Ecologies for Learning, Development & Achievement An inclusive concept for personal creativity Norman Jackson

Slides & Links - http://www.normanjackson.co.uk/dmucreatives.html

Please post comments,questions & suggestionsTwitter #dmucreatives

Inclusivity is the intention, policy and practice of including people in social practices who otherwise might be excluded or marginalised

In education, inclusivity is about developing oureducation system so it:

* can respond effectively to anyone who wants or needs to learn and has the ability at all stages of their life

* is flexible enough to involve and meet the needs of anyone who wants or needs to learn

* can embrace all forms of learning and all environments within which people learn and develop and have their achievements recognised

me 1978

The inclusive challenge of preparing people for their future

What is the Problem with Creativity in HE

1 not chronic 2 difficult to understand and explain 3 disciplinary context gives it meaning 4 rarely an explicit outcome 5 many constraints

AN OPPORTUNITY TO DO MORE

1962Sat milk round

1963-67daily newspaper round

1969-70 summer work restaurant workChristmas postbar work

1968 Sat job supermarket

1971summer work in Cornish tin mine

19726 months working in tin mineStart of PhD

1973-74FT geology technician

1974-76University Teaching Assistant

1977-80Ass. ProfessorKing Abdul Aziz Uni Saudi Arabiaschool & PT work university & PT work

1980-85Economic Geologist DGMRSaudi Arabia

1985-90Senior LecturerKingston Poly

UN

EM

PL

OY

ED

1990-93HMI

UN

EM

PL

OY

ED

1993-95Uni Plymouth

RE

DU

ND

AN

T

1995-97HEQC

1997-2000QAA

2000-03LTSN

1998-2003Uni Surrey

2003-05HEA 2005-11

Uni SurreyCETL

REDUNDANT

2011-15Lifewide Education &Creative Academic

IN

DU

CT

IO

N

Life is a Creative Project

University of Surrey

Study of ‘how a university changed’

1999-2000 2011- present2000-05 2006-11

Policy/Regulation Research Development & Innovation

Lifewide Education Community

Imaginative Curriculum Network

Creative AcademicCommunity

SCEPTrE CETLPersonal Development Planning Community

Lifewide Education

My interest in creativity, lifewide learning & learning ecologies

Three things you associate with being creative

Attitudes Curiosity Willing to engage/explore Enthusiasm Being proactive Willing to take risks Determination Obsession

Doing things Doing new things Problem solving Connecting things Communicating telling stories, selling ideas, persuading others Making new things Performing

Ways of thinking Having new ideas – original to self Inspiring – energising ideas Having an open mind Thinking that is different to the norm Having ping moments

Feelings Its about expressing yourself It feels personal to begin with but latter it might be something different Feels exciting Can be very uncomfortable Feels great …. ping moments

Effects Causes change New ideas New things Innovation Adaptation Changes you

what does being creative mean to you?

Academics’ Views Many Surveys

What does being creative mean? (n=12) 4.0 5

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Creativity is about bringing ideas, objects, processes, performances and practices into existence

Creativity is any human act that gives rise to something new is.... a creative act regardless of whether what was created is a physical object or some mental or emotional construct that lives within the person who created it and is known only to himLev Vygotsky 1930

Creativity is the production of novel and useful ideas in any domain Teressa Amabile 1996

Creativity is the act of turning new and imaginative ideas into reality. It involves two processes: thinking then producing.Linda Naiman 2014

m

1 Forms & social/cultural significance

3 Personal characteristics

2 Developmental

perspective

6 Context

Creativity Conceptual Tools

4 Integrative thinking

7 Ecology

5 Cultural & Social

impact on culture, society,

the worldimpact on an organisation, field, system of practice,

or market

changes in our understandings

impact onindividuals and their

zone of influence

Socio/cultural significance and impact

mini-c little-c

Big-C

Four-C model of creativity Kaufman and Berghetto (2009)

pro-c

everyday creative thoughts and

actions in every aspect of our lives

creative acts of experts/experienced

people & teams within an organisation, community

or domain

eminent creativity of exceptional

people

individuals’

Transformative learning, personally meaningful interpretations of experiences, actions and insights

1 Forms & significance - inclusive view of creativity

Cont

ext f

or n

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CRE A T I V I T Y

NON-INCREMENTAL / INNOVATIONDoing new things that someone else is doingAppropriating what someone else is doingDoing things that no one else is doingTrying to do things that can’t be done

INCREMENTALDoing the right thingsDoing things rightDoing things better

Development is the process by which we convert novel ideas into something more tangible

2 Developmental perspective

Integrating creativity, development & innovation in the same narrative

A cake that plays your favourite

tunes as you eat it

IMAGINE DESIGN, EXPLORE, MAKE, EXPERIMENT, PRODUCE

D E V E L O P

?

INNOVATION

??

?

CREATIVE ACHIEVEMENT

Personal creativity is'the emergence in action of a novel relational product growing out of the uniqueness of the individual on the one hand, and the materials, events, people, or circumstances of his life'

Carl Rogers (1960)

product = ideas, material or virtual objects, practices, performances and processes

PRODUCT RESULTS FROM PROCESS!

A definition of creativity consistent with the narrative

Expertise Thinking

Motivation

Componential model of creativity Teresa Amabile (1983, 1996)

creativity emerges

Character

3 Personal characteristics

PROBLEM SOLVING SEQUENCE 1 Assess situation 2 Visioning 3 Formulate challenges4 Explore ideas/possible solutions 5 Formulate solutions 6 Gain acceptance 7 Formulate a planPuccio, Murdock, and Mance (2005)

 

4 Integrative thinking

Click on image for the paper (pdf): "Wicked Problems and Social Complexity"

Rittel, Horst and Melvin Webber (1973) ‘Dilemmas in a General Theory of Planning’

What does creativity look like?How experts solve complex problems

Context

Pro-c creativity in action

IMAGINING

IMPLEMENTING

Creativity is a process that can be observed only at the intersection where individuals, domains and fields interact

This environment has two salient

aspects: a cultural or symbolic aspect called the domain, and a social aspect called the field. Csikszentmihayli (1999)

5 Cultural & Social

Since we invented language it has become so much easier to identify intruders on our territory

Disciplinary Tribes & Territories (Becher 1989)

What being creative means in eight disciplinesBased on surveys within each community (Jackson & Shaw 2006)

Being imaginative – ability to think generatively & associatively

Being original / inventive - new ideas which add valueBeing able to adapt/improvise (re-creation)

Being curious having an enquiring disposition – the desire to find out

Being resourceful – finding and making use of what is available

Being able to think synthetically and relationally -connectin novel ways, work with incomplete data, recognise patterns

Being able to think critically to evaluate ideas

Being able to communicate in ways that help peoplecomprehend and if necessary, see things differently

0 1 2 3 4 5

4.6

4.7

4.8

4.8

4.8

4.8

4.6

4.8

4.7

4.6

4.4

3.9

creative skills/ attitudes identified in disciplinary surveysBeliefs about creativity n=12

use imagination – generate ideas / see possibilities

originality – making/doing things no one has done before

adaptive - being inventive with other people’s ideas

combine, connect, synthesise – recognise patterns

cope with complexity – information, relationships, situations

think critically/analytically to evaluate ideas & make good decisions

resourceful – making the most out of available resources

represent and communicate ideas in ways that engage/persuade

enquiring disposition - willing to question, explore, experiment

open to new experiences

willing to take risks – tackle unfamiliar problems / contexts

persistence - willing to keep trying even if not successful

0 1 2 3 4 5

4.3

3.9

4.3

4.6

4.6

4.7

4.1

4.2

4.4

4.4

4.0

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0 = strongly disagree 5.0 strongly agree

0 1 2 3 4 5

4.6

4.7

4.8think critically/analytically to evaluate ideas & make good decisions

4.8

4.8

4.8

represent and communicate ideas in ways that engage/persuade

cope with complexity – information, relationships, situations

use imagination – generate ideas / see possibilities

combine, connect, synthesise – recognise patterns 4.6

enquiring disposition - willing to question, explore, experiment

open to new experiences

4.8willing to take risks – tackle unfamiliar problems / contexts

4.7persistence - willing to keep trying even if not successful

4.6resourceful – making the most out of available resources

adaptive - being inventive with other people’s ideas 4.4

3.9originality – making/doing things no one has done before

creative skills/ attitudes identified in disciplinary surveysBeliefs about creativity n=28 Course Tutors

0 = strongly disagree 5.0 strongly agree

3.4

4.0

4.1

4.0

4.4

2.6

2.2

3.9

3.3

3.3

3.6

4.3

3.6

Developing students’ creativity is a significant challenge

Developing students’ creativity should be an integral part of their development while at university

Creativity is a rare gift

Some people are naturally more creative than others

Most people can develop their creativity if given the opportunity to do so

Its not possible to teach students to be creative

Its not possible to assess students’ creativity

In my subject area students have lots of opportunity to be creative

Programmes are designed to encourage creativity

Students cannot be creative before havemastered a lot of knowledge and skill

The role of the teacher is to explain what creativity means then assess students against criteria that

relate to these meaningsThe role of the teacher is to help students understand their own creativity and help them make claims with

the evidence they believe is appropriate

Students have more opportunity to use and develop their creativity in their lives outside their academic

programme

Beliefs about creativity n=12

0 1 2 3 4 5

2.1

4.0

4.4

3.8

3.9

2.1

2.1

3.0

2.9

2.6

3.2

3.8

3.2

0 = strongly disagree 5.0 strongly agree

Beliefs about creativity (n=28 course tutors)

Creativity is a rare gift

Most people can develop their creativity if given the opportunity to do so

Some people are naturally more creative than others

Developing students’ creativity is a significant challenge

Developing students’ creativity should be an integral part of their development while at university

Its not possible to teach students to be creative

Its not possible to assess students’ creativity

In my subject area students have lots of opportunity to be creative

Programmes are designed to encourage creativity

Students cannot be creative before havemastered a lot of knowledge and skill

The role of the teacher is to explain what creativity means then assess them against criteria that relate to these meaningsThe role of the teacher is to help students understand their own creativityand help them make claims with the evidence they believe is appropriate

Students have more opportunity to use and develop their creativity in their lives outside their academic programme

4.4

1.8

4.4

1.6

1.7

3.9

0 1 2 3 4 5

0 = strongly disagree 5.0 strongly agree

unfamiliar problems & opportunities

familiar context

unfamiliar context

KNOWN DOMAIN OF ROUTINES &INCREMENTALIMPROVEMENT

THE DOMAIN OF DEVELOPMENT & INNOVATION Contexts & situations that challenge us to learn & apply our learning, develop new capability & resilience, and use our creativity

familiar problems & opportunities

6 Context

Stevenson (1998)

‘Jeff in his element’

ELEMENTPersonal creativity flourishes when an individual finds their 'element': the particular contexts and challenges in which they can fully utilise their aptitudes, abilities, talent and enthusiasm for doing something, because they care deeply about what they are doing and are motivated to perform in a committed and inspired way to achieve things they value.

MEDIUMFor an artist his medium is his painting, drawing, sculpture or other artform,It includes his materials and tools. For a writer his medium for self-expression is the words he writes and it includes his tools – paper/pen, wordprocessor.

6 Context – finding your element

Student Beliefs n=309 : Where do you feel you are at your most creative?

nevercreative

alwayscreative

in my roomdancingwhen Im relaxedIn the Tourism societyafter studiesat homein my writing,a place that there are going to be people who will encouragean inspiring place (seaside)organising an eventlying in bed trying to get to sleepplaying sport-in the shower or on the toiletwhile travellingsocializing with friendswater polo teamworkromancegroup meetings, brain storming and exchanging ideas with othersprojects and technical thingsin performancedesigning researchtrying to fix/make/improve somethingwhen I do things I like & enjoy doingtrying to entertain my 1 year old

In my photographygenerating new ideas for Entrep. societydoing manual work DIY/anything technicalfashion designingwriting musicpainting and writing essaysin my personal lifewhen it comes to debatewhen I interact with othersorganising new, exciting events.when I am working in teamsthinking of new business opportunitieshorse ridingcooking somethingwhen I teachDj'ingwhen I am given a leadership rolewhen I’m in my home countryteaching a Salsa lessonas a musicianwhen I am passionate about somethingoral presentationsliving abroad because I have to adapton the tube/train by yourself,when I am in a quite placethrough my internshipwhen I make or decorate something

I am often creative

I am sometimes creative

I am not a creative person

formal education work

family /home

interests/hobbies

other

Lifelong learning: All learning activity undertaken throughout life with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment-related perspective (Commission of European Communities 2001)

Lifewide learning: All learning and personal development that emerges through activities in the multiple contexts and situations we inhabit contemporaneously at any point in our life, with the aim of fulfilling roles and achieving specific goals, and continuously developing knowledge, understanding, skills, capabilities, dispositions and values within personal, civic, social and/or employment-related contexts.

PAST

FUTURE

PRES

ENT

CPD

6 Lifewide Contexts

LIFEWIDE LEARNING

formal education work

family /home

interests/hobbies o

ther

P E R S O N A L

FormalIntendedNeedDirectedPlannedDe-contextualised

InformalUnanticipatedInterestSelf-directedEmergentContextualised

&

NOW

ALL

LIFEWIDE LEARNING

S I G N I F I C A N T

https://www.youtube.com/watch?v=ThZSbKXlVow

family & home hobbies

other

travel

virtual

work

5 min ACTIVITY LIFEWIDE SPACES FOR CREATIVITY1) Create a map of the different parts of your life – label the

parts in ways that make sense to you2) In which parts of your life do you feel you are able to be

creative and WHY??3) What medium(s)/tools facilitate creative self-expression?

6 Lifewide contexts for personal creativity

family & home hobbies

other

High affordance1) WORK (interest/complexity/ambition/freedom/play) 2) BAND (freedom/collaboration/play)

Which medium(s) facilitate creative self-expression?1) words/pictures/processes 2) music

What tools help you express yourself creatively?1) laptop/word/paint/photoshop/ Web 2.0 & Social Media2) drum kit

travel

virtual

work

My affordances for creativity

Learning ecology (Jackson 2013:14)

the complex set of relationships we create in a particular context for a particular purpose that provide us with opportunities and resources for learning, development and achievement

7 Ecology

Ecologies- a complex set of relationships among the living resources, habitats, and residents of an area for thepurpose of living

RELATIONSHIPSCONNECTIONS

CONTEXTS

RESOURCES

PROCESSES CAPABILITY, KNOWLEDGE, CONFIDENCE & METACOGNITION

LEARNING ECOLOGYcreated for a

PURPOSE

PAST

FUTUREcreativityemerges

7 Ecology

PERSONCONTEXT

PurposeProblems,

Challenges & Opportunities

RELATIONSHIPS & CONNECTIONSField of Practice/Personal Learning Networks /Collaborations

PROCESS

CULTUREDomain

OrganisationSociety

ExpertiseCapability

ThinkingSkills

Motivation

Ecology of Personal Creativity

Character

RESOURCES

'the emergence in action of a novel relational product growing out of the uniqueness of the individual on the one hand, and the materials, events, people, or circumstances of his life' Carl Rogers (1960)

Connections - PLN

CREATIVITY

PAST

LEARNER

PEDAGOGIC CONTEXT Problems, Challenges & Opportunities

RELATIONSHIPS Learners / Teacher / others

PROCESS

CULTURERespect, Recognition, Encouragement,Emotional support, Affiliation

CapabilityThinkingMotivation

Character RESOURCES & TOOLS

TEACHERMotivation

ThinkingCapabilityCharacter

CULTURERespect, Recognition, Encouragement,Emotional support, Affiliation PEDAGOGIC CONTEXT

Purpose, Problems, Challenges, Opportunities & Control

RELATIONSHIPS (networks) Learners / Teacher / others / things

RESOURCES & TOOLS

PROCESS/ACTIVITY LEARNERS Motivations Knowledges/Capabilities Thinkings Characters

TEACHER Motivation Knowledge/expertise Thinking Character

SPACES & PLACES

Teacher created ecology for learning & creativity

CREATIVITY

PAST

Pedagogic influence on learning ecology

McWilliam (2009) three pedagogic stances

1 'sage on the stage' (knowledge transmitter)

2 'guide on the side' (facilitator)

3 'meddler-in-the-middle' (an involved co-learner/co-producer in the learning process).

My addition4 advocate & supporter of self-directed learning

Pedagogic Task – relating to creative development

1 To enrich learners’ understandings about creativity and its role in human endeavour and achievement

2 To develop learners' understandings of their own creativity by facilitating metacognitive development through self-observation, recording of experience, and reflection and self-inquiry.

3 To provide novel and challenging opportunities, activities and situations for the learner to use and develop their creativity

Or to create educational designs that enable learners to find or create their own challenges, opportunities and situations in which they can use and develop their own creativity

4 To create the means to assess & recognise learners’ creativity

CURRICULUM /PEDAGOGIC REVIEW & DESIGN TOOLSituations that encourage self-regulation & favour

emergence of creativity

OPPORTUNITY FOR LEARNERS TO •experience contexts that are unfamiliar •experience novel tasks and challenges•experience real word situations •create their own ecologies for learning & achieving•use their imaginations to design, invent, adapt and/or develop something•make something or make something happen •take risks without being penalised for not fully succeeding •reflect and grow personal understandings about their own creativity •gain recognition for personal creativity

PEDAGOGIC APPROACHES THAT• foster intrinsic motivation ·immerse the learner in challenging, solution-finding situations and tasks ·involve inquiry-rich approaches to learning and problem working·are rich in peer2peer interaction and collaboration ·involve teacher as co-creator ‘meddler or facilitator’ not just a transmitter·require and provide space for reflection to enable learners’ to understand their own creativity·utilise portfolios or other strategies for recording, curating and communicating learning, creativity and achievement

1= not at all 2 = Occasionally 3= Often 4 = Extensively

To what extent is the curriculum in your discipline providing opportunity for learners to?

To what extent do you use pedagogic approaches that?

Teaching & Learning Strategies that encourage creativity

Active learning practices that encourage students’ creativity

IMPORTANT FEATURESOF CREATIVITY

• Using imagination• Being original - new ideas / perspectives/things /solutions * Being curious / inquiring / find solutions * Being resourceful * Being able to combine, connect, synthesise etc * Being able to think critically, analyse, evaluate * Being able to think reflectively / empathically*Being able to represent ideas and communicate meaning to others & form / tell stories

create a process for learning

DESIGN

FROM THIS TO A CREATIVE LEARNING ECOLOGYMANUFACTURE

SELL

MARKET

REFLECT ON – what would we do differently next time?

Combining inquiry-rich learning, design, making & selling Using the experience as a resource for learning

Lifewide Learning & Educational Practice

Learner – takes an inclusive & self-directed view of their own learning and development

University – takes an inclusive view of students’ learning & development and provides aframework and support forself-directed learning &achievements

University of Surrey 2006-2011

13,500 students - 9000 ugrad + 4500 pgradMulticultural campus 27% international + culturally diverse UK studentsResearch intensive + strong commitment to professional education

Four Faculties: Management and Law, Health and Medical SciencesArts and Human Sciences, Engineering and Physical Sciences

HONOURS DEGREE

CO & EXTRA-CURRICULAR AWARDScommitment to own personal and professional development

Creative enterprise

Travel

Running own business

Caring for othersMentoring

Extra-curriculum

Lifewide Curriculum (Jackson 2011)

Academiccurriculum

Work-related curriculumWork placement related to area of study or integration theory & practiceeg health and social care programmes

Volunteering & social enterprise

Work including PT jobs and internships

Student Representation & Societies

Co-curriculum learning spaces outside formal curriculum

Study abroad

Sport

Recognition of Lifewide Learning, Development & Achievements

BSc

Bios

cien

ces

I want to become a doctor Level 1 biosciences student University of Surrey

What learning ecology do I need to create to become a doctor?

CHALLENGE FOR HIGHER EDUCATIONHow can we support and recognise the learning, development and achievement involved in becoming a doctor?

BSc Study Programme : I am studying biosciences but I want to study medicine at postgrad level. I study about 20h per week learn through lectures, lab practicals, books/papers, discussions with friends

Friends: As an international student, it is difficult to be away from my home and family. Friends, therefore, become a new kind of family…

Sport – uni netball teamPlaying as a part of a team allows me to develop my inter-personal and communication skills, and always gives me a feeling of satisfaction. It lends a sense of unity and strength- when we put on our match uniforms, we know that we are no longer individuals, but part of something that is bigger than ourselves.

Entertainmentmusic, cinema, meeting friends

Looking after myselfDomestic choresShopping

Volunteer - St John’s Ambulance serviceI joined St Johns’ Ambulance, to learn first aid and general safety measures. I think this is an essential part of not just University life but life in general. Taking part in that course allowed me to feel more secure in my ability to deal with emergencies. As I hope to study Medicine as a Postgraduate degree, I found the course interesting and engaging.

University Tutoring and Mentoring I work at a Combined Learning Centre for students with learning disabilities and/or behavioural problems. I worked one-on-one with three different students, one of whom had Aspergers Syndrome

EXAMPLE LEARNING ECOLOGYLevel 1 international student (2009)

Organising and leading a group of volunteers to work during the summer vacation in Uganda

2 WHAT aspects of yourself do you want to develop?

1 Personal goals

3 WHY is this important?

4 HOW do you intend to develop & demonstrate it?

5 WHAT capabilities, qualities, values dispositions will be developed?Use award capabilities and values statement as prompt

PDP should make provision for unplanned learning

areas of significant challenge/opportunity

BSc Study Programme : I am studying biosciences but I want to study medicine at postgrad level. I study about 20h per week learn through lectures, lab practicals, books/papers, discussions with friends

Friends: As an international student, it is difficult to be away from my home

and family. Friends, therefore, become a new kind of family…

Sport – uni netball teamPlaying as a part of a team allows me to

develop my inter-personal and communication skills, and always gives

me a feeling of satisfaction. It lends a sense of unity and strength- when we put on our match uniforms, we know that we

are no longer individuals, but part of something that is bigger than ourselves.

Entertainmentmusic, cinema, meeting friends

Looking after myselfDomestic chores

Shopping

Volunteer - St John’s Ambulance serviceI joined St Johns’ Ambulance, to learn first aid and general safety measures. I think this is an essential part of not just University life but life in general. Taking part in that course

allowed me to feel more secure in my ability to deal with emergencies. As I hope to study Medicine as a Postgraduate

degree, I found the course interesting and engaging.

University Tutoring and Mentoring

I work at a Combined Learning Centre for students with

learning disabilities and/or behavioural problems. I

worked one-on-one with three different students, one of

whom had Aspergers Syndrome

EXAMPLE LEARNING ECOLOGYLevel 1 international student (2009)

Organising and leading a group of volunteers to work during the summer vacation in Uganda

Personal Development Plan

unfamiliar problems

familiar problems

familiar context unfamiliar

context

Creating and representing meaning

SHOE BOX!BLOGSCRAPBOOKE-PORTFOLIOVIDEO DIARYDIGITAL STORYVIDEO FILMSLIDE SHOW

https://www.youtube.com/watch?v=gECPBQ3J_PU

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MY GOALto learn archaeology

past knowledge, experience interests and orientations

MY COURSE

The Posthole editorial team

attending archaeology conferences

organising a student archaeology conference

Homeless Heritage excavation & exhibition

participating in numerous excavations

volunteer Young Archaeologists Club

My Learning Ecology – an inclusive view of learning, developing and achieving in higher education‘becoming the archaeologist I want to be’

Final year project

THRE

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ARS

LEAR

NIN

G A

RCH

AEO

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BE

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/BEC

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AN

ARC

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LOG

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MY GOALto learn archaeology

past knowledge, experience interests and orientations

MY COURSE

The Posthole editorial team

attending archaeology conferences

organising a student archaeology conference

Homeless Heritage excavation & exhibition

participating in numerous excavations

volunteer Young Archaeologists Club

My Learning Ecology becoming the archaeologist I want to beInterest-driven learning and development

Final year project

When my creativity flourished

Example of incorporating lifewide learning in the curriculum

Students as Teachers Inclusivity Project University of Plymouth

4th year undergraduates at Peninsula School of Medicine spend 6 months undertaking a Special Study Unit (SSU) called Doctors as Teachers.

Students taught at two secondary and two primary schools, with a high proportion of pupils from disadvantaged backgrounds

They produced and delivered educational health promotion outreach activities to help raise aspirations of primary, secondary school pupils, teachers, parents and carers

CURATING & SHARINGKNOWLEDGE RESOURCESOn-line Survey, LinksPresentation & Videos

PAST LEARNING ECOLOGIEScreativity/learning ecologies

My ecology for learning within which my creativity is embedded

CONFERENCE TALK & DISCUSSION

ENGAGING DMU COMMUNITY

ADAPTINGEXISTINGRESOURCES

CREATING & UTILISING NEWKNOWLEDGE RESOURCES

CHALLENGE/PURPOSE

POSSIBLE CONTRIBUTIONS VIA SOCIAL MEDIA & POST CONF CONVERSATIONS

FUTURE : NEW INTENTIONS FOR LEARNING

ENGAGING MY PLN via twitter

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Lifewide Education CommunityCreative Academic Community

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