week three learning style

The first questionnaire was found at http://www.vark-learn.com/english/page.asp?p=questionnaire

The VARK Questionnaire Results  Your scores were: Visual: 8 Aural: 8 Read/Write: 5 Kinesthetic: 10 You have a multimodal (VARK) learning preference. Use the following helpsheets for study strategies that apply to your learning preferences: multimodal visual aural read-write kinesthetic I did one other inventory at  https://www.engr.ncsu.edu/learningstyles/ilsweb.html NC STATE UNIVERSITY Learning Styles Results Results for: Carolyn Vandersluis ACT X REF 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> SEN X INT 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> VIS X VRB 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> SEQ X GLO 11 9 7 5 3 1 1 3 5 7 9 11 <-- --> If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale. If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension. If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference. We suggest you print this page, so that when you look at the explanations of the different scales you will have a record of your individual preferences. When you close the page the information cannot be retrieved.For explanations of the scales and the implications of your preferences, click on Learning Style Descriptions. For more information about learning styles or to take the test again, click on Learning Style Page.

week three text review

Not sure at this point if I wish to use a text for my course. I have in mind to develop my instructional materials using online resources. However, here is a list of sites that I could peruse for books. So far this is the book that may be most useful:

 

Technology Integration for Meaningful Classroom Use: A Standards-Based Approach, 1st Edition

• Cennamo/Ross/Ertmer - ©2010
• ISBN10: 0-495-09047-6
• ISBN13: 978-0-495-09047-2

and here are the links to other options:

 http://www.editlib.org/p/4816/

http://www.educatorstechnology.com/2012/08/10-free-textbook-and-audio-book-apps.html

https://www.nelsonbrain.com/shop/en/CA/storefront/canada;CMGTJSESSIONID=cS1zJlLWDDZTnGr1dypn1ShRCnzkdNS1CjXZW48fVvrhT5JjdTTL!813032762?cmd=CLBrowseCategory&entryPoint=storefront&catKey=604969&messageType=CLBrowseCategory

week three givens and constraints, aims and goals

Journal Activity

As you consider your emerging curriculum, identify the givens and constraints. Givens are things over which you have no control (e.g. prerequisites, professional standards). Constraints are things that that limit what you can do (e.g. budget, classroom seating arrangement etc.).

If you have questions concerning Givens and Constraints, connect with your facilitator, or post your questions to the Session 3: Debrief discussion folder.

givens

• learners need devices to learn technology
• curriculum should be built with both the new to technology and the digital natives in mind
• design should include ample practical time in class to explore new technologies with hands on approach

constraints

• time frame for the course - up to fifteen weeks
• time frame for each class - up to three hours of F2F 
• budget could be a consideration if participants were not required to bring devices
• learning space should be interactive learning studio with large screen broadcasting, movable desks and chairs and controlled lighting

Journal Activity

Morrison et al. (2013, p. 39) state that an aim is "a general intent that gives direction" in developing a curriculum. Refer back to your Needs Analysis that you completed in Session 2. What need did you identify? Based on this need, what should be the overall aim(s) of the course?

Goals are derived from the aim of the course. Morrison et al. (2013, p. 39) state that "goals should identify behaviours that describe learner performance." Think about what goals are necessary to accomplish your aim.

Identify your aims and goals by using the activity sheet labelled "Aims, Goals, and Outcomes" found at the end of this session.

NOTE: You will also find the Activity Sheets in your course Sakai shell under Course Materials.

Once you have completed the Aims column of the table, create three to four goals that you think will accomplish your aim(s). Refer to Morrison et al. (2013, pp. 39-41), Six Steps of Goal Analysis, to develop your goals.

Course Title: _____________________                                         Program: _________________________

Aim	Goals	Learning Outcomes (Session 5)
List the general aim(s) that you would like to accomplish in the course. E.g. Provide an orientation program that helps new employees assume their job responsibilities smoothly.	Brainstorm a list of goals. Refine and rank them following Morrison et al. (2013) on pp. 39-41. E.g. Understand the policies and procedures of the organization.	Based on the goals, identify five to six learning outcomes that learners are expected to achieve by the end of the course. E.g. Apply the department's policies and procedures correctly in resolving a customer complaint.
1. Provide instruction to enhance the educational technology skills for educators to use in their learning environments.	1. Identify the need for using educational technology	1. define educational technology
2.	2. Provide a toolbox of technological tools that will help the educator to integrate educational technology into their courses.	2.distinguish between traditional and current modes of delivery
	3. Develop a plan for how to use the tools in a relevant way for each learner.	3. express the relevance of using technology in the pedagogical process
		4. identify the tools that could be relevant to the learners needs
		5.demonstrate the ability to use the tools
		6. apply the learning to the construction of a lesson using technological tools

Journal Activity

Do a cross-reference of your aims and goals to determine if they match your topic and content areas identified. Revisit the givens and constraints to see if any adjustments need to be made.

week three context

Tessmer and Richey (as cited in Morrison et al., 2013) describe three types of contexts that require analyzing when designing instruction, the orienting context, the instructional context, and the transfer context.

In your learning journal, using their work which is the basis of Morrison et al.'s pp. 61-70 and Morrison et al.'s Chapters 1 and 2 as a guide:

• Identify the context for your curriculum design process.
• Based on last week's session, identify what model is best suited to your content and context.
• Create a visual design representation of a model for discussion and your application to individual curriculum. Include circles as needed to accommodate the context and the intent of the curriculum.

Post your "visual design representation" in the Session 3: Design Model discussion folder. Read and comment upon the postings made by your co-learners.

Orienting context: Knowledge, skills and attitudes the learner brings to the instruction. Knowing the learner provides the designer the opportunity to produce instructional materials that are relevant to the audience. Using the assessment survey as a tool to aid in determining the context from which the learners are situated in. Teaching educators may have special considerations for establishing credibility.

Instructional context: what types of environmental factors will enhance the instruction? The room should be interactive, have media and wifi capabilities and perhaps computers. The usual computer labs would not work well as they are traditional spaces with everyone facing front. The best spaces would be a learning studio type of room where furniture can be moved and group work would be facilitated.

Transfer context: providing an environment where the learning can be applied in a diverse number of situations. Creating scenarios that will be relevant to the learners and then using their new knowledge will help the learner to find immediate value in the learning.

Designing instruction with all three contexts in mind will provide the best result. My focus is on the orienting context and the transfer of relevant knowledge. If the information is not seen as "useful" then the learners will not readily engage.

cc Carolyn Vandersluis 2014

week two, the need for instruction and needs assessment

"The instructional design process begins with the identification of a problem or need"

"A need assessment can help us avoid providing too much instruction when it is not necessary.

"For the instructional designer, the needs assessment process serves four functions:
1. It identifies the needs relevant to a particular job or task, that is, what problems are affecting performance.
2. It identifies critical needs. Critical needs include those that have a significant financial impact, affect safety, or disrupt the work or educational environment.
3. It sets priorities for selecting an intervention.
4. It provides baseline data to assess the effectiveness of the instruction.

Morrison et al (2007 p.29-30)

Consider a scenario in which you could develop a plan for a needs assessment. If you were to implement your plan in this scenario, what might you learn about the need for instruction? 

Scenario: For a variety of reasons, (see http://www.mathopenref.com/site/techreasons.html and http://teacherswithapps.com/top-10-reasons-technology-is-important-for-education/) 
an educational institution wishes to introduce technology into it's instructional methods. A needs assessment could include a questionnaire to see what kind of experience the educators within the institution have and how the technology might be integrated in to the classrooms and curriculae.

I will now transfer my work to Google Drive where I have set up a folder. I have sent Erin a message with my contact information and hope to work with her in Drive.
C.

week two curriculum versus instructional design

• What is your understanding of curriculum design as compared to instructional design?

As I read through the required readings for this week, I had an aha moment! I realized that the terms "curriculum design" and "instructional design" were different. I had been under the impression that they were interchangeable. Cranton (2000) explains it well as she lists the aspects of instructional design and says that instructional strategies include methods and materials (p.2. I have the second edition of this text). This and the rest of the list made it clear to me that the curriculum is the framework that we develop the instruction to. The instruction is how we choose to deliver the materials set out int he curriculum.

The term curriculum design encompasses the broad planning and design of the intended learning at the program level. It is basically looking at the "what" of the intended learning. Instructional design is the planning and design of the intended learning at the course and session levels. It is basically looking at the"how" of the intended learning.

• How is your perspective similar or different from the explanation above? In discussing this question, think of examples of programs and courses with which you are familiar. 

My new perspective is the same as this description. At the moment, I am designing the instruction for three courses that have gone "mobile" (using technology - iPads- to enhance the learning experience in the classroom). One of these is a hybrid (blended learning) course as well. As I follow the curriculum set out in the course outline and objectives I am designing the instruction that will align with these. Finding new ways of using the technology and creating some online coursework is the instructional design component. The curriculum design has already been set in place. I sit on the curriculum committee for my department. We periodically review the curriculum to determine whether it is still relevant and the information is still current. We then make changes to the curriculum. And, then I design the instruction.

• How might this explanation influence your perspective on your experiences with curriculum and/or instructional design?

As I stated earlier, I never really thought about the terms and used them interchangeably. I am more clear on the terms now and will use them knowlegably. :) C.

week two ID models chart

Preparing this chart helped me to keep all the information organized as I worked through this task. I shared this with my fellow students in a Google Doc and invited them to add or edit any part of it as a starting point to a discussion. I enjoyed organizing this and studying the models. It certainly helped me to understand that different approaches and to reflect on which approach I might use in different circumstances. In the blog, I have added my ideas on where i might use these models in my curriculum planning for this course. My idea is to plan instruction for transforming traditional classrooms into technology enhanced learning environments.

ADED 4F33 WEEK TWO DESIGN MODELS COMPARISON CHART

MODEL	MAIN COMPONENTS	COMPARISON TO MORRISON ET AL’S DESIGN and when I would use this model
MORRISON ET AL Systemic and nonlinear. The model takes on an oval shape. A continuous cycle.	Nine key elements: Identify instructional problems, and specify goals for designing an instructional program. Examine learner characteristics that should receive attention during planning. Identify subject content, and analyze task components related to stated goals and purposes. State instructional objectives for the learner. Sequence content within each instructional unit for logical learning. Design instructional strategies so that each learner can master the objectives. Plan the instructional message and delivery. Develop evaluation instruments to assess objectives. Select resources to support instruction and learning activities	This model is comprehensive and has all the elements that excellent design would require. The fact that the model is cyclical encourages returning to the start to re-adjust as conditions change and makes the model an organic, living design tool. I would (and will) use this model in designing instruction for the college courses that I teach. (I also enjoyed the Taba model) This model will be the one that I will use in planning the instruction for my curriculum design work for this course. I find it to be the most comprehensive in design and keeping the learner in mind. The case for logical sequencing is also a very important aspect. Design should make sequential sense or it will not keep the learner engaged. Confusion should be avoided!
ADDIE Florida State University initially developed the ADDIE model. The design we know today appeared in the mid 1980`s. Generic design model used by many.	Analyze, Design, Develop, Implement, Evaluation	Less specific in its presentation. Same basic tasks but ADDIE concludes with evaluation as final step. I could use this model when doing basic design work or a quick instructional design strategy. It would still be very effective as a model. It leaves much room for interpretation and personal design choices.
TYLER Tyler's original curriculum design model of 1949 is often referred to as a 'Linear Objectives' model. Tyler's model is linear in that learning objectives are specified first followed by explication of certain curriculum elements in the order shown.	1949 four part model based on four questions. What educational purposes are sought? What educational experiences are likely to attain these objectives? How can these experiences be organized effectively? How can we determine whether these purposes are being attained?	Linear rather than cyclical. I can see myself using this for designing materials that are not of a creative nature. For example, in the design of set materials that require certain sequencing. I like the questions that the Tyler model asks us to consider. These are great questions to ask when designing any instructional materials.
TABA Defined in the sixties by Hilda Taba and aims to help designing courses down to lessons in areas where students are supposed to learn how to think.	Identify the needs. Develop the objectives and choose content that matches the objectives. Organize content considering the learner. Select instructional method that promotes engagement.  Organize experiences by sequencing content. Evaluate to ensure mastery.	Taba’s design appeals to me the most. It is presented in an easy to understand formula keeping the learner in mind while organizing the content. I would use this model for its strength in developing critical thinking skills in students. I would use this model for it's strength in asking us to engage the learner. I like the idea of integrating this model with the Morrison et al model. :)
DICK AND CAREY 1978, Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system.	Identify instructional goals. Identify the entry behaviours and conduct instructional analysis, then write performance objectives. Develop the instructional strategy then select and develop the materials. Develop formative and summative assessments.	Needs analysis is integrated into the design elements to identify critical needs before development of instructional strategy. I would use this to develop in an area where I am unfamiliar with the content and the intended learners.

“Instruction requires an approach, components and sequences” & “Effectiveness and efficiency are additional priorities for selecting instructional methods”

Reigeluth and Keller (2009)

Information retrieved from:

http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html

http://ed7220.wikispaces.com/Taba+Model

http://edu7220group4.wikispaces.com/Tyler+Curriculum+Model

http://en.wikipedia.org/wiki/ADDIE_Model

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#kemp

http://edutechwiki.unige.ch/en/Taba_teaching_strategy_model

http://www.ascilite.org.au/conferences/wollongong98/asc98-pdf/bell-lefoe0031.pdf

Reigeluth, C.M.; Carr-Chellman, A.A.; Instructional-Design Theories and Models, Volume III; 2009;        Routledge

Cranton, P.; Planning Instruction for Adult Learners, Second Edition; 2000, University of Toronto Press

looking for a work partner

At the moment my interests are strongly focused on educational technology. I am thinking of how to design a course or workshop series on how to transform traditional classrooms and methods of delivery into places of collaborative learning using technology. Questions that arise include "why is technology important?", "what can technology do to enhance the learning experience?" and "why would we use technology in the classroom?".
Does this interest any of my colleagues in this course? Or are there any of you who may have skills or interests that might compliment my ideas and thoughts? Or perhaps we can collaborate to find an even more interesting field of study. Technology is not a new idea for the classroom. However, as technology has become part of our daily lives it's place in the educational milieu is becoming more relevant and timely.
I would find this an interesting topic to consider for instructional design..
As far as my style for learning...my habit is to be as punctual as possible with reading and posting. I have to be incredibly organized as my life revolves around many details and deadlines while I am teaching. This semester I am teaching five courses. One is being re-designed as I go due to a new format of delivery. Two are hybrid courses. And one is a course that someone else designed and I am delivering another section alongside hers so I have to follow her lead and her curriculum. Busy. I will devote time to this course on weekends, Tuesdays and Fridays as these are the days when I am not in the classroom. I hate to feel like I am falling behind so I will do my very best to be on top of the workload here. I do not foresee any obstacles at this point :)
C.

Week one...more reflections on prior learning

Individually, think about a course that you have taken in the past. Consider the following questions:

• What did you like about the course? What did you dislike about it? Give reasons for your thinking.
•   What underlying beliefs or values prompted your answers?
• How may your personal philosophy influence the way you design curriculum?
• How do your values and beliefs about curriculum design relate to your philosophy of learning and facilitation?
• How may what you already know affect what you will and should do?

This past spring I took a course on learning in the digital context. I liked the way that it was laid out, with different activities to do and new applications to consider. I liked that there were more than one choice of tools to use for each task that we were asked to do, which led to a discovery process and critical thinking as to which tool would fit best for me. I liked that there was a strong emphasis on sharing and that we were asked to share our blogs, emails and Twitter info so that we could take a look at what others were doing and thinking about. The focus on collaborative learning was evident and I enjoyed most aspects of it. I did feel uncomfortable with the group project that we completed as I found it difficult to understand the context from which my colleagues were working from and how their thought processes were working. They just seemed so different than me and had different ideas. I learned a lot about working with others and the exercise was a success not only in the grade that we achieved but in what I took away from it. Patience, a sense of open mindedness and learning how to let just enough of the control over the final outcome to be comfortable but still allow others to contribute in the way that was meaningful to them. Finally, although I began the course by liking all the choices for tools, by the end of the course it became overwhelming. I wondered if there could have been less introduction to new tools at the end of the course.

So, in a nutshell, I liked learning about new tools to a point and I enjoyed seeing what others were doing but was uncomfortable about handing over control of the outcome of the collaborative project. Nevertheless, I learned much about the subject matter an in particular about myself. I would say that the lessons that I learned about myself were more valuable. 

I believe that the personal journey that we take when we are learning and how the learning transforms us is the most important aspect of the learning. Of course we must meet academic standards and achieve outcomes set out by the institutions that educate us in our formal learning environments, but the drive that we have as humans to make meaning our of our lives is not left behind as we study. Mezirow et al (2000) states that in adulthood we learn how to "negotiate and act upon our own purposes, values, feelings and meanings" to find ways to better understand the world. His theory of transformative learning resonates with me. I have been greatly transformed by education. My views of the world have expanded. My ability to think critically and to make sense of my world has increased greatly. My sense of self and my self esteem has grown exponentially. 

I believe that curriculum design should allow for reflection, collaboration and critical thinking. A well designed course and the lessons within it should give the learner opportunities to make personal meaning that she can relate to and integrate into her world. This goes beyond rote learning and speaks to the learner as an adult. Adults need to see how the learning can be immediately applied to their goals or problems (Knowles) and are constantly trying to connect their learning to existing/previous experiences (Belenky et al). This is what I am doing right at the moment as I reflect and write here in this blog. :)

As I learn more about learning and educating others in any subject, I apply it to my role as educator and become and better one. I also apply much of what I learn to my personal life as an individual. As an example, while learning how to work well with others this spring in my digital learning course, I also learned how to let go of some control issues I have in my life. I have struggled so much in the past to get to where I am today that I have a hard time letting go. The experience I had this spring taught me that I could let go and the outcome would still not only be positive but it would be enhanced by the personal transformation that occurred along the way. Oprah Winfrey once said that when we know better, we do better. It's so true. 
C.


image source: http://www.google.ca/imgres?imgurl=http%3A%2F%2Fwww.wealthclinic.com%2Fuploads%2F2%2F5%2F7%2F1%2F25715823%2F2465034.jpg%253F295&imgrefurl=http%3A%2F%2Fwww.wealthclinic.com%2Ftransformative-learning.html&h=163&w=293&tbnid=mG0or8nwWgsiOM%3A&zoom=1&docid=NDoods0Dd7Wn-M&ei=B-0OVIP_PNK3yASh_4LgAg&tbm=isch&ved=0CFgQMyhQMFA4yAE&iact=rc&uact=3&dur=1497&page=13&start=260&ndsp=22

Information retrieved from:
http://healthsci.queensu.ca/assets/ohse/new_article_tl.pdf (transformative learning)

http://www.stephenbrookfield.com/Dr._Stephen_D._Brookfield/Workshop_Materials_files/HELPING_ADULTS_LEARN_Packet.pdf (adult learners)

Week One...curriculum and pedagogy reflections

• What do you think the word "curriculum" means?
• What are your experiences in designing curriculum?
• What is the purpose of curriculum design?

I think that the meaning of curriculum is the information we deliver to learners to achieve the desired learning outcome/s. 

My experiences in curriculum design come from my work as an educator in community college, designing courses to align with outcomes set out by the college and the Ministry of Education.The majority of my curriculum design work has been in the field of Esthetics as I teach in the Esthetican and Hairstyling programs at Lambton College.  I have also designed a workshop for nutrition as well as 8 week boot camps for fitness. One of my biggest challenges has been to design three full courses in Electrolysis that comprised a graduate certificate wihtout any textbooks. I have taught these at the college with the part time studies department before I was hired to be a full time professor. 

The purpose of designing curriculum is to manage the information we need to deliver in a way that makes sense and in a way that will enhance the learning. The information should be comprehensive, make sense to the learner, be delivered in ways that will be relevant and meaningful and result in the acquisition of knowledge and skills.

C.

• What does the term "pedagogy" mean to you?
• How does your personal philosophy of curriculum design influence your ideas of the pedagogical process?

When I hear the term pedagogy I understand it to be the way that we deliver the information that we need to teach something to others. I sometimes hear the term "pedagogically sound" and I think that means that they way that the curriculum is delivered is the right way for that particular information to be given to that particular audience. 

I am definitely affected by my beliefs as I design curriculum. I think that I would find it very difficult to deliver information in ways that did not make sense  to me. I would find it hard to connect to work that I did not believe in. This does not mean that all of my curriculum is delivered in a way that I alone would understand and relate to. I try to design my courses based on several factors. My understanding of the subject matter helps very much in determining what is important. My understanding of adult education and how adults learn is very helpful. And my humanistic philosophy coupled with a constructivist understanding of learning allows for me to build meaningful curriculum that will not only transfer skills and knowledge but will allow for personal transformation. I believe that education is highly transformative and affects the individuals sense of self and how one operates in this world. Education is a powerful tool for change.

So, my pedagogical process is coloured with opportunities to critically think, reflect and integrate the new information into who we are and how we see ourselves. I cannot imagine it any other way. I do understand that not every student who comes to class leaves with a profound experience of transformative change or highly charged sense of meaning. I do believe, however, that important seeds can be sown in the classroom and that these seeds may take time to germinate, if ever. The gardening anaolgy is a good one. Some flowers take root and grow quickly. Some seeds rest in the soil for a long time before they become a flower. 

The first time I attempted college, I was in my early twenties. I failed and dropped out. I was involved in a lifestyle that was not conducive to study. I did take away some seeds of wisdom that sat dormant for a long time but that flourished once the conditions were right. It took decades, but I still remember the kindness of my professors as they tried to intervene and keep me in school. I still remember that when I tried to do something well I was able to. I still remember some of the facts about the brain that I found fascinating in a scientific philosophy course that I never finished. These seeds of knowledge have all found a way to be meaningful to me in the many years since my "failed attempt" at college. 

Pedagogy and curriculum design should be a thoughtful process with the learner always in mind. :)

C.

Week One. My reflections. My definitions.

I have been in the classroom for the past six years. I have been teaching for five. The most exciting part of being an educator has to be when you see the transformation of the learner from uneducated and unable to educated, knowledgeable and able. It all starts with good curriculae. The curriculum design aspect of my work has been greatly enjoyed and extremely satisfying. The journey I have taken in understanding the subject matter and translating it into meaningful curriculum has been time consuming, interesting and fun for me. I have learned as much as I could along the way from classes, workshops and now University studies. This has helped me to become a better designer. And, I have learned from my mistakes. Humility is an important aspect of being an educator, in my opinion.

For me, instructional design means how we plan to deliver the subject matter and achieve the outcomes we either set out or have set out for us in a course outline. ID means careful planning according to the learners needs using what is available to us in terms of resources. The learning theory I align most with is humanistic in nature. I believe that the learner each comes to the learning environment with their seperate motivations and from a different place. They all gather to achieve the same learning outcomes but they all come from a different context. As an educator I cannot expect that they will all relate to the same delivery style or method of evaluation. I see myself as a guide in the learning process and as such, I should be sensitive to the needs of my learners. I need to understand their indivupidual needs and do my best to accomodate them to promote as much success as possible.


image retrieved from: https://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=Yie7HPa_8H_e-M&tbnid=E6lKyXJcUv14wM:&ved=0CAQQjB0&url=http%3A%2F%2Fwww.toondoo.com%2Fcartoon%2F1712585&ei=ztoMVMjNMpSBygT5x4D4Cg&bvm=bv.74649129,d.aWw&psig=AFQjCNHxhSQcVE3yKeFCfCkYOeBntLZVIA&ust=1410214966597890

Instructional design takes on new meaning for me when I see it in these terms. It becomes elevated in it's importance when we see the development of the ID as crucial to the learner and not just simply delivering a pile of information in an orderly fashion. Identifying the needs of the learner according to the  subject matter, the context in which it is being delivered and what the learners motivations are need to be taken into consideration and utilized in the ID. 

As someone who loves to gather information and fit it together to make sense of it, I have especially enjoyed the ID aspect of my work as an educator. I want to learn more so that, one day, after I leave the classroom, I can focus on ID as a career and help others designing exceptional courses and workshops. I feel excited to take on a new challenge in this course. I plan to be less "blah blah" and more educated by the end of the course LOL

C.