Life-Long-Learners

As Sunday midnight fast approaches (perhaps on the West Coast), I find myself documenting and, more importantly, reflecting on the various learning opportunities that I have been engaged in during the first few weeks of the DS106 Spring term for 2013.

While the newbies struggled through DS106 “Boot Camp” and established their own domains and WordPress blogs, I verified that my blog category feeds were being received into “The DS106 flow” and continued on my amazing learning journey.

The Daily Creates (TDC)
Each Daily Create is listed below in two lines. The first line indicates the date, TDC number, and link to the item that I created. The second line, in italics, is the prompt that was used on TDC blog site to initiate the task.

• Jan. 7, 2013 – TDC365 – “DS106 – Daily Create – Air”
  “Crank up the music and make a video showing us your best air guitar action.”
• Jan. 8, 2013 – TDC366 – “DS106 – TDC Birthday #1″
  “The Daily Create is one year old! Share a photo of a gift you have for us.”
• Jan. 9, 2013 – TDC367 – “Creative Application To Storytelling (C.A.T.S.)”
  “Write a poem about cats – Make a poem that paints cats in a glamorous light.”
• Jan. 10, 2013 – TDC368 – “TDC368 – A Blur of Speed”
  “Use camera panning to blur the background behind a moving subject.”
• Jan. 11, 2013 – TDC369 – “Blizzard Warning: Be Prepared With An Emergency Kit”
  “Dig into the oldest files on your computer. Write a story based on the strangest file name you find.”
• Jan 12, 2013 – TDC370 – “Adventure To The Future”
  “Create a video about an item you own that has an unusual story attached to it.”
• Jan. 13, 2013 – TDC371 – “Seven in a row makes one ‘weak’”
  “Write an excuse note for why you didn’t do your Daily Create assignment today.”
• Jan. 14, 2013 – TDC372 – “Favourite Workplace”
  “Take a picture of your favorite place to work (desk, comfy chair, etc.)”
  
• Jan. 15, 2013 – TDC373 – “The Trike Tike”
  “Find nearest over-looked everyday object. Fabricate a story about it being a key part of your childhood.”
• Jan. 16, 2013 – TDC374 – “Learning & Sharing”
  “Take a picture of your favorite thing in the world to do, however simple or complex.
• Jan. 17, 2013 – TDC375 – “Whistling Baby”
  “Draw a picture of one of the first memories you have growing up.”
• Jan. 18, 2013 – TDC376 – “Ben’s Banana Banter”
  “List 20 uses for a banana.”
• Jan. 19, 2013 – TDC377 – “Love is holding hands (even at our age ”
  “Capture love in a photograph. Give it a title.”
• Jan. 20, 2013 – TDC378 – “The Clock Torture”
  “Tell us a pun that will cause the biggest groan.”
• Jan. 21, 2013 – TDC379 – “My “PC” – Pepsi & Computer”
  “Take a photo of the ONE thing you MUST see, do, eat, hear, etc. everyday!”
• Jan. 22, 2013 – TDC380 – “2001: A _ Odyssey, HAL _”
  “Submit a favorite monologue from a movie with every third word removed.”
• Jan. 25, 2013 – TDC383 – “Barometer Falling!”
  “Describe the sky in a single sentence without using any color words.”
• Jan. 26, 2013 – TDC384 – “Tree’s a crowd!”
  “Contre-jour it, make a photo where subject is silhouetted by shooting into bright light.”

Assignments
Ds106 participants are encouraged to complete activities from an extensive data bank of assignments. “As of Jan. 28, 2013 this collection includes 521 ds106 assignments and 4116 examples created from them.” With such a wide choice, individual students can meet course outcomes through varied and unique learning journeys. Each assignment has been given a difficulty rating (from 1 to 5 stars). As the course proceeds, students will be challenged to complete, for example, “15 stars worth of assignments in a particular week”.

Although the DS106 course has just started, I have written the following extensive blog posts and have documented my learning journey as I have improved on the process to create animated GIFs from video clips.

Here’s an outline of the assignments and posts that I have shared. Entries beginning with “DS106″ (in bold face) and ending with a star rating, have a link to the actual assignment on the DS106 web site. Entries immediately following (with the date in bold face) provide a link to my post containing my actual assignment submission. The remaining non-bolded dates and entries provide links to DS106 blog posts that I have written in addition to specific assignments.

• Jan. 7, 2013 – “Get Animated in the New Year”
• DS106 – “GIF Me Again About My Eyes”  (2 stars)
  Jan. 11, 2013 – “The eyes are the windows into the soul”
• Jan. 13, 2013 – “Learning – Motivated by MOOC Madness”
• Jan. 16, 2013 – “Are eight-letter words twice as offensive?”
• Jan. 19, 2013 – “Free Motivational Educational Posters”
• DS106 – Visual Assignment – “Say It Like Peanut Butter”  (3 stars)
  Jan. 27, 2013 – “DS106 Tasks: You Snooze – You Lose!”

Value Added
Ben Rimes (@techsavvyed), who has been actively engaged in DS106 since the summer of 2010, mentioned in one of his posts that he was hoping to join the Educational Technology & Media MOOC, known as #ETMOOC. Furthermore, Alan Levine (@cogdog) who is the Spring 2013 instructor for the DS106 course was instrumental in getting the #ETMOOC “Blog Hub” established so that participants could more easily share their posts.  Thanks to the willingness of these two dedicated individuals to share information about #ETMOOC, I signed up as well. For this reason some of my posts may be written in such a way to appeal to both #DS106 and #ETMOOC participants. However, the key issue is this “Value Added” paragraph is to encourage all participants in both learning environments to share ideas, tips and resources to help one’s readers improve and move along their own learning journey.

aTdHvAaNnKcSe to those who care and share.

Take care & keep smiling

The Educational Technology and Media MOOC has invited all participants to introduce themselves by stating:

We would like you to introduce yourself to #etmooc. Declaring your identity, through letting us know a bit about who you are, will help participants better relate to and connect with you.

To try and be more economical with my usual long-winded writing style, I have included an image since we all know that “a picture is worth 1000 words”.

As a retired K-12 Educational Technology Consultant and teacher, I consider myself to be a life-long-learner. My gravatar (Globally Recognized Avatar) creation illustrates the three stages in our human development – child, adolescent, and adult. More importantly, the logo portrays that through communicating, collaborating, and “putting our heads together”, each individual can benefit from the ideas that others share.

I believe that sharing educational ideas and resources is just like tossing a pebble into a quiet pond. We have no idea how far the ripples will travel and we have no idea how other educators, and more importantly, how other students will benefit.

The motto “Ancora Imparo!” was uttered by Michelangelo at the age of 87 and translates to “Still, I am learning” or I am still learning”. Imagine such a profound statement being admitted by this artistic genius who recognized that, even in his latter years, there was still much more to learn. As such, “Ancora Imparo!” seemed to be a very fitting motto for my blog and a mantra for all “Life-Long-Learners”.

The vast majority of the participants in the #etmooc learning environment will use gravatar images that are pictures of themselves. However, I have been actively engaged in using and teaching about the Internet since its first introduction to K-12 students and staff. As educators, we were always concerned with protecting the identity of students. We were diligent in preventing student faces, together with corresponding names, from appearing on our web pages to be viewed by a global audience. As such, I felt it was important, at that time, to model discretion and chose a graphic image to represent my identity. Furthermore, if, the extremely knowledgeable educational blogger, Alan Levine can use a “dog” as his gravatar, I feel quite content to utilize my “putting our heads together” image to represent me in the social networking and MOOC environment.

Take care & keep smiling

I believe in serendipitous learning. For those educators who are connected online, or consider themselves to be part of a professional learning network or  PLN, such learning opportunities present themselves with regular frequency. Readers who have followed my blog for the past year know how excited I was when Darren Kuropatwa sent me an email suggesting that I might like to participate in a free, “massive open online course” or MOCC called Digital Storytelling – DS106. Those wishing to learn more about my amazing adventure, need only click on the DS106 category link on the right-side menu to filter out more than three dozen posts that share my excitement as I became engaged in this free, online learning environment.

I was so excited about the learning and networking opportunities that were afforded me through my initial DS106 exposure last Spring, that I again enrolled in DS106 this January. This action exposed me to Ben Rimes and his informative blog called “The Tech Savvy Educator” where he announced in early January that he had “also signed up for #ETMOOC”. I was intrigued and searched out this Educational Technology & Media MOOC. Like DS106, participants choose their own learning goals, engage in dialogue with other educators, share ideas and resources, and reflect through their individual blogs posts. All tweets with the hashtag #ETMOOC and blog posts with the tag or category ETMOOC will be aggregated centrally thanks to the dedication and hard work of Alan Levine (aka cogdog) and his team. Needless to say, I was intrigued, so I signed up for ETMOOC and officially start this unique learning adventure tomorrow with over 1200 participants representing 67 countries around the world. Future blog posts relating to this unique endeavour will be classified and listed under the newly created ETMOOC category found in the right-hand menu.

My second serendipitous learning opportunity occurred last night while I was scanning some of the aggregated tweets from ETMOOC participants. One individual (who I unfortunately cannot remember, so as to give credit) commented about the creativity of the educational posters created by Krissy Venosdale. As luck would have it, I searched through Krissy’s posters and thought that the image that I included above represented well my love of learning. Thanks Krissy for caring and sharing.

Take care & keep smiling

Credits:
-   Flickr – Creative Commons image “Learning”
by Krissy Venosdale – http://www.flickr.com/photos/venosdale/7051065819/

Creating animated GIFs can be an engaging educational exercise. Students can be challenged to use a computer to draw a series of related, progressive images that, when blended together, create animation.

Background
Twenty-five years ago the Graphics Interchange Format (GIF) was created to display images using less than 256 colours. Long before applications such as Flash, iMovie, Photo Story 3, Voki, YouTube or Xtranormal were developed, the only way moving images could be displayed on a web page was through the creation of an animated GIF.

 
[An animated GIF welcoming readers to the New Year]

I admit that I thought I was fairly familiar with the way in which animated GIFs were created. In fact, in October 2000, I wrote a rather detailed article about the process entitled “Get Animated … with Ulead’s GIF Animator Lite Edition”. Students were eager to use Microsoft Paint to create a series of progressive images that were assembled into an animated GIF.

I still remember a major time-saving tip that Don Bellamy, a talented graphic artist, shared with me. The gist of his recommendation was:

To save time when creating animated GIFs, always start with the finished slide/image and work backwards. You can erase components while creating new slides in reverse, faster than you can draw new slide additions working in the forward manner.

The animated growing flower GIF, at right, is composed of five different slides or images. Without Don’s influence, I would have begun the animation process by creating the first slide/image of the pot. Next I would have added the sprouting plant component and saved it as the second slide or image. Successive slides would have included leaves growing off the stem in both directions culminating with the flower bloom as the fifth and last image. However, I found it to be much easier and faster to start with the finished image of the blossoming flower which was saved as slide 5. Then I worked backwards erasing, in turn, the flower (slide 4); left leaf (slide 3); right leaf (slide 2); sprout (slide 1) leaving only the flower pot. When these slides were reassembled (in the forward, numerical progression) using the “GIF Animator” Windows freeware, the result was the animated rose that you see displayed.

Likewise the final slide, in the above New Year’s welcoming animated message, was created with the complete message. The “working backward”  procedure used was to:

• Complete the final message – saved as “ani-NewYears-40.jpg” (with its arbitrarily high-numbered file name)
• Erase final exclamation mark – save resulting image as “ani-NewYears-39.jpg”
• Erase “adventure” – save resulting image as “ani-NewYears-38.jpg”
• Continue the process, erasing one word at a time, while saving the resulting image with its next lower file number
• Erase the large red “0″, as the second last image, and save the image as “ani-NewYears-20.jpg”
• Erase the large red “2″ and save the resulting blank yellow rectangle (with the lowest slide/image number as “ani-NewYears-19.jpg”

The resulting 20 “ani-NewYears-##” images were imported into the GIF Animator software, and like all animated GIF creation software, were imported in ascending order of numerical slide/images from lowest file number (with the least detailed display) to the highest file number which displays the final, complete illustration. One can modify the exposure time of each slide/image in the animation software and when the final GIF is assembled, it can be opened in any browser to view the animation effect. This was the animated GIF process of which I was familiar.

Animation in the 21st Century
Now, we fast forward about 12 years where I am re-introduced to animated GIFs in an on-line  Digital Storytelling “DS106” course. Right away, I realized that my knowledge of how to create animated GIFs had not kept up-to-date. As instructors, Jim Groom and Alan Levine, challenged us by not only creating animated GIFs from images but also by creating animated images from movies, television, and home videos. Not to be outdone, other DS106 instructors and students went wild demonstrating their “animated” creativity. In fact, as I explored the animated GIFs from DS106 this past Summer and Fall terms, I began to feel the excitement to signup for another DS106 session which officially starts January 14, 2013. In order that you can experience the creativity and positive learning environment fostered through DS106, I encourage you to explore the links, blog posts, and comments shared by the following amazing individuals:

• Spreadsheet Invasion: Animating Pong – Jim Groom
• Photo it Like the Peanut Butter – Alan Levine
• Animated Comic Book Cover – I’m Free At Last – Jim Groom
• It’s a great day for sporting GIFs – Hockey – Rowan Peter
• Salivating Over Animated GIFs – Michael Branson Smith
• Return of the Animated GIF Day! – Ben Rimes
• DS106 GIFFEST – Alan Levine
• Multi Frame GIF Story: Beaker’s Hair – Andrew Forgrave
• Merry GIFmas to All! – Ben Rimes
• Keep Clicking Those Ruby GIF Slippers – Alan Levine

However, the best part about the creativity demonstrated by these “GIF masters” is that, as part of the DS106 learning community, they shared the processes they went through to accomplish their animation. I think that as educators we need to ask our students to reflect and share the processes/hangups that they encounter when learning. It can definitely be a window into their comprehension and, better yet, provide us with important feedback into out teaching.

Take care & keep smiling

Jess McCulloch is an innovative educator from Melbourne Australia. Through her creative Rhyming for Teacher Learning endeavour, Jess used crowd-funding to help raise travel funding to attend this past summer’s UnPlug’d educational summit in Ontario’s Algonquin Provincial Park.

[http://www.youtube.com/watch?v=0DdOCrFFZd4]

I am lucky to have close friends who, as educational change agents, attended the initial 2011 UnPlug’d summit. Their enthusiasm and passion for teaching was magnified through interaction with like-minded colleagues. They willingly shared their powerful experience through blogging, presentations, and their free, downloadable resource “What Matters Most in Education”. Their K-12 vision and stories continue to have a tremendous world-wide impact on other teachers and ultimately their students.

So when Jess McCulloch, decided she wanted to travel from Australia to Canada to participate in this year’s UnPlug’d, I decided to help her out with a small contribution.  In return, Jess promised to write a poem on a subject of my choosing. Having benefited greatly from the willingness of others, who share educational ideas and resources, I suggested that “the importance of online sharing” might be a topic worthy of her talents.

I include both Jess’ reading as well as her creative poem below:

I Share Online

by Jess McCulloch

[http://soundcloud.com/jessmcculloch/i-share-online-a-poem]

I share my work online because when I do
I hope I’ve added something that’s useful to you
I share my ideas online because then I know
That you adding yours will then help mine grow
I share my pictures online because then you can see
A little bit more about what makes me me

I look for your work online because I know that it could
Help me shape mine like no other would
I look for your ideas online because I want to think
About new perspectives, opinions and make my own links
I look for your pictures online because it does make me smile
To see a different side of you every once in a while.

To make the Internet such a rich space to trawl through
I share online what I can and I’m rapt you do too.

I am amazed at how Jess has captured the essence of the importance of sharing online in this creative 14 line poem. However, I’m sure there are readers who might be wondering … “Why give a contribution to an educator on the other side of the world, particularly one you have never met?”

True, I have never met Jess McCulloch face-to-face but I do feel as though I know something about her through her remarkable online sharing.

I was first introduced to her educational passion when she shared “The Black Line Mystery”, as an innovative and engaging educational activity as part of the free, K12Online Conference last year.  Through the eyes of Agent 42 (in a “Carmen Sandiego” style that older educators will appreciate), Jess engaged her students as they began learning Chinese characters beginning with the most complex symbol.

My next encounter with Jess occurred when I participated in the free DS106 Digital Storytelling course this past spring. There was Jess, participating “from a distance” like me, sharing what she was learning with others. As an educator, I found her creations and comments to be quite inspiring and insightful. Her “Technology Does Not Fit” or “The Journey Not The Speed” are not only creative poems, they share powerful pedagogical messages to educators world-wide.

I recommend that readers Google “Jess McCulloch”. In doing so, one will be impressed with the wealth of educational ideas that she shares through a wide variety of forums and applications. I must admit that one of my favourite “McCulloch moments” is Jess’ inspirational “Magical Connections” keynote presented in Shanghai. Jess’ focus was to engage the audience so that they would recognize “the importance of connecting with students”.  Having delivered educational keynotes myself, I know how challenging it can be to share ideas that are applicable and meaningful to an audience of educators who teach a wide variety of grades and different subject areas. However, Jess demonstrated her talents and pedagogical passion to paint a powerful picture through poetry. Jess’ simple background instructions “My pictures are the ones that are in your head” helped those in the audience engage with her poetic keynote as they identified similar magical moments in their own teaching careers. 

On Jess’ “The #technoLanguages Blog”, she referred to herself using the “LOTE” acronym. Not knowing what these four characters represented, I Googled them and found that as a teacher of Chinese, Jess was considered to be a teacher of “Language(s) Other Than English” or LOTE. However, I think that in Jess’ case, this LOTE acronym might equally represent “Learning on the Edge”. Jess continues to risk-take, learn, and share widely with others. This commitment was revealed in her UnPlug’d profile when Jess made the following comment when asked what her interest was in “unplugging”:

To stop, sit, and really focus on what is important to education. To take the chance to reflect on what direction I’m taking and what conversations I need to have to push my own learning.

This comment really resonated with me because Jess is, indeed, a kindred spirit and exemplifies what it is to be a life-long-learner.

Jess … on behalf of all those educators and students who have benefited from your ideas and resources, thank you for caring and sharing.

Take care & keep smiling

Want to be inspired by practical classroom pedagogy over a supper of pizza this Thursday? If so, make certain to register below for the Technology Information Night (TIN) hosted by the Manitoba Association for Computing Educators (ManACE). This opportunity is being held in Winnipeg on November 8, 2012 at St. John’s-Ravenscourt, 400 South Drive, from 5:30 pm – 7:00 pm. While it is free to register for this learning and sharing opportunity, $5.00 will be collected per person at the door to offset the food costs.

Innovative educators will share their ideas and resources through the following three presentations:

Window to the World
Facilitated by Erin Malkoske & Leslie Dent Scarcello
This presentation will provide an overview of blogging with early years students.  Whether you’re considering a classroom blog or individual student blogs, Erin & Leslie will show you how easy it can be for you and your students to break down the barriers imposed by classroom walls by using your blog as a window to the world.

Creativity & Collaboration – Making Video Mashups
Facilitated by Christin Mackay
Bring a little joy to your classroom by enabling your students to demonstrate their creativity when it comes to producing collaborative video projects.  In this presentation, Christin will demonstrate how she and her Grade 4/5 students recorded and produced a short video that was inspired by viral video techniques.

Rocking the Airwaves
Facilitated by Matt Henderson
As recipients of a ManACE SEED Grant last year, Matt and his students will highlight the ways they’ve taken to the airwaves to amplify student voice.  Whether you’ve caught a CSJR broadcast or you’re looking to broadcast the learning that’s taking place in your own classroom, you’ll want to tune into this presentation.

To register please visit: http://manace-nov8tin.eventbrite.ca

Come out to learn and network with some very dedicated and creative Manitoba educators.

Please help spread the word about our upcoming ManACE TIN within your school/division.

Take care & keep smiling

Before I became engaged in the digital storytelling DS106 activities, I had never stopped to consider that there are stories that are told through bumper stickers. Furthermore, unlike my writing style, the bumper sticker text is usually fairly succinct based on the limited space available. This “bumper sticker” activity combines economy of words and images to create a powerful message.

One only needs to use Google to search for “bumper sticker” images to gain an insight into the powerful messages that are shared through this creative storytelling media.

However, I wondered if teachers might challenge their students to create bumper stickers that reflect aspects of their subject of study. To illustrate this idea, I have designed three bumper stickers that might be designed by students in a History/Social Studies classroom.

For example, what bumper sticker might be displayed on the canoe of successful Coureurs des Bois?

Do you think early settlers would have been proud to display bumper stickers depicting where they lived?

Would poorer farmers display the following bumper sticker on the back of their slow moving horse-drawn carts?

These are a few examples that might encourage students to become engaged in creating bumper stickers to showcase some aspect of a course of studies.

Take care & keep smiling

Two posts will be published today. They represent two different “storytelling” activities that can be used to engage your K-12 students. This first activity is known by DS106 students, as the “Four Icon Challenge” or the “One Story – Four Icons” assignment. My following post will describe how “Bumper Sticker” creation can engage your students in an unique way. Recently I shared a presentation entitled “‘DS106′ – The ABC’s of Digital Storytelling” at a ManACE Technology Information Night (TIN). During my preparation for this TIN presentation, I confirmed that these two engaging activities have a definite role to play within our K-12 classes.

The Four Icon Challenge
This activity can be used successfully within any subject in most K – 12 grade levels. DS106 students were required to synthesize a movie or book down to four basic ideas that can be represented by icons. In order that you better understand the process, I will challenge you to name the following books or movies:

 

 

 

 

 

 

 

 

Readers may check their answers by scrolling to the bottom of this post.

The compilation of four images are represented in different layouts or designs. Although most entries used a horizontal arrangement of four icons, the second entry (B) used a square design and the colour as a hint. In the last entry (E), I inserted appropriate images into a four cell table in Word. Next, I took a “screen shot” and saved the four icon challenge compilation as an image. The first entry (A) used the web application “Chogger” which allows students to create a “comic strip” of four icons without the need to login. One can simply visit http://chogger.com and select either of the green “Build” or “Make a Comic” buttons. For this activity, one selects a layout panel with four components and begins by either drawing or using Google to search for appropriate images to insert into each of the panel frames.

Teachers, who may wish to display student’s “Four Icon Challenge” creations on the web, should advise students to save the images without giving away the answer through the image filename. For example, if one hovers the cursor over the first example (A), the answer is immediately obvious. Challenge (B) used a filename which is easy to “crack” and the last entry (E) used scrambled words to create the filename. However, examples (D) and (E) display only a generic filename which does not provide any clues to the movie or book.

ANSWER KEY:
I find that in many puzzle books or in the trivia questions in the local “Coffee News“, readers often look at the question and, rather than take time to adequately think about the problem, they quickly flip the page to find the answers that are written upside down or are printed on the reverse side of the paper. To help encourage you and your students to take adequate time to puzzle over the above “Four Icon Challenges”, I am “scrambling” my solutions somewhat. After you have tried to solve all the above five books or movies, you may unscramble my solutions section (shown below) by:

1. holding this computer display up to a mirror; or
2. printing this post and reading the black-framed solutions in a mirror.

Take care & keep smiling

Sisler High School, the Winnipeg School Division, Eyeconic Media and Microsoft Canada will be hosting a five day Professional Development session on cutting edge ICT skills for digital learners during the week of July 9 – 13, 2012. Our goal is to engage and empower educators through hands-on workshops.

Although the cost for each workshop is $50.00, anyone may sign up for individual morning or afternoon workshop sessions which are of interest:

• Workshop 1: The Cloud Classroom – Monday July 9th, 9:00 am -11:45 am
• Workshop 2: Web & Gaming Graphics – Monday, July 9th, 12:45 pm – 3:30 pm
• Workshop 3: Video Conferencing in the Classroom – Tuesday, July 10th, 9:00 am – 11:45 am
• Workshop 4: Video Editing for the Web – Tuesday, July 10th, 12:45 pm – 3:30 pm
• Workshop 5: Photo-imaging for the Web – Wednesday, July 11th, 9:00 am – 11:45 am
• Workshop 6: Introduction to Web Design – Wednesday, July 11th, 12:45 pm – 3:30 pm
• Workshop 7: Web Graphics & Animation – Thursday, July 12th, 9:00 am – 11:45 am
• Workshop 8: Audio Composition – Thursday, July 12th, 12:45 pm – 3:30 pm
• Workshop 9: Game Design for the Web – Friday, July 13th, 9:00 am – 11:45 am
• Workshop 10: Online Teacher Presence – Friday, July 13th, 12:45 pm – 3:30 pm

Additional P.D. details and specific workshop content can be found in the E3 Workshop Booklet which may be downloaded in PDF format.

There are still some workshops seats available, so register as soon as possible at: Eyeconic Media (www.eyeconic.ca)

Take care & keep smiling

The Executive of the Manitoba Association for Computing Educators (ManACE) are to be congratulated. They have arranged for Dean Shareski and Alec Couros to present “Learning in Public” at their AGM. As outstanding educators, this “dynamic duo” from Saskatchewan plan to “look at creating & sharing digital content & online collaboration”.

Don’t miss this opportunity to learn and connect in Winnipeg with other technology-using educators on May 29th at 7:00 pm at the King’s Head Pub at 120 King Street. Additional information can be found on the ManACE Memos blog.

All our welcome to this free educational experience. All that is requested is that you please REGISTER ONLINE to help the planning committee better organize this event.

Please view and/or print this ManACE AGM Poster and share it with your staff and other educators so that all that may be interested can attend.

Take care & keep smiling