My former blogs revealed a level of insecurity about myself and my abilities that I plan to address right now, and that will hopefully dissipate over time.
When I started this course I was eager but didn’t know what to expect. Over the course of the first few units I learned that the course structure helped me to build confidence through scaffolded learning. This approach has been very effective for my particular learning style. There were, however, a few touchy areas that ended up being big learning opportunities.
· Connect – I don’t know why it intimidated me so. I had never used anything like it and now, it’s kind of a piece of cake. Just getting to the point where I could use Connect was stressful because I didn’t have the correct microphone and had a wireless connection that caused lots of problems. Once I resolved these and began to work with Connect 2X weekly for our webinar prep, it became very easy. I also learned that technology issues aren’t necessarily my fault. They happen. You can do lots of advance planning to anticipate problems but despite this, s*&t happens.
· CIVS – The CIVS overlap with Horton and Kolb so there’s a lot of information and theory intertwined. I have come to appreciate the CIVs but I haven’t mastered them as well as I could/should. I think that I need to create a grid or something that will help me to physically experience the overlap. Incorporating, or at least considering, the CIVs in all learning activities is also very important. They provide a nice guideline and really help me to redirect/realign my focus. The CIVS intimidated me before but since they are not completely theory based, and serve as guidelines for actual Do activities (make sense?), I feel that they are well worth investing as much time as is needed.
· The Edweb proposal is something that I’ve not touched on in a blog but it’s been a great activity. When I first reviewed the Edweb proposal, I got a panic attack. How could I possibly develop that level of detail! I obsessed over it, and then attacked it. My strategy was to spend a couple of hours in the early morning with my course open, printed resources available, and a cup of coffee. This over the course of many days helped me to buckle down and tackle the job when my mind was clear and rested. Knowing that the Edweb proposal is the basis for what I will need to graduate made this a very important and serious activity. When suggested revisions were returned to me, I half expected that Jackie or Patrick would comment “you’ve got to be kidding”, however, with the positive comments that I received, this proposal has become my friend, rather than my nemesis.
So, I’ve learned some big things and have greatly matured as a student. I can definitely see this reflected over the course of my blogs.
Wednesday, December 17, 2008
Saturday, December 13, 2008
Unit 8 and CARP
I think the CARP principles are a very useful tool for organizing elements on a page. I look for the CARP principles regularly now, as a matter of habit.
While CARP offers a great foundation for website design, I am still struggling with the aesthetic aspect; Even if you follow the principles, it still helps to have a creative eye.
As I evaluate other people's websites, my first thought is the website's purpose. Education related websites are often kind of muted, with very little pop. That's a generalization I realize but I think that educational websites are not intended to entertain or wow the audience. They are designed to relay information so a straightforward design is perhaps most appropriate.
On the other hand, a website that sells for example, photography services requires the "wowee" factor. Your site has to captivate someone to the point that they want to buy your product or services. It's very important to have that artistic flair and I have found that the choice of typography is a particularly important element.
I wish I had a better eye for design. I can use CARP to effectively organize the elements for maximum efficiency, but CARP doesn't address how to communicate in a visually appealing manner. Maybe this ability will come with time and training, who knows?
While CARP offers a great foundation for website design, I am still struggling with the aesthetic aspect; Even if you follow the principles, it still helps to have a creative eye.
As I evaluate other people's websites, my first thought is the website's purpose. Education related websites are often kind of muted, with very little pop. That's a generalization I realize but I think that educational websites are not intended to entertain or wow the audience. They are designed to relay information so a straightforward design is perhaps most appropriate.
On the other hand, a website that sells for example, photography services requires the "wowee" factor. Your site has to captivate someone to the point that they want to buy your product or services. It's very important to have that artistic flair and I have found that the choice of typography is a particularly important element.
I wish I had a better eye for design. I can use CARP to effectively organize the elements for maximum efficiency, but CARP doesn't address how to communicate in a visually appealing manner. Maybe this ability will come with time and training, who knows?
Unit 4 reflection
In unit 4 we were assigned to attend a webinar. I had never participated in a webinar and it was a lot of fun. It's exciting to think that one can connect with others via the internet to discuss and participate in activities together.
There were some technical difficulties viewing the webinar. I thought the problem was on my end so I ran up and down 3 flights of stairs trying to get a connection on 2 different computers. I finally figured out after 10 long minutes that there was a violent storm at the facility that was hosting the webinar. Not my fault afterall. I learned from this not to immediately assume that I am at fault. Stuff happens, especially in respect to technology. Technology speeds us up but if can also slow us down long enough to fix, or wait out, a problem.
The webinar presenter was very sur of herself and did a nice job. I can honestly say that there are advantages to hearing a voice as compared to viewing the actual person. I was more intently tuned in to the presenter's voice nuances and the way she communicated rather than her outfit or body language. The webinar content wasn't what I would describe as spectacular but that didn't much matter to me. I got to experience the webinar and I thought at its conclusion, "with training and practive, I could do that." And sure enough, my team and I created our own webinar. Not a perfect webinar, but fine enough to a first try.
I love the new technology. It has so much promise.
There were some technical difficulties viewing the webinar. I thought the problem was on my end so I ran up and down 3 flights of stairs trying to get a connection on 2 different computers. I finally figured out after 10 long minutes that there was a violent storm at the facility that was hosting the webinar. Not my fault afterall. I learned from this not to immediately assume that I am at fault. Stuff happens, especially in respect to technology. Technology speeds us up but if can also slow us down long enough to fix, or wait out, a problem.
The webinar presenter was very sur of herself and did a nice job. I can honestly say that there are advantages to hearing a voice as compared to viewing the actual person. I was more intently tuned in to the presenter's voice nuances and the way she communicated rather than her outfit or body language. The webinar content wasn't what I would describe as spectacular but that didn't much matter to me. I got to experience the webinar and I thought at its conclusion, "with training and practive, I could do that." And sure enough, my team and I created our own webinar. Not a perfect webinar, but fine enough to a first try.
I love the new technology. It has so much promise.
Friday, December 12, 2008
Horton's chapter on Connect activities has been particularly meaningful to me. In my experience, that's where my deepest learning occurs. I am always looking for that connection to real life experiences which helps me to make sense of material that I don't completely understand or am not completely comfortable with.
Where some people find connections between one activity and the next, initially I often do not. As we complete each unit, however, that connection becomes more apparent because we have readings, activities, postings, and other overlapping activities that reinforce the material. I generally always feel confident that at the end of the unit I will have a very good grasp of what's been taught; Or, I know what I need to work on.
Relating back to Horton's connection, I know I am not alone in how I make sense of things. Horton has certainly identified that Connect activities "tie together previously learned skills and knowledge" which results in "higher level knowledge and skills." Students are looking to make sense of new stimuli, new experiences, and new emotions in a way that makes sense to them. As Horton reveals, it's how some of the most effective learning happens.
Where some people find connections between one activity and the next, initially I often do not. As we complete each unit, however, that connection becomes more apparent because we have readings, activities, postings, and other overlapping activities that reinforce the material. I generally always feel confident that at the end of the unit I will have a very good grasp of what's been taught; Or, I know what I need to work on.
Relating back to Horton's connection, I know I am not alone in how I make sense of things. Horton has certainly identified that Connect activities "tie together previously learned skills and knowledge" which results in "higher level knowledge and skills." Students are looking to make sense of new stimuli, new experiences, and new emotions in a way that makes sense to them. As Horton reveals, it's how some of the most effective learning happens.
Monday, October 27, 2008
Team Phases and Proposal Preparation
One of my team mates gave me the idea for this blog during our last group meeting. We were discussing how arduous and frustrating we found the Webinar proposal process. I'm sure it's not this frustrating for everyone. It seems that some groups have what appears to be a natural affinity for getting things efficiently.
I have worked on group projects quite a bit lately, here at work. I can say, it hasn't been any easier. At work, there are varying ability levels, knowledge sets, experience, biases, ego, and a large degree of stubbornness. Here, we're not students, most of us were hired because we have a specific skill set. Bringing those skill sets to the table and making project decisions can be very difficult because many working professionals lack the humility to admit that someone else might have a better idea, or better way, than their own. We get overly invested because big ideas translate to successful projects that translates to promotions and salary increases. The stakes at work are quite different than in a classroom. In a classroom, we explore. We're here because we know that we have something to learn. We bring a degree of humility to the process of learning, or at least we should bring a degree of humility.
I have found with my group that the frustration brought to the table is generally frustration about myself, and my own performance, or lack of. What I don't know about project management is alot. What I don't know about eLearning is huge! Talk about a steep learning curve. So I'm really in a learning mode all the time and suspect that my fellow classmates are feeling very much the same. In writing this blog, I conclude that the amount of "pain" has a direct correlation to the amount of personal and professional knowledge gained from these recent experiences. I'm really pretty lucky to have the opportunity to learn, work, fail, and sometimes succeed all within the most supportive environment imaginable.
Now what was I frustrated about?
I have worked on group projects quite a bit lately, here at work. I can say, it hasn't been any easier. At work, there are varying ability levels, knowledge sets, experience, biases, ego, and a large degree of stubbornness. Here, we're not students, most of us were hired because we have a specific skill set. Bringing those skill sets to the table and making project decisions can be very difficult because many working professionals lack the humility to admit that someone else might have a better idea, or better way, than their own. We get overly invested because big ideas translate to successful projects that translates to promotions and salary increases. The stakes at work are quite different than in a classroom. In a classroom, we explore. We're here because we know that we have something to learn. We bring a degree of humility to the process of learning, or at least we should bring a degree of humility.
I have found with my group that the frustration brought to the table is generally frustration about myself, and my own performance, or lack of. What I don't know about project management is alot. What I don't know about eLearning is huge! Talk about a steep learning curve. So I'm really in a learning mode all the time and suspect that my fellow classmates are feeling very much the same. In writing this blog, I conclude that the amount of "pain" has a direct correlation to the amount of personal and professional knowledge gained from these recent experiences. I'm really pretty lucky to have the opportunity to learn, work, fail, and sometimes succeed all within the most supportive environment imaginable.
Now what was I frustrated about?
Tuesday, October 14, 2008
Connection
The assignment was actually to direct the blog toward Unit 7 and to consider the connect related material. Here I thought I could ramble on about this and that, share my deepest feelings and thoughts and basic insecurities, etc., when actually I was supposed to do something a bit more focused. Pretty tricky! Okay. I see where this is going. Lure them in with a simple creative writing exercise then slowly bring the focus back toward the lesson. Probably a good idea, I'll admit!
I’ve have been thinking a lot about connection and its obvious importance in learning and in life. The older I get, the more I look for ways to connect. I learn better when I can connect a new activity to something I already know. I communicate better with people when I seek to connect with them through shared interests, experiences, or whatever else we might have in common. Once you establish a connection, nothing else really matters. Difference in terms of skin color, ethnicity, level of education, age, and social status dissipate very quickly. Even if you only maintain that connection temporarily, you’re better off than if it had never happened.
Connection in terms of learning is equally important. This particulary applies to learning technologies like Moodle and Connect. As I stated earlier, I learn better when I can connect new learning to old. There’s a natural facility which is a real confidence builder. It emboldens me to play around and explore a little. When I feel totally disconnected, a kind of mental barrier appears and all I can think of is, “oh no, oh no, oh no.” Like a mantra. And it’s self fulfilling. You believe “oh no” and it becomes “I can’t.” I firmly believe that designers of the various technologies associated with teaching, learning, and networking (for lack of a better word - like our Connect program, for example) should always be thinking “connection, connection, connection.” Instead, it often feels like the user bears the onus of figuring out a program that goes out of its way to be difficult (Connect actually isn’t that bad). I mean, the program was designed to be used, but it’s the user who feels penalized because they can’t figure out how to use it. It doesn’t need to be that hard…
If programs were designed to mesh with how people think and the natural connections that people make (and there are natural connections, I know it), people of all ability levels could run with software. Instead, it’s as though the designer creates backwards. “You can do this, if you can figure out how to do this, this, and that.” It’s as though they’re designing a mind challenge with the intention of eliminating the unworthy. In my opinion, save the fancy stuff for people who have nothing better to do than tinker. Design a “vehicle” with everything where it logically should be so that any “driver” can turn the key and get to their destination – quickly, efficiently, and with minimal stress. The key here is “connection.” It works in life and in learning!
I’ve have been thinking a lot about connection and its obvious importance in learning and in life. The older I get, the more I look for ways to connect. I learn better when I can connect a new activity to something I already know. I communicate better with people when I seek to connect with them through shared interests, experiences, or whatever else we might have in common. Once you establish a connection, nothing else really matters. Difference in terms of skin color, ethnicity, level of education, age, and social status dissipate very quickly. Even if you only maintain that connection temporarily, you’re better off than if it had never happened.
Connection in terms of learning is equally important. This particulary applies to learning technologies like Moodle and Connect. As I stated earlier, I learn better when I can connect new learning to old. There’s a natural facility which is a real confidence builder. It emboldens me to play around and explore a little. When I feel totally disconnected, a kind of mental barrier appears and all I can think of is, “oh no, oh no, oh no.” Like a mantra. And it’s self fulfilling. You believe “oh no” and it becomes “I can’t.” I firmly believe that designers of the various technologies associated with teaching, learning, and networking (for lack of a better word - like our Connect program, for example) should always be thinking “connection, connection, connection.” Instead, it often feels like the user bears the onus of figuring out a program that goes out of its way to be difficult (Connect actually isn’t that bad). I mean, the program was designed to be used, but it’s the user who feels penalized because they can’t figure out how to use it. It doesn’t need to be that hard…
If programs were designed to mesh with how people think and the natural connections that people make (and there are natural connections, I know it), people of all ability levels could run with software. Instead, it’s as though the designer creates backwards. “You can do this, if you can figure out how to do this, this, and that.” It’s as though they’re designing a mind challenge with the intention of eliminating the unworthy. In my opinion, save the fancy stuff for people who have nothing better to do than tinker. Design a “vehicle” with everything where it logically should be so that any “driver” can turn the key and get to their destination – quickly, efficiently, and with minimal stress. The key here is “connection.” It works in life and in learning!
Sunday, October 12, 2008
Post Break Reflection
The break has given me time to think about what I’ve accomplished thus far, and to take general stock of what I think about the program. There are times, usually very early in the morning, when I think that I was foolish to involve myself in such a program. I ask myself, “who are you trying to kid?” 50 years old is very young, but it’s old to undertake something that is completely foreign in many ways. Technology for example, is a foreign, almost mystifying entity to a lot of people in my age range (50-60).
I often find it uncomfortable to carry on a conversation about the program I’m in with people my own age. They listen and politely nod their head, but the subject quickly changes to more comfortable territory, and I understand. What is equally interesting is that a lot of younger people who should have a basic familiarity with technology, look at me blankly when I begin to discuss my program, my coursework, and the projects we’re working on. Many have heard of on-line teaching, and some have taken courses, but most repeat back to me an experience with, or knowledge of, something more akin to correspondence courses.
My son for example, is enrolled in an “on-line” course that posts reading assignments, timelines of assignments due, a copy of the syllabus, and little more. There is some blogging, but nothing more sophisticated than that. Clearly, this is not on-line learning. Genuine on-line teaching and learning requires an engagement of knowledge and experience stored in mental orifices that I for one, never knew I possessed. It requires the willingness to accept challenge, discover, experiment, and persevere with some of the latest technology available, and apply it to teaching. Not an easy undertaking! Actually, it’s extremely ambitious.
This may sound dramatic to someone who is comfortable and experienced in the culture of technology. Yet, while I am a member of a class with varying levels of knowledge, experience and expertise, all of us have something to learn. I see it the Question Forum, in draft proposals requiring revision, and in highly charged comments made by frustrated colleagues. It makes me feel good to know that I am not alone in my feelings of frustration and inadequacy because at the same time, I am bolstered by the help and patience I receive from my fellow group members.
So I guess it’s best not to think about Webinars at 4:00AM. It’s probably not a good idea to wonder if anyone will hire me to do anything in this field at 5:00AM. I suppose I should be focusing on getting the sleep I need so that I can go to work and do a reasonably good job, walk my dogs, deal with supper, call my mom, and set time aside for a good session with my on-line coursework. I really do enjoy all of these things. I’m a half empty kind of a person so when things work out, as they generally do, I’m happily surprised. And when they don’t work out, it’s usually not as bad as I envisioned so again, I’m spared. At least for now, I’m halfway through this program and I’m still alive, so maybe I’m better off than what I thought. Of course, there’s always next week…..
I often find it uncomfortable to carry on a conversation about the program I’m in with people my own age. They listen and politely nod their head, but the subject quickly changes to more comfortable territory, and I understand. What is equally interesting is that a lot of younger people who should have a basic familiarity with technology, look at me blankly when I begin to discuss my program, my coursework, and the projects we’re working on. Many have heard of on-line teaching, and some have taken courses, but most repeat back to me an experience with, or knowledge of, something more akin to correspondence courses.
My son for example, is enrolled in an “on-line” course that posts reading assignments, timelines of assignments due, a copy of the syllabus, and little more. There is some blogging, but nothing more sophisticated than that. Clearly, this is not on-line learning. Genuine on-line teaching and learning requires an engagement of knowledge and experience stored in mental orifices that I for one, never knew I possessed. It requires the willingness to accept challenge, discover, experiment, and persevere with some of the latest technology available, and apply it to teaching. Not an easy undertaking! Actually, it’s extremely ambitious.
This may sound dramatic to someone who is comfortable and experienced in the culture of technology. Yet, while I am a member of a class with varying levels of knowledge, experience and expertise, all of us have something to learn. I see it the Question Forum, in draft proposals requiring revision, and in highly charged comments made by frustrated colleagues. It makes me feel good to know that I am not alone in my feelings of frustration and inadequacy because at the same time, I am bolstered by the help and patience I receive from my fellow group members.
So I guess it’s best not to think about Webinars at 4:00AM. It’s probably not a good idea to wonder if anyone will hire me to do anything in this field at 5:00AM. I suppose I should be focusing on getting the sleep I need so that I can go to work and do a reasonably good job, walk my dogs, deal with supper, call my mom, and set time aside for a good session with my on-line coursework. I really do enjoy all of these things. I’m a half empty kind of a person so when things work out, as they generally do, I’m happily surprised. And when they don’t work out, it’s usually not as bad as I envisioned so again, I’m spared. At least for now, I’m halfway through this program and I’m still alive, so maybe I’m better off than what I thought. Of course, there’s always next week…..
Monday, September 22, 2008
This week has been a “thinking” week for me.
In our Horton discussion, a few issues came up that troubled me. We began discussing the value of story telling as it relates to teaching. One team member quoted Horton, "story-telling activities relate individual human experiences. They make information real and personal." I agree with that observation because it’s consistent with the way I think about life.
Another group member argued that teachers must be careful to make the distinction between activism and teaching. The point was made that many parents do not want teachers to undermine what is being taught at home. Parents want teachers to teach the basics – reading, writing, and arithmetic and avoid controversial issues like politics, ethics, or morality because these subject areas are better taught at home.
I agree with that observation to an extent because I know that I would resent an authority figure like a teacher advocating for example, conservative morality to my child. That would be contrary to my values. On the other hand, if you only learn conservative or liberal morality at home, where is the place to learn what the rest of the world is doing? I am using morality as one example. There are many issues like this.
How do students develop critical thinking skills when our educational system allows them limited access to the bigger world and broader ways of thinking? For younger students, it is easy to understand why parents and teachers limit certain kinds of information. One of my co-workers shared that her child’s third grade teacher discussed cannibalism in class. In my opinion, that’s over the top because most young children aren’t mature enough to understand an extreme practice like cannibalism. Middle school students on the other hand, are beginning to ask more complex questions and are capable of understanding sophisticated concepts (I don’t think we give them enough credit.) They are questioning their world and if they don’t get the answers in school, or at home, where do they go? To each other?
Isn’t there is a place for teaching the origins of Adam and Eve, alongside of Darwinism, alongside of Islam (which is a rapidly growing religion worth knowing about), alongside of Buddhism? It seems that in times past, an education (particularly for young men) was far more robust than it is nowadays. It’s as though we’re afraid of knowledge and information, we’re challenged by it instead of embracing its potential power. Of course, teachers must refrain from advocating one position over another but does that mean that philosophical discussions are off-limits completely? Where do you draw the line? And more important, who draws the line?
The presidential election has brought many of these issues to the forefront. We’ve stopped putting a premium on intellect. We vote based on gender, religious affiliation, skin color, the style of a candidates eyeglass, or whether they have a friendly face. While it seems that intellectually we’re going backwards as a country, the issues, and life as we know it, is becoming more complex than ever. We’re a country of inconsistent thinkers (or consistent non-thinkers) and its roots, I believe, are based in our failure to teach generations of children the life skills they need to become "thoughtful" citizens of this country.
In our Horton discussion, a few issues came up that troubled me. We began discussing the value of story telling as it relates to teaching. One team member quoted Horton, "story-telling activities relate individual human experiences. They make information real and personal." I agree with that observation because it’s consistent with the way I think about life.
Another group member argued that teachers must be careful to make the distinction between activism and teaching. The point was made that many parents do not want teachers to undermine what is being taught at home. Parents want teachers to teach the basics – reading, writing, and arithmetic and avoid controversial issues like politics, ethics, or morality because these subject areas are better taught at home.
I agree with that observation to an extent because I know that I would resent an authority figure like a teacher advocating for example, conservative morality to my child. That would be contrary to my values. On the other hand, if you only learn conservative or liberal morality at home, where is the place to learn what the rest of the world is doing? I am using morality as one example. There are many issues like this.
How do students develop critical thinking skills when our educational system allows them limited access to the bigger world and broader ways of thinking? For younger students, it is easy to understand why parents and teachers limit certain kinds of information. One of my co-workers shared that her child’s third grade teacher discussed cannibalism in class. In my opinion, that’s over the top because most young children aren’t mature enough to understand an extreme practice like cannibalism. Middle school students on the other hand, are beginning to ask more complex questions and are capable of understanding sophisticated concepts (I don’t think we give them enough credit.) They are questioning their world and if they don’t get the answers in school, or at home, where do they go? To each other?
Isn’t there is a place for teaching the origins of Adam and Eve, alongside of Darwinism, alongside of Islam (which is a rapidly growing religion worth knowing about), alongside of Buddhism? It seems that in times past, an education (particularly for young men) was far more robust than it is nowadays. It’s as though we’re afraid of knowledge and information, we’re challenged by it instead of embracing its potential power. Of course, teachers must refrain from advocating one position over another but does that mean that philosophical discussions are off-limits completely? Where do you draw the line? And more important, who draws the line?
The presidential election has brought many of these issues to the forefront. We’ve stopped putting a premium on intellect. We vote based on gender, religious affiliation, skin color, the style of a candidates eyeglass, or whether they have a friendly face. While it seems that intellectually we’re going backwards as a country, the issues, and life as we know it, is becoming more complex than ever. We’re a country of inconsistent thinkers (or consistent non-thinkers) and its roots, I believe, are based in our failure to teach generations of children the life skills they need to become "thoughtful" citizens of this country.
Friday, September 19, 2008
I have learned so much over the past two weeks. It’s been a frustrating process because life is becoming more complicated and I am learning that everything needs to be updated, including me.
My wireless connection is undependable. I’m going to switch to a wired connection asap.
My connection is getting slower. I need more memory asap. I’ve already ordered it and the guys at work have agreed to install it.
I have sound card but somehow my driver got damaged so I had to download another. That was a big fat headache so I lugged my computer into work and got some professional help. It should have been easy but for some reason we had problems. I got it fixed eventually. As I carried my computer back out to my car it started to rain. I slipped and fell but saved my computer. My baby toe got smashed in the process. It’s amazing how an injury to a baby toe can impact the whole foot. The toe is healing but it looks like a little pickle – very gross.
I bought a cheap microphone to see how it would be. You get what you pay for. Patrick advised me to try a better version and I did, and it works very well.
Connect is a great program and Patrick’s camtasia really helped. Some people learn better by a visual demonstration. I researched Connect online and fiddled with a number of settings, but watching Patrick made it all seem so much simpler than I thought. That helped a lot. Also, thanks to Patrick for dealing with me. He has the patience of Job (Job or Jobe?).
Values and strategies are clearer to me. It’s really all common sense. Anyone who thinks about how they learn understands values and strategies innately. Education theory throws me off a bit but it’s useful information once you get to the bone.
I’ve invested a lot of time in this class over the past 2 weeks particularly. I am enjoying myself though.
My wireless connection is undependable. I’m going to switch to a wired connection asap.
My connection is getting slower. I need more memory asap. I’ve already ordered it and the guys at work have agreed to install it.
I have sound card but somehow my driver got damaged so I had to download another. That was a big fat headache so I lugged my computer into work and got some professional help. It should have been easy but for some reason we had problems. I got it fixed eventually. As I carried my computer back out to my car it started to rain. I slipped and fell but saved my computer. My baby toe got smashed in the process. It’s amazing how an injury to a baby toe can impact the whole foot. The toe is healing but it looks like a little pickle – very gross.
I bought a cheap microphone to see how it would be. You get what you pay for. Patrick advised me to try a better version and I did, and it works very well.
Connect is a great program and Patrick’s camtasia really helped. Some people learn better by a visual demonstration. I researched Connect online and fiddled with a number of settings, but watching Patrick made it all seem so much simpler than I thought. That helped a lot. Also, thanks to Patrick for dealing with me. He has the patience of Job (Job or Jobe?).
Values and strategies are clearer to me. It’s really all common sense. Anyone who thinks about how they learn understands values and strategies innately. Education theory throws me off a bit but it’s useful information once you get to the bone.
I’ve invested a lot of time in this class over the past 2 weeks particularly. I am enjoying myself though.
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