: A New Model for e-Learning. Innovations in Education and Teaching International, 51(3), 338-351. https://www.tandfonline.com/doi/abs/10.1080/14703297.2013.791554Mitra, S. (2013, February 27). Sugata Mitra: Build a School in the Cloud. YouTube. Retrieved June 5, 2022, from https://www.youtube.com/watch?v=y3jYVe1RGaU
