Hi David,
As you will have seen from Claudine’s earlier note, you have been successful in having your Faculty Learning College Portfolio proposal accepted by the FLCP Steering Committee.
Waynne and I will set up a meeting, probably by telephone sometime early this summer so the three of us can review the feedback from the Steering Committee regarding your proposal and any modifications recommended by the Committee.
This is an exciting and new direction for faculty in the College and you are one of the first to be part of leading the way. Congratulations as you embark on this new journey in learning.
Thanks,
Bruce
_______________________
Bruce Tawse
Dean, School of Applied Arts & New Media
Nova Scotia Community College
Sunday, June 17, 2007
Monday, June 11, 2007
FLCP Letter of Support - Academic Chair
FLCP Letter of Support - Academic Chair
Memorandum
To: Bruce Tawse, Dean
From: Waynne Champniss, Academic Chair
CC: Daurene Lewis, Principal
Date: May 8, 2007
Re: FLCP Learning Plan for David Russell
I am pleased to write this letter to support David Russell’s Faculty Learning College Portfolio Learning Plan.
David is a faculty member in Computer Technologies and as facilitator of technology learning, he has decided to focus on three such activities.
The first activity addresses the topic of virtual educational technologies and methodologies which is an area of growing interest to all educators. More specifically, this is the use of virtual reality to deliver learning to students so as to create a more engaging learning environment. The outcomes of this activity will allow NSCC to build a level of knowledge that does not exist today.
An important element of the learning environment in Information Technology, and other programs, at NSCC is the use of collaborative problem solving. This approach to learning is well understood in the ‘face-to-face’ model of teaching but this is not true of the online or distance learning environment. In recognition of this as a growing area of interest for NSCC, David’s second activity will be undertaking appropriate research to allow him to develop and deliver the resources to support a distance-based collaborative learning environment.
Another learning tool that is gaining prominence in academic circles is the use of robots. There is now a new level of technology available that will potentially expand their use in the learning environment. David will be researching these new capabilities and incorporating them in to the programming learning environment.
In summary, all of David’s learning activities are about increasing the use of technologies as learning tools in order to better engage our learners and his experiences can greatly enhance NSCC’s abilities in all areas of learning.
Memorandum
To: Bruce Tawse, Dean
From: Waynne Champniss, Academic Chair
CC: Daurene Lewis, Principal
Date: May 8, 2007
Re: FLCP Learning Plan for David Russell
I am pleased to write this letter to support David Russell’s Faculty Learning College Portfolio Learning Plan.
David is a faculty member in Computer Technologies and as facilitator of technology learning, he has decided to focus on three such activities.
The first activity addresses the topic of virtual educational technologies and methodologies which is an area of growing interest to all educators. More specifically, this is the use of virtual reality to deliver learning to students so as to create a more engaging learning environment. The outcomes of this activity will allow NSCC to build a level of knowledge that does not exist today.
An important element of the learning environment in Information Technology, and other programs, at NSCC is the use of collaborative problem solving. This approach to learning is well understood in the ‘face-to-face’ model of teaching but this is not true of the online or distance learning environment. In recognition of this as a growing area of interest for NSCC, David’s second activity will be undertaking appropriate research to allow him to develop and deliver the resources to support a distance-based collaborative learning environment.
Another learning tool that is gaining prominence in academic circles is the use of robots. There is now a new level of technology available that will potentially expand their use in the learning environment. David will be researching these new capabilities and incorporating them in to the programming learning environment.
In summary, all of David’s learning activities are about increasing the use of technologies as learning tools in order to better engage our learners and his experiences can greatly enhance NSCC’s abilities in all areas of learning.
Saturday, June 9, 2007
Facilitation of a CCEDP course - Reflection Paper
"I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." - Maya Angelou (American Poet, b. 1928)
As part of my 'Other Significant PD' category, I am including my recent facilitation of a CCEDP course in Truro this summer. During the week of June 4th to June 8th, myself and six other instructors facilitated the Interactive Listening Course there. The Interactive Listening course is one of the more challenging of the CCEDP courses to facilitate do to its very unique nature and the importance of ensuring a 'soft landing' for all participants after what could be an intense emotional growth experience for some.
What makes the course so challenging is that it aims at convincing the participants that communication (true communication), requires more than simply looking someone in the eye, shaking your head every once in a while, reflecting back, and all the other practices people often think define 'listening well'.
The analogy I gave in one of the story telling circles we had was that of cultures. Some people visit other countries, but they eat at the hotels that serve their own nations food, they only learn enough of the native language to communicate minimal utilitarian things, they never really try to understand the culture or participate in it. These are 'tourists' and by their actions they are never really able to communicate in a meaningful way. But individuals, the people you work with, the people you teach, are also 'cultures'. If you choose to remain a 'tourist' and not invest in any meaningful way in them then communication becomes less meaningful/interactive.
If could summarize the goal of the course, it would be to have people return from a moving experience with an 'true' awareness of this, and hopefully engage in more 'effective' listening with those they come in contact with in their work at NSCC and in their lives. We would want people to go back to work and think things to themselves like "gee, I have worked with this person for four years now and I don't even know the names of their kids". Or, "I think I finally understand why some facilitators have such meaningful learning relationships with students", etc.
What makes the course so challenging (and interesting) to facilitate is trying to create this experience for the participants. It takes commitment to true facilitation because each student team has a very different personality that any other. Those who have taught the course more than once, say that it is never the same twice. You also need to know when to not engage in interventions with the teams (and individuals) as much of the learning comes as a result of the 'storming' phases the teams engage in. It is very hard for a facilitator to do this as it is human nature to want to intervene and 'fix' things. I come from a background that required intensive intervention in team facilitation, so I found it challenging to do this. I was very honored however, when my team told me that "you said very little, but when you did talk, it was always very incisive. It made us stop and think about ourselves for a long time". After saying something like that, I often physically walked away - leaving them to work things out without me to rely on. Learning when to walk away intervene only when it was absolutely necessary, to trust the process, is the greatest skill one can have when facilitating this course and my greatest learning as a participating facilitator.
What I also found very interesting was the use of 'talking circles' at the beginning of each day. It was interesting to see how the attitudes of participants changed from the beginning to the end of the course. Some people seemed to 'get it' at the mid point, but others not until the end of the very last circle. It was truly an amazing thing to watch.
Although there were officially five teams in the course there was in fact a sixth team. The facilitators themselves had an amazing team experience every bit as moving and important to self-development as the students. I must say for the record - what an amazing team of people. David Jellicoe led the group and did an excellent job introducing the course, managing student's expectations, and making the environment one in which 'things could happen'. I admired that he was able to use some of the best practices from the Great Teachers Movement and modify them to fit in so well to this course.
Allowing students one afternoon to have personal and team development time for activities such as going for a team hike (as my team did) was an excellent practice that many students commented well on. Some students toured Truro, went on nature hikes and others visited the Wellness Center. All of these activities were a great way of supported the theme of the course. Personally I went to meditate by a waterfall in Victoria Park when the 'duck incident' happened. I was trying to focus, and I was having trouble - so I kept trying for a long time. It was very quiet and there I was trying to be very serious about my practice, when a really goofy looking duck suddenly poked his head up from a rock that I was staring at and cocked his head. It seemed so funny at the time that I burst out laughing. I guess the message was - don't take life too seriously all the time. I shared this incident with the others in the talking circle that day, and my own team was kind enough to take a picture of the duck (it seems that the second cascade is 'his' territory) during their nature walk that afternoon.
As a team, we too went through the stages of teaming as we tried really hard to ensure just the right environment for this special kind of learning to occur. We all had strong opinions, and I have rarely seen a team seem so invested as that. I just want to say, that learning that took place at our meeting times was a significant growth experience to for me.
Feedback from the students was excellent both on the course and individual facilitators. I want to thank David Jellicoe, and my colleagues and also the students in my team for such a wonderful growth experience. I would love to come back next year if given the opportunity. I would consider it a privilege.
Below are pictures that show the facilitators, and my student team in action.
The facilitation team:
My student team:
Student team ID's:
The team at work:
The team presenting:
One of the 'Talking Circles':
David's duck:
My team doing a nature hike during Wednesday's 'personal and team development time':
Course Details - Understanding Interactive Listening:
Understanding Interactive Listening Through an Issue Based Learning Approach (NS1020) is a week-long course being offered June 4-8, 2007. Classes will be held at the Truro Campus from 9:00am to 4:30pm, Monday to Friday.
This course is available to all employees of NSCC. If you are not enrolled in the CCEDP, but wish to take this course, please discuss the matter with your immediate supervisor.
Understanding Interactive Listening Through an Issue Based Learning Approach (NS1020):
This course will be facilitated utilizing an “issue based,” also known as a “problem based,” learning approach. Issues or problems will form the organizing focus and stimulation for learning. David Jellicoe will be the lead facilitator with individual advisors accompanying the group processes. Learners are invited to draw upon personal and professional experience as a basis for understanding the dynamics of interactive listening. Major foci will include development of problem solving skills, development of self-directed learning skills, development of team skills, application of issue based learning in individual practices and acquisition of an integrated knowledge base, within the context of interactive demonstrations. Evaluation will be through self/peer assessment.
Learning Outcomes:
· Identify and share with the class the variety of situations where reflective listening can facilitate/enhance the learning experience and/or problem solving.
· Identify and discuss with your classmates existing listening, helping, and problem solving skills. · Share your understanding of communication styles through self-assessment and application.
· Discuss with co-learners the role diversity plays in communication dynamics.
· Demonstrate an understanding of issue based learning by participating in a class project.
End
As part of my 'Other Significant PD' category, I am including my recent facilitation of a CCEDP course in Truro this summer. During the week of June 4th to June 8th, myself and six other instructors facilitated the Interactive Listening Course there. The Interactive Listening course is one of the more challenging of the CCEDP courses to facilitate do to its very unique nature and the importance of ensuring a 'soft landing' for all participants after what could be an intense emotional growth experience for some.
What makes the course so challenging is that it aims at convincing the participants that communication (true communication), requires more than simply looking someone in the eye, shaking your head every once in a while, reflecting back, and all the other practices people often think define 'listening well'.
The analogy I gave in one of the story telling circles we had was that of cultures. Some people visit other countries, but they eat at the hotels that serve their own nations food, they only learn enough of the native language to communicate minimal utilitarian things, they never really try to understand the culture or participate in it. These are 'tourists' and by their actions they are never really able to communicate in a meaningful way. But individuals, the people you work with, the people you teach, are also 'cultures'. If you choose to remain a 'tourist' and not invest in any meaningful way in them then communication becomes less meaningful/interactive.
If could summarize the goal of the course, it would be to have people return from a moving experience with an 'true' awareness of this, and hopefully engage in more 'effective' listening with those they come in contact with in their work at NSCC and in their lives. We would want people to go back to work and think things to themselves like "gee, I have worked with this person for four years now and I don't even know the names of their kids". Or, "I think I finally understand why some facilitators have such meaningful learning relationships with students", etc.
What makes the course so challenging (and interesting) to facilitate is trying to create this experience for the participants. It takes commitment to true facilitation because each student team has a very different personality that any other. Those who have taught the course more than once, say that it is never the same twice. You also need to know when to not engage in interventions with the teams (and individuals) as much of the learning comes as a result of the 'storming' phases the teams engage in. It is very hard for a facilitator to do this as it is human nature to want to intervene and 'fix' things. I come from a background that required intensive intervention in team facilitation, so I found it challenging to do this. I was very honored however, when my team told me that "you said very little, but when you did talk, it was always very incisive. It made us stop and think about ourselves for a long time". After saying something like that, I often physically walked away - leaving them to work things out without me to rely on. Learning when to walk away intervene only when it was absolutely necessary, to trust the process, is the greatest skill one can have when facilitating this course and my greatest learning as a participating facilitator.
What I also found very interesting was the use of 'talking circles' at the beginning of each day. It was interesting to see how the attitudes of participants changed from the beginning to the end of the course. Some people seemed to 'get it' at the mid point, but others not until the end of the very last circle. It was truly an amazing thing to watch.
Although there were officially five teams in the course there was in fact a sixth team. The facilitators themselves had an amazing team experience every bit as moving and important to self-development as the students. I must say for the record - what an amazing team of people. David Jellicoe led the group and did an excellent job introducing the course, managing student's expectations, and making the environment one in which 'things could happen'. I admired that he was able to use some of the best practices from the Great Teachers Movement and modify them to fit in so well to this course.
Allowing students one afternoon to have personal and team development time for activities such as going for a team hike (as my team did) was an excellent practice that many students commented well on. Some students toured Truro, went on nature hikes and others visited the Wellness Center. All of these activities were a great way of supported the theme of the course. Personally I went to meditate by a waterfall in Victoria Park when the 'duck incident' happened. I was trying to focus, and I was having trouble - so I kept trying for a long time. It was very quiet and there I was trying to be very serious about my practice, when a really goofy looking duck suddenly poked his head up from a rock that I was staring at and cocked his head. It seemed so funny at the time that I burst out laughing. I guess the message was - don't take life too seriously all the time. I shared this incident with the others in the talking circle that day, and my own team was kind enough to take a picture of the duck (it seems that the second cascade is 'his' territory) during their nature walk that afternoon.
As a team, we too went through the stages of teaming as we tried really hard to ensure just the right environment for this special kind of learning to occur. We all had strong opinions, and I have rarely seen a team seem so invested as that. I just want to say, that learning that took place at our meeting times was a significant growth experience to for me.
Feedback from the students was excellent both on the course and individual facilitators. I want to thank David Jellicoe, and my colleagues and also the students in my team for such a wonderful growth experience. I would love to come back next year if given the opportunity. I would consider it a privilege.
Below are pictures that show the facilitators, and my student team in action.
The facilitation team:
My student team:
Student team ID's:
The team at work:
The team presenting:
One of the 'Talking Circles':
David's duck:
My team doing a nature hike during Wednesday's 'personal and team development time':
Course Details - Understanding Interactive Listening:
Understanding Interactive Listening Through an Issue Based Learning Approach (NS1020) is a week-long course being offered June 4-8, 2007. Classes will be held at the Truro Campus from 9:00am to 4:30pm, Monday to Friday.
This course is available to all employees of NSCC. If you are not enrolled in the CCEDP, but wish to take this course, please discuss the matter with your immediate supervisor.
Understanding Interactive Listening Through an Issue Based Learning Approach (NS1020):
This course will be facilitated utilizing an “issue based,” also known as a “problem based,” learning approach. Issues or problems will form the organizing focus and stimulation for learning. David Jellicoe will be the lead facilitator with individual advisors accompanying the group processes. Learners are invited to draw upon personal and professional experience as a basis for understanding the dynamics of interactive listening. Major foci will include development of problem solving skills, development of self-directed learning skills, development of team skills, application of issue based learning in individual practices and acquisition of an integrated knowledge base, within the context of interactive demonstrations. Evaluation will be through self/peer assessment.
Learning Outcomes:
· Identify and share with the class the variety of situations where reflective listening can facilitate/enhance the learning experience and/or problem solving.
· Identify and discuss with your classmates existing listening, helping, and problem solving skills. · Share your understanding of communication styles through self-assessment and application.
· Discuss with co-learners the role diversity plays in communication dynamics.
· Demonstrate an understanding of issue based learning by participating in a class project.
End
Friday, May 25, 2007
Mindstorm Robotics - Amazing videos on youtube
Chris Mogenson was kind enough to forward me these videos on Mindstorm Robotics. There are some amazing things here. In one instance a series of Mindstorms are formed into an automated assembly line that produces cars. Amazing stuff!
http://www.youtube.com/watch?v=GQ3AcPEPbH0
http://www.youtube.com/watch?v=GQ3AcPEPbH0
Thursday, May 24, 2007
Initial Research & Change Report - Virtual Education Environments
Initial Research and Change Report – Virtual Educational Environments
By David Russell
Prior to the approval of my Faculty Learning College Plan (FLCP) report, I have engaged in research on my first scheduled FLCP component - virtual educational environments. The purpose of this initial research phase was essentially a reconnaissance and familiarization exercise with virtual technologies and environments with a specific focus on the Second Life simulation. The goals of this phase were as follows:
I however, have designed my FLCP so that each component will actually lead to at least two deliveries of existing learning outcomes using new technologies. Given the above issues that I believe exist with Second Life, the bottom line is that I would not want to try to build a deliverable course component with it at this time. I do however wait with great expectation for what will unfold in the next few years before I pick this back up again.
David Russell
david.russell@nscc.ca
Appendices –(evidence of learning)
By David Russell
Prior to the approval of my Faculty Learning College Plan (FLCP) report, I have engaged in research on my first scheduled FLCP component - virtual educational environments. The purpose of this initial research phase was essentially a reconnaissance and familiarization exercise with virtual technologies and environments with a specific focus on the Second Life simulation. The goals of this phase were as follows:
- Familiarize myself with the process of creating an ‘avatar’ (a virtual representation of the self). My avatar was named Russell Sautereau
- Familiarization with the simulations means of locomotion / transportation (e.g. walking, flying, transporting, map usage, etc)
- Acquiring basic goods such as clothing, and other objects for recreational and educational activities
- Familiarization with how to interact / communicate with other avatars in the virtual world in general and specific communities in particular
- Familiarize myself with the technologies used to create objects in the virtual world. Although I did not own ‘land’, I visited a number of so called ‘sand boxes’ where I was able to build things and had access to videos showing others demonstrating this design technology
- Participate as a learner in virtual education conferences
- Join in the discussions at NSCC (nsccsecondlife@googlegroups.com) on virtual education in general and in Second Life in particular.
- Research topics that presented themselves as being worthy of examination based on my initial experiences in Second Life. These were:
- Blogs and feedback from people who participated in virtual education as students
- The psychology of virtual environment users. Integration into existing communities of users with different levels of virtual experience, examing your preconceptions and behavioural assumptions, cultural norms, etc.
- Attaining a list of those things that actually work and don’t work well from an educational perspective in virtual environments. This was an attempt to put a little science into my research. - Come to a conclusion as to whether this component of my FLCP was in fact ‘doable’, that given the current state of technology it was correctly placed in my overall FLCP timeline, and whether I had a genuine interest in pursuing this goal.
For the record, I attempted and for the most part accomplished everything that I had hoped for in this initial reconnaissance. Evidence of all the above mentioned points will accompany this report in its appendices. I would like to focus now on my last research goal, which was to ascertain the viability of this component and its positioning within my FLCP timeline.
My conclusion in a nut shell is that avatar based virtual education (as exhibited in Second Life) is ‘not ready for prime time’ – at least for me. My initial experience gave me a glimmer of what I think will one day be a transformative means of transacting distributed meetings, delivering certain kinds of distributed or blended educational experiences, and perhaps the future of social networking. There are however a number of serious liabilities in the current technology at this time that have convinced me to reorder my FLCP to place this component furthest in the future (i.e. making it the last, not the first component I should attempt). In doing so, I hope to be able to see and take advantage of the changes in technology that take place over the next few years. Given that IBM and other major players in the IT industry have now taken notice of this technology and recognized it transformative potential (initially in reducing business travel) I have no doubt that there will be significant changes when I revisit this component in a few years.
I will now try to list and explain the main factors that have lead me to this decision:
- An object design engine that is overly complex and would be difficult for an average user (instructor) to master in a reasonable amount of time. This means that most instructors would need to use off the shelf objects / full simulations with clear instructions as to their use. Nor should one expect an average instructor to necessarity have the time, design skills or interest in building there own objects.
- A lack of these pre-made objects / simulations of educational pedigree. Let’s assume that you would like to make a course on the inner workings of a plant and take your students there al la ‘Miss Frizzle’ (from the PBS - Magic School Bus Series). This would be a perfect use for a virtual environment. However, there is not currently a huge repository of these things nor has the for-profit sector stepped up to produce high quality simulations with supporting instructor materials for that purpose (yet).
- Very poor graphics quality compared to other mature avatar based visual technologies in wide scale use today. Examples would include, World Of War craft, Halo, or other popular combat avatar simulations based on innumerable massive multi player engines.
- Student training will also be an issue. The use of virtual avatar environments is increasing dramatically in the general population compared to only a couple of years ago. At this time however, one could not assume that most students could feel comfortable enough with this technology without having already used it or something very similar to it.
- As one educator in Second Life so aptly put it – “you would not believe the kind of nuts there are in here”. This immediately brings up the issues of security, codes of conduct, and even legal issues within the virtual classroom. ‘Virtual Law’ is in its infancy and is itself a most fascinating topic. I personably believe that until a school is able to control or contract control of a secure instance of a virtual environment, that this would be a real cause for concern.
I however, have designed my FLCP so that each component will actually lead to at least two deliveries of existing learning outcomes using new technologies. Given the above issues that I believe exist with Second Life, the bottom line is that I would not want to try to build a deliverable course component with it at this time. I do however wait with great expectation for what will unfold in the next few years before I pick this back up again.
David Russell
david.russell@nscc.ca
Appendices –(evidence of learning)
- Familiarize myself with the process of creating an ‘avatar’ (a virtual representation of the self). My avatar was named Russell Sautereau
- Familiarization with the simulations means of locomotion / transportation (e.g. walking, flying, transporting, map usage, etc)
- Acquiring basic goods such as clothing, and other objects for recreational and educational activities
- Familiarization with how to interact / communicate with other avatars in the virtual world in general and specific communities in particular
- Participate as a learner in virtual education conferences (Example)
- Join in the discussions at NSCC (nsccsecondlife@googlegroups.com) on virtual education in general and in Second Life in particular.
- Research topics that presented themselves as being worthy of examination based on my initial experiences in Second Life.
See (nsccsecondlife@googlegroups.com) for posts that I made on these topics. - Readings (materials that I have read that were not included on nsccsecondlife@googlegroups.com):
The Machine Stops – E.M. Forester (futurist) 1909
Virtual Education – Jessica Chalmers http://underground.musenet.org:8080/~bkort/EdMud.html
Educators explore 'Second Life' online - CNN.com
John Lester, community and education manager at Linden Lab, creator of “Second Life”, http://www.cnn.com/2006/TECH/11/13/second.life.university/index.html%20-%2023%20May%202007
Death of an Avatar
(A take off of the famed ‘Dead Parrot’ skit by Monty Python that I made when my Avatar was 'euthanized')
This Avatar is dead,
it has been deleted
it has gone to meet its programmer
its ones and zeros have become all zeroes
it has ‘walked into the blue screen’
its pointer has been set to null
it has shuffled off this mortal server
it is in fact a dead Avatar.
D. Russell
MY FLCP - Plan Version 2 edit 3 - Approved by Manager & Dean
Faculty Learning College Portfolio Plan (v2.3)
Name: David Russell Date: May 9, 2007
Contact Information: Institute of Technology
Computer Technologies
5685 Leeds Street
PO Box 2210
Halifax NS, B3J 3C4
(902) 491-4548
david.russell@nscc.ca
Plan Overview/Abstract
I have decided to focus on the following three key areas of learning for my FLCP Learning Plan plus a time to synthesize and summarize those and other PD experiences in my portfolio:
Virtual education (1 ½ yr)
Framework for Learning Resource Production (Learning Objects) (1 ½ yr)
Robotics (1 ½ yr)
I will not only research each of these areas, but also implement each iteratively, based on feedback from either my classroom or seminar to other staff / stakeholders.
In addition to the above, I will take the last six months of the five years allocated to the FLCP in order to integrate and finalize FLCP material into my electronic portfolio and account for the many other PD opportunities that will present themselves over the five year period in question. From these activities I hope to enhance my skills / knowledge and be able to apply new learning to my teaching practice. In addition, I will support NSCC by being familiar with emerging technologies, the production of learning resources, and by sharing the results of my FLCP experience with other staff through my portfolio and other means of presentation / sharing experience.
Self Assessment
I have a broad background in IT technologies. My technical experience is focused in the areas of web design and programming languages. I also have experience with object oriented and database design theory and the many tools / applications required to implement the above technologies.
In addition, I have over a decade of varied experience in education and education management in both private and public colleges. I have earned my Community College Education Diploma (CCEDP) from the Nova Scotia Community College and am well versed in educational theory / practice, having worked as an instructor, education manager, quality assurance specialist and staff trainer for ITI and Control Data.
The enhancements that I want to add to my teaching craft and experience over the next few years are mostly in the areas of emerging educational technologies. Virtual education, the use of robotics, and the ability to create collaborative problem based learning resources are the three areas that are the most interesting to me personally and I believe will best support NSCC as it grows, changes, adapts to new technologies and to the “digital natives” (see Digital Natives, Digital Immigrants, Marc Prensky 2001) that are and will be our students.
I believe that this combination of skills, experience, knowledge and interest in emerging educational technologies will allow me to successfully complete this FLCP in a way that benefits my students, my colleagues, NSCC, and me.
Teaching Philosophy
Most of my educational experience over the last decade has taken place in institutions that focus largely on technical vocational training. As a result, my orientation has been toward the ‘practical’ and ‘applied’ as opposed to ‘ivory tower’ type theoretical / research based studies. Early on in my career I had the wonderful opportunity to be part of ITI when it was moving off of the Microsoft ‘canned’ style of delivery and into a collaborative, experiential, team based methodology based on the McMaster University Medical School model of problem based learning. It was leading edge at the time to implement this style of delivery into IT programs in Canada and very exciting. During that time, the writings of Malcolm Knowles (the concept of Androgogy), Sue Berryman & Thomas Bailey (The Double Helix of Education and the Economy), W. Galbraith (Understanding Adult Learners), Collins & Brown (cognitive apprenticeship), and many others were required reading and had a profound impact on my views of education.
I have come to believe, through experience, that collaborative, experiential, portfolio focused, problem based learning is the best way for most adults (including myself) to learn. By focusing on these concepts, by giving adults some measure of control over their own learning and ensuring that you cycle the activities in your lesson plans to account for different learning styles, I believe you can be an effective adult educator.
Learning Activities
Activity One – Virtual education
Goal
The goal of this activity is to learn and implement virtual educational technologies and methodologies
Currency area(s)
Teaching and Facilitating Learning Currency
Occupational/Professional Currency
Organizational Currency
Portfolio Currency
Learning outcome(s)
The learning outcomes for this activity are:
1. Learn an avatar based system interface (such as Second Life) in order to be able to participate in an avatar based virtual education environment
2. Join at least two virtual education-focused groups for the purpose of participating in discussions on methodology and technology
3. Utilize virtual education methodologies and technologies in order to implement an example of virtual education
Issue/ trend/rationale
The aim of this learning activity is to familiarize and give me experience with virtual educational environments and technologies. Virtual environments are now being taken seriously as a place ‘where learning / education happens’. As such, this is an important emerging technology that I and NSCC should become more familiar with. This also supports NSCC’s direction of ‘Education Without Boundaries’. By participating in conferences and groups, I also hope that in some small way I may give my own input into this movement as it grows and develops.
Learning activities
The learning activities for this activity are:
1. Installation of a virtual environment and the creation of an appropriate avatar
2. Join organizations / groups related to virtual education
3. Attend and participation in virtual educational conferences on virtual education methodology and technology
4. Participate in NSCC committees related to virtual education
5. Create and deliver, in virtual format, a seminar for other staff or if possible some component of a regular course (with approval from my Chair & Dean)
6. Based on feedback and with suggestions implemented, deliver at least one additional instance of the seminar or course component
Implementation of the learning
The implementation of the learning from this activity will be the production and delivery of a virtual seminar (for staff) or course component (for students) and my participation in NSCC committees related to virtual education.
Assessment and evaluation of implementation
· Seek and use learner feedback to assess seminar / course component delivery and make necessary changes and modifications
· Seek feedback in the form of letters or commendations, from fellow faculty, management, curriculum developers or distance education specialists for committee work
Sharing of knowledge
· I will share my research, knowledge and virtual education experiences with groups and committees at NSCC focused on virtual education
· The seminar itself an opportunity for sharing information on virtual technology and concepts with appropriate debrief
· I will provide access to my electronic portfolio to staff and others actively participating in virtual education activities
Portfolio development and reporting to Committee
I will provide details and evidence of the learning and how the learning was significant to me and others using my e-portfolio as outlined below:
Participation in virtual education groups / committees:
Minutes / resolutions
Correspondence
Pictures
Confirmation of participation letters (that I may request from key members)
Reflection pieces
Production and delivery of a virtual seminar (for staff) or course component (for students):
The work product(s) of the seminar or course component
Lesson plan
Feedback documents from participants
Reflection piece
Activity Two – Research and create a framework for learning resource production focused on collaborative problem-solving at a distance
Goal
To research technologies and design considerations for collaborative problem based learning resources and produce one such resource for use in the delivery of one programming course.
Currency area(s)
Teaching and Facilitating Learning Currency
Occupational/Professional Currency
Organizational Currency
Portfolio Currency
Learning outcome(s)
The learning outcomes for this activity are:
Research models for facilitating collaborative problem-solving in an online or blended learning environment
Identify best practices for collaborative problem-solving at a distance
Use and compare a variety of common tools used to facilitate online learning
Develop digital resources to support and scaffold collaborative problem-solving
Facilitate collaborative problem-solving in an online or blended environment
Issue/ trend/rationale
The aim of this learning activity is to familiarize myself with different models for facilitating collaborative problem-solving with technology. Research shows that one of the most effective ways to learn online is by solving problems of increasing difficulty together. In order to truly deliver on the promise of “Education without Boundaries”, faculty need to be current in methods for facilitating at a distance, whether completely online or through a blended approach mixing face-to-face and online delivery. Flexible delivery allows students not only the opportunity to learn critical concepts in a venue or venues of their choosing, but also to interact with these learning resources repeatedly when and where they want, a benefit not offered by campus-based programs. Creating digital resources also allows faculty to share and “remix” content to suit different outcomes and different learning styles. Given all of the above, I believe that collaborative problem based learning resources are an important emerging technology that I and NSCC should become more familiar with.
Learning activities
The learning activities for this activity are:
Research collaborative problem based learning resource educational theory and technology and summarize findings
Using summary of research, and in consultation with learners, select outcomes for which learning resources will be developed
Develop a framework to effectively implement collaborative problem-based learning at a distance
Develop resources to support a delivery
Facilitate one session of collaborative problem-based learning at a distance
Attain feedback on this delivery
Modify the delivery based on feedback from learners and other key stakeholders and redeliver
Attain feedback on this delivery
Share the learning with colleagues and stakeholders
Implementation of the learning
The implementation of the learning from this activity will be my use of the framework I develop in the delivery of NSCC curriculum. If others find it pertinent, then it may be used by other instructors or perhaps Online Learning.
Assessment and evaluation of implementation
· Seek and use learner feedback to assess the delivery and make necessary modifications
· Seek feedback from fellow faculty, management, curriculum developers or distance education specialists and make necessary modifications
Sharing of knowledge
· I will share my research, knowledge and experiences regarding the production of learning resources and framework with individual instructors or groups of instructors at NSCC interested in the delivery of problem-based learning at a distance either individually or in small workshop format
· I will provide access to my electronic portfolio to staff and others interested in developing this type of learning resources
Portfolio development and reporting to Committee
I will provide details and evidence of the learning and how the learning was significant to me and others using my e-portfolio as outlined below:
Research of educational theory, tools and technologies related to learning resources:
Summary of research and framework
Production and delivery of a learning resources:
The work products of this activity (one learning resource and a framework for creation of same)
Lesson plan used when implementing learning resource
Feedback documents from participants
Feedback from other instructors or Online Learning if they use my learning resource
Reflection piece
Activity Three – Application of robotics as a learning tool in programming courses
Goal
To effectively use robots (specifically the latest version of the Mindstorm series), as a learning tool for programming concepts
Currency area(s)
Teaching and Facilitating Learning Currency
Occupational/Professional Currency
Organizational Currency
Portfolio Currency
Learning outcome(s)
The learning outcomes for this activity are:
Participate in two or more on-line education communities that support robotic development in order to learn related technology and teaching methodologies
Demonstrate an understanding of the strengths and weaknesses of robotics as a delivery tool by selecting and validating two appropriate programming concepts for the learning environment
Gain delivery experience with robotic technology and methodology by creating and implementing a lesson plan using this technology.
Issue/ trend/rationale
The aim of this learning activity is to familiarize myself with the use of more advanced robots as a teaching tool in programming courses. Robots in various forms and to various degrees have been used in training programmers for a long time do to their appeal, visual confirmation of instructions, and requirement for well planned algorithms (instructions).
However, most robots and robotic simulations used in the past have been very primitive. New robotic technology such as that in the new Mindstorm II line is practically a whole new level in capability. Able to use USB ports, multiple languages, interconnected kits, communication between robots, a variety of new sensors, motors, etc, they make for a far more capable platform upon which to build lesson plans. Most importantly, they even support object oriented programming which is a critical paradigm shift programming has gone through and something not well supported by older robotic models. Given all of the above, I believe that robotics is an important emerging educational technology that I and NSCC should become more familiar with.
Learning activities
The learning activities for this activity are:
Participate in at least two on-line communities / groups that support Mindstorm / robotic development and education in order to research this technology
2. Select two programming concepts most appropriate to robotic demonstration and create a lesson plan based on knowledge gained from on-line community participation.
3. Select and build a specific robot design for the concept to be demonstrated
4. Install Mindstorm software / interface on computer
5. Program / interface with robot to perform selected tasks outlined in lesson plan
Facilitate one session using lesson plan and robot
7. Attain feedback on this delivery
8. Modify lesson plan based on feedback acquired and redeliver
9. Attain feedback on this delivery
10. Share the learning with colleagues and stakeholders
Implementation of the learning
The implementation of the learning from this activity will be my use of Mindstorm robot technology in the delivery of NSCC programming curriculum.
Assessment and evaluation of implementation
· Seek and use learner feedback to assess the lesson and make necessary modifications
Sharing of knowledge
· I will share my research, knowledge and experiences with individual instructors or groups of instructors at NSCC interested in using robots to teach programming concepts. This may be done individually or in small workshop format
· I will provide access to my electronic portfolio to staff and others interested in using robots for teaching purposes
Portfolio development and reporting to Committee
I will provide details and evidence of the learning and how the learning was significant to me and others using my e-portfolio as outlined below:
Production and delivery of a lesson plan that uses robots to teach programming concepts:
A video and or pictures of the work product of this activity (a robot performing)
Lesson plan used when implementing the learning activity
Feedback documents from participants
Printouts of some of my activities from the on-line communities or groups that support Mindstorm development and education
Reflection piece
Tentative time line and resources for all learning activities
Learning Activity (graphed by date)
Year 1
Year 2
Year 3
Year 4
Year 5
Virtual Delivery
Learning Resource
Robots
Portfolio/Wrap
I will need for the following resources* to support my FLCP learning plan:
1. Support from the College in the form of allowing me to borrow and install software for developing learning resources (if required)
2. Support in attending workshops and conferences as required
3. Support for hosting and maintaining my e-portfolio
4. One Mindstorm Robot (Version II approximately $500) or some financial support for me to buy my own
*Note: all moneys will be identified and requested in prior budget year if possible.
Conclusion
It is difficult to ambitiously plan out five years, especially in a discipline like IT. In spite of the fact that all learning has some value, there is always the risk of focusing on areas that will not be very useful at the end of the five year period. On the whole, I believe that my focus on the three specific emerging educational technologies that I have selected significantly reduces this risk. In addition, although they are ‘emerging’ technologies, there are uses in my learning environment for each one immediately as they are completed. In addition, each learning activity (especially virtual learning environments and learning resources) are very much supportive of distance education and alternate delivery; thus supporting NSCC’s strategic plan of ‘Education Without Boundaries’. With this in mind, I look forward very much to these future activities.
_______________________________ _____________________________
Dean’s Signature Chair’s Signature
Name: David Russell Date: May 9, 2007
Contact Information: Institute of Technology
Computer Technologies
5685 Leeds Street
PO Box 2210
Halifax NS, B3J 3C4
(902) 491-4548
david.russell@nscc.ca
Plan Overview/Abstract
I have decided to focus on the following three key areas of learning for my FLCP Learning Plan plus a time to synthesize and summarize those and other PD experiences in my portfolio:
Virtual education (1 ½ yr)
Framework for Learning Resource Production (Learning Objects) (1 ½ yr)
Robotics (1 ½ yr)
I will not only research each of these areas, but also implement each iteratively, based on feedback from either my classroom or seminar to other staff / stakeholders.
In addition to the above, I will take the last six months of the five years allocated to the FLCP in order to integrate and finalize FLCP material into my electronic portfolio and account for the many other PD opportunities that will present themselves over the five year period in question. From these activities I hope to enhance my skills / knowledge and be able to apply new learning to my teaching practice. In addition, I will support NSCC by being familiar with emerging technologies, the production of learning resources, and by sharing the results of my FLCP experience with other staff through my portfolio and other means of presentation / sharing experience.
Self Assessment
I have a broad background in IT technologies. My technical experience is focused in the areas of web design and programming languages. I also have experience with object oriented and database design theory and the many tools / applications required to implement the above technologies.
In addition, I have over a decade of varied experience in education and education management in both private and public colleges. I have earned my Community College Education Diploma (CCEDP) from the Nova Scotia Community College and am well versed in educational theory / practice, having worked as an instructor, education manager, quality assurance specialist and staff trainer for ITI and Control Data.
The enhancements that I want to add to my teaching craft and experience over the next few years are mostly in the areas of emerging educational technologies. Virtual education, the use of robotics, and the ability to create collaborative problem based learning resources are the three areas that are the most interesting to me personally and I believe will best support NSCC as it grows, changes, adapts to new technologies and to the “digital natives” (see Digital Natives, Digital Immigrants, Marc Prensky 2001) that are and will be our students.
I believe that this combination of skills, experience, knowledge and interest in emerging educational technologies will allow me to successfully complete this FLCP in a way that benefits my students, my colleagues, NSCC, and me.
Teaching Philosophy
Most of my educational experience over the last decade has taken place in institutions that focus largely on technical vocational training. As a result, my orientation has been toward the ‘practical’ and ‘applied’ as opposed to ‘ivory tower’ type theoretical / research based studies. Early on in my career I had the wonderful opportunity to be part of ITI when it was moving off of the Microsoft ‘canned’ style of delivery and into a collaborative, experiential, team based methodology based on the McMaster University Medical School model of problem based learning. It was leading edge at the time to implement this style of delivery into IT programs in Canada and very exciting. During that time, the writings of Malcolm Knowles (the concept of Androgogy), Sue Berryman & Thomas Bailey (The Double Helix of Education and the Economy), W. Galbraith (Understanding Adult Learners), Collins & Brown (cognitive apprenticeship), and many others were required reading and had a profound impact on my views of education.
I have come to believe, through experience, that collaborative, experiential, portfolio focused, problem based learning is the best way for most adults (including myself) to learn. By focusing on these concepts, by giving adults some measure of control over their own learning and ensuring that you cycle the activities in your lesson plans to account for different learning styles, I believe you can be an effective adult educator.
Learning Activities
Activity One – Virtual education
Goal
The goal of this activity is to learn and implement virtual educational technologies and methodologies
Currency area(s)
Teaching and Facilitating Learning Currency
Occupational/Professional Currency
Organizational Currency
Portfolio Currency
Learning outcome(s)
The learning outcomes for this activity are:
1. Learn an avatar based system interface (such as Second Life) in order to be able to participate in an avatar based virtual education environment
2. Join at least two virtual education-focused groups for the purpose of participating in discussions on methodology and technology
3. Utilize virtual education methodologies and technologies in order to implement an example of virtual education
Issue/ trend/rationale
The aim of this learning activity is to familiarize and give me experience with virtual educational environments and technologies. Virtual environments are now being taken seriously as a place ‘where learning / education happens’. As such, this is an important emerging technology that I and NSCC should become more familiar with. This also supports NSCC’s direction of ‘Education Without Boundaries’. By participating in conferences and groups, I also hope that in some small way I may give my own input into this movement as it grows and develops.
Learning activities
The learning activities for this activity are:
1. Installation of a virtual environment and the creation of an appropriate avatar
2. Join organizations / groups related to virtual education
3. Attend and participation in virtual educational conferences on virtual education methodology and technology
4. Participate in NSCC committees related to virtual education
5. Create and deliver, in virtual format, a seminar for other staff or if possible some component of a regular course (with approval from my Chair & Dean)
6. Based on feedback and with suggestions implemented, deliver at least one additional instance of the seminar or course component
Implementation of the learning
The implementation of the learning from this activity will be the production and delivery of a virtual seminar (for staff) or course component (for students) and my participation in NSCC committees related to virtual education.
Assessment and evaluation of implementation
· Seek and use learner feedback to assess seminar / course component delivery and make necessary changes and modifications
· Seek feedback in the form of letters or commendations, from fellow faculty, management, curriculum developers or distance education specialists for committee work
Sharing of knowledge
· I will share my research, knowledge and virtual education experiences with groups and committees at NSCC focused on virtual education
· The seminar itself an opportunity for sharing information on virtual technology and concepts with appropriate debrief
· I will provide access to my electronic portfolio to staff and others actively participating in virtual education activities
Portfolio development and reporting to Committee
I will provide details and evidence of the learning and how the learning was significant to me and others using my e-portfolio as outlined below:
Participation in virtual education groups / committees:
Minutes / resolutions
Correspondence
Pictures
Confirmation of participation letters (that I may request from key members)
Reflection pieces
Production and delivery of a virtual seminar (for staff) or course component (for students):
The work product(s) of the seminar or course component
Lesson plan
Feedback documents from participants
Reflection piece
Activity Two – Research and create a framework for learning resource production focused on collaborative problem-solving at a distance
Goal
To research technologies and design considerations for collaborative problem based learning resources and produce one such resource for use in the delivery of one programming course.
Currency area(s)
Teaching and Facilitating Learning Currency
Occupational/Professional Currency
Organizational Currency
Portfolio Currency
Learning outcome(s)
The learning outcomes for this activity are:
Research models for facilitating collaborative problem-solving in an online or blended learning environment
Identify best practices for collaborative problem-solving at a distance
Use and compare a variety of common tools used to facilitate online learning
Develop digital resources to support and scaffold collaborative problem-solving
Facilitate collaborative problem-solving in an online or blended environment
Issue/ trend/rationale
The aim of this learning activity is to familiarize myself with different models for facilitating collaborative problem-solving with technology. Research shows that one of the most effective ways to learn online is by solving problems of increasing difficulty together. In order to truly deliver on the promise of “Education without Boundaries”, faculty need to be current in methods for facilitating at a distance, whether completely online or through a blended approach mixing face-to-face and online delivery. Flexible delivery allows students not only the opportunity to learn critical concepts in a venue or venues of their choosing, but also to interact with these learning resources repeatedly when and where they want, a benefit not offered by campus-based programs. Creating digital resources also allows faculty to share and “remix” content to suit different outcomes and different learning styles. Given all of the above, I believe that collaborative problem based learning resources are an important emerging technology that I and NSCC should become more familiar with.
Learning activities
The learning activities for this activity are:
Research collaborative problem based learning resource educational theory and technology and summarize findings
Using summary of research, and in consultation with learners, select outcomes for which learning resources will be developed
Develop a framework to effectively implement collaborative problem-based learning at a distance
Develop resources to support a delivery
Facilitate one session of collaborative problem-based learning at a distance
Attain feedback on this delivery
Modify the delivery based on feedback from learners and other key stakeholders and redeliver
Attain feedback on this delivery
Share the learning with colleagues and stakeholders
Implementation of the learning
The implementation of the learning from this activity will be my use of the framework I develop in the delivery of NSCC curriculum. If others find it pertinent, then it may be used by other instructors or perhaps Online Learning.
Assessment and evaluation of implementation
· Seek and use learner feedback to assess the delivery and make necessary modifications
· Seek feedback from fellow faculty, management, curriculum developers or distance education specialists and make necessary modifications
Sharing of knowledge
· I will share my research, knowledge and experiences regarding the production of learning resources and framework with individual instructors or groups of instructors at NSCC interested in the delivery of problem-based learning at a distance either individually or in small workshop format
· I will provide access to my electronic portfolio to staff and others interested in developing this type of learning resources
Portfolio development and reporting to Committee
I will provide details and evidence of the learning and how the learning was significant to me and others using my e-portfolio as outlined below:
Research of educational theory, tools and technologies related to learning resources:
Summary of research and framework
Production and delivery of a learning resources:
The work products of this activity (one learning resource and a framework for creation of same)
Lesson plan used when implementing learning resource
Feedback documents from participants
Feedback from other instructors or Online Learning if they use my learning resource
Reflection piece
Activity Three – Application of robotics as a learning tool in programming courses
Goal
To effectively use robots (specifically the latest version of the Mindstorm series), as a learning tool for programming concepts
Currency area(s)
Teaching and Facilitating Learning Currency
Occupational/Professional Currency
Organizational Currency
Portfolio Currency
Learning outcome(s)
The learning outcomes for this activity are:
Participate in two or more on-line education communities that support robotic development in order to learn related technology and teaching methodologies
Demonstrate an understanding of the strengths and weaknesses of robotics as a delivery tool by selecting and validating two appropriate programming concepts for the learning environment
Gain delivery experience with robotic technology and methodology by creating and implementing a lesson plan using this technology.
Issue/ trend/rationale
The aim of this learning activity is to familiarize myself with the use of more advanced robots as a teaching tool in programming courses. Robots in various forms and to various degrees have been used in training programmers for a long time do to their appeal, visual confirmation of instructions, and requirement for well planned algorithms (instructions).
However, most robots and robotic simulations used in the past have been very primitive. New robotic technology such as that in the new Mindstorm II line is practically a whole new level in capability. Able to use USB ports, multiple languages, interconnected kits, communication between robots, a variety of new sensors, motors, etc, they make for a far more capable platform upon which to build lesson plans. Most importantly, they even support object oriented programming which is a critical paradigm shift programming has gone through and something not well supported by older robotic models. Given all of the above, I believe that robotics is an important emerging educational technology that I and NSCC should become more familiar with.
Learning activities
The learning activities for this activity are:
Participate in at least two on-line communities / groups that support Mindstorm / robotic development and education in order to research this technology
2. Select two programming concepts most appropriate to robotic demonstration and create a lesson plan based on knowledge gained from on-line community participation.
3. Select and build a specific robot design for the concept to be demonstrated
4. Install Mindstorm software / interface on computer
5. Program / interface with robot to perform selected tasks outlined in lesson plan
Facilitate one session using lesson plan and robot
7. Attain feedback on this delivery
8. Modify lesson plan based on feedback acquired and redeliver
9. Attain feedback on this delivery
10. Share the learning with colleagues and stakeholders
Implementation of the learning
The implementation of the learning from this activity will be my use of Mindstorm robot technology in the delivery of NSCC programming curriculum.
Assessment and evaluation of implementation
· Seek and use learner feedback to assess the lesson and make necessary modifications
Sharing of knowledge
· I will share my research, knowledge and experiences with individual instructors or groups of instructors at NSCC interested in using robots to teach programming concepts. This may be done individually or in small workshop format
· I will provide access to my electronic portfolio to staff and others interested in using robots for teaching purposes
Portfolio development and reporting to Committee
I will provide details and evidence of the learning and how the learning was significant to me and others using my e-portfolio as outlined below:
Production and delivery of a lesson plan that uses robots to teach programming concepts:
A video and or pictures of the work product of this activity (a robot performing)
Lesson plan used when implementing the learning activity
Feedback documents from participants
Printouts of some of my activities from the on-line communities or groups that support Mindstorm development and education
Reflection piece
Tentative time line and resources for all learning activities
Learning Activity (graphed by date)
Year 1
Year 2
Year 3
Year 4
Year 5
Virtual Delivery
Learning Resource
Robots
Portfolio/Wrap
I will need for the following resources* to support my FLCP learning plan:
1. Support from the College in the form of allowing me to borrow and install software for developing learning resources (if required)
2. Support in attending workshops and conferences as required
3. Support for hosting and maintaining my e-portfolio
4. One Mindstorm Robot (Version II approximately $500) or some financial support for me to buy my own
*Note: all moneys will be identified and requested in prior budget year if possible.
Conclusion
It is difficult to ambitiously plan out five years, especially in a discipline like IT. In spite of the fact that all learning has some value, there is always the risk of focusing on areas that will not be very useful at the end of the five year period. On the whole, I believe that my focus on the three specific emerging educational technologies that I have selected significantly reduces this risk. In addition, although they are ‘emerging’ technologies, there are uses in my learning environment for each one immediately as they are completed. In addition, each learning activity (especially virtual learning environments and learning resources) are very much supportive of distance education and alternate delivery; thus supporting NSCC’s strategic plan of ‘Education Without Boundaries’. With this in mind, I look forward very much to these future activities.
_______________________________ _____________________________
Dean’s Signature Chair’s Signature
Why a Blog may be the perfect place to keep you FLCP material
I believe that a blog is the perfect place to maintain an ongoing record of your FLCP. Over the five years of your FLCP, instructors will be creating a vast number of artifacts. These may include:
- Reflections
- Research notes
- Their original FLCP
- Change documents to their original FLCP
- Pictures
- Papers
- and all other manner of evidence in support of their learning
A blog offers you (and others) many advantages over a simple folder on a drive somewhere. Some of these advantages include:
- Access via the web from any computer with a browser
- Vast storage capability
- Tracking and search capability
- The ability to hold many types of digital media, from text, to pictures, links, etc.
- Since the blog itself is digital, it can be linked to from an electronic portfolio
- Time tracking. Dates are posted on all entries into your blog.
Perhaps the most important aspect of blogging is that it can be made available to others. A big part of the FLCP is for us to share our learning. It does not do anyone much good if everyone simply publishes their work at the end of five years. This sharing also allows others to understand the FLCP process better, for you to demonstrate that your work has taken place over time, and for active participants to share ideas, document formats, etc.
Blogging is VERY EASY. Just give me or an official FLCP mentor a call if you want to find out how to do it.
David Russell
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