I want to be part of the solution, not just talk about it

Over the past few years, certain conversations tend to repeat themselves. Whether it’s about effective assessment strategies or a considered approach to implementing a new platform or technological solution, I want to help define the problem AND then be part of the solution. I want to see those conversations come to fruition AND to have made a difference.

What I don’t want is to talk and plan for a solution for nothing to be done. I know there are often good reasons why projects stall or take longer than planned or get dropped. But sometimes the idea or conversation about something is just that, a conversation. Whilst we may talk about development and implementation, about improving a system or process or ‘thing’, the appetite to see it through isn’t there. This is what frustrates me.

If the opportunity is available and there is a group willing to talk about the problem, to learn from prior mistakes or gaps in a process, for example, and you can come together and work out what can be done to not repeat or compound the mistakes by just carrying on as you always have done, and then don’t do anything about it? That’s the worst kind of mistake to make, and the one that makes me more frustrated than anything else.

Photo by Jackson Simmer on Unsplash

Web what?

A numbering system has been in place on the ‘web’ for a while, and I knew about some of these … but what number are we up to now, and why? So;

  • Web 1.0 – I’ve known this as the ‘broadcast’ or ‘static’ web, where only large organisations or websites ‘broadcasted’ news and views to the listening public on static webpages.
  • Web 2.0 – The growth of the internet meant the shift in ownership of websites from large to small organisations, and to indivuduals – the social web. For me the strength in Web 2.0 was the voice and narrative shifted to the individual and gave them a medium for their own opinions and entrpreneurial activities.
  • Web 3.0 – The symantec web, the redistribution or decentralisation of search and media.
  • Web 4.0 – I’ve read some arguments about whether the ‘shift’ to mobile really needs it’s own nomenclature, but the advent of the app-economy and our phone’s ability to be so much more than just a phone is one that has enabled a connectivity and networking beyond the previous versions … the ‘always on’ generation.
  • Web 5.0 – In 2009 Tim Berners-Lee talked about the ‘symbiotic’ web as the next development, highlighting the interactino between human and computer – is this the AI in things like chat boxes on banking or commerce websites?

What I’m interested in is what the last 18 months of a global pandemic have done to alter or speed up the development of web technologies. Commerce and retailers are more common and more important to many people’s daily lives than before the pandemic (even if you could get a delivery slot for your groceries, you weren’t guaranteed to get everything you ordered), but so have tools designed to communicate and network – Zoom, Teams, FaceTime, WhatsApp, etc.

During this time the emphasis has also been on data, as well as health and education – education in terms of home-schooling, and health in terms of mental and physical health. Data, on the other hand, underpins all this … what data is collected and what is it being used for? On a daily basis, we’ve seen data (mis)used across countless news broadcasters and governments about the number of Covid cases and hospitalisations. Whether we believe the numbers, or how the numbers are being portrayed, the data itself has become very important.

So, my question is this. Has the direction of the internet’s development changed since March 2020 and the start of the Covid pandemic? If so, how? Retailers like Amazon have profited during the pandemic, so a return to the early boom of internet retail, but the massive growth of tools like Zoom or Teams for schools and families to stay in touch is a throwback to the start of the social web.

Photo by Nicolas Picard on Unsplash

Recruitment: a view from the panel

Following on from the blog posts I’ve been editor of for the ALT blog (thanks to Julie and Mimi as authors of the five-part recruitment series), I wanted to give my own experience of reviewing some 400 applications, conducting over 50 online interviews and appointing some amazing people to over 15 roles (some new roles, some replacement vacancies) during the last 18 months (since we entered lockdown and started working remotely, and an equal number of face-to-face interviews in the years prior too).

If you want to read the posts by Julie and Mimi from City, University of London, I’ll wait while you go. Start with their first post – preparing to apply. The series continues through the application and preparation for the interview, as well as the interview itself and to follow-ups and (hopefully) an offer.

The fifth and final post will be published next week (looking at what you can do after the interview, be sure to look out for it).

From the perspective of being a panel member or chairing the panel, here are observations or patterns of behaviour I’ve observed.

  • Nerves – Everyone gets nervous. Your nerves are not being interviewed, so don’t be shy in acknowledging them and asking for a question to be repeated or time to sip some water and think. A good panel will understand that it is an unusual situation you are in and that not everyone can relax or handle an interview in the same way. Being nervous is not a fault, nor is it easily ignored. If you find you feel an answer to an interview question wasn’t your finest moment, try and push it to one side, collect yourself, and go again on the next: don’t let one question determine how well your perform on the next.
  • Quiet time – Sometimes there will be a period of quite when you have finished with your response to the question, and the panel are still making notes or waiting for each other. If you have nothing else to add, don’t fill the gap with nonsense – know when to keep quiet. If you are confident of your reply and want to acknowledge that you’ve ended the question, and want to fill the quiet space as notes are completed, you could ask if your response covered what the panel was looking for? Some interviewers use the quiet space to unnerve the candidate – I do not like this. If the interviewers or organisation wants to play that kind of power game in an interview, then it isn’t the kind of culture or working environment I want to be part of. Look to these kind of style or cues as to how the interview is run to see how they run the business … you can tell a lot if you look hard enough! It might work in negotiating a discount when buying a car, for example, but has no place in an interview.
  • IT Fault – Unless you’re interviewing for a technical role and your proficiency at handling IT failure is part of the interview, the panel will understand and support you if you can’t get your screen to share, or your camera is somehow suddenly upside down. Even experienced Learning Technologists, for example, will have IT issues. Your computer is not being interviewed. You are. For online interviews, you should be given time before the interview to check the connection and features of the interview platform (Zoom, Teams, Blackboard, etc). If it still doesn’t work, don’t panic. Again, how you react is more important than actually getting it to work, so be calm and ask for help. If all else fails go camera-free or an old school phone call.
  • Preparation – It’s obvious when the candidate hasn’t prepared for the interview, just as easily as it is to see someone who has. If you know who will be on the panel it is worth looking them up and spending some time finding out, for example, how long they’ve been working there and whether they’ve risen through the organisation or joined at the level they’re at, etc. Any good interviewer should spend a little time introducing the role and where it sits in the general structure of the team, department, or organisation. If anything here is of interest, or you want to follow up, make a note of it and ask your question at the end.
  • Notes – If you’ve made notes during preparation, have them to hand and don’t be afraid to use them. Not everyone can remember everything and remember it at the right time. Don’t try and hide it if you use notes or want to make notes – by telling the panel you have notes it will at least tell me you’re still focused on the interview and not live-tweeting it!
  • Interview panel – Is the panel comprised of people you’d work with daily or from senior management, individuals you wouldn’t have much contact with. Do you think (through your own questions to the panel: these are so important – see later) they understand the role or the work, and can they answer with authority on the work, the timelines, etc? What is their general demeanour like, do the panel seem like they know or work well with each other, or are there subtle cues you can pick up on that, maybe, they don’t know each other very well? This could give you an indication of the type of working culture within the team?
  • You are interviewing them too – You may be the one interviewing for a role at their company, but this is your opportunity to see if you like the way they operate. Do they seem approachable and people you could work with? Are the questions and attitude aggressive or feel deliberately positioned to slip you up? Your initial/gut feeling could be the most important sense of whether you’d like to work with them or not.
  • Time – We can be conducting as many as 5 interviews on the same day, which makes the oprganising and running ot time very important. If an hour is given to the interview, we have to keep to that timeframe to be fair to all candidates as well as to keep to our own schedule. Don’t waffle in your answers, don’t waste the opportunity to ask questions, and don’t try and keep the interview going when the panel chair has closed it down. If you didn’t get to ask your question(s), at least ask if the panel chair would be willing to answer them in a follow-up email? Don’t waste this opportunity. As above, this is your chance to see how they perform at interviews too, and how they handle this request. The chair of the panel will keep an eye on the clock, and so should you – nothing will break your stride or confidence more than if the chair has to interupt and move you on before you’ve got to the point. If you’ve been told you’ll be asked 8 questions, and you’ve 10 minutes left and are only on question 3 … you’ve got problems. Neither of you managed the time very well and you could be missing out on the opportunity to shine in later questions that you will now have to rush through.
  • Questions – You should have the opportunity to ask questions. In all my interviews I do my best to preserve at least 5 minutes, if not 10, at the end of the interview for the candidate to ask the panel their questions. Don’t waste this time. Questions about holiday entitlements or training budgets can come later if an offer is made – it’s more important to find out about the team culture or role specific tasks. Ask about the role, the team, ask something of the panel (“what excites you about the next 6 to 12 months of XYZ?” – there are plenty of websites to help you out if you get stuck for ideas), or something specific in the job description that maybe you’re not sure on or that really interests you. Don’t ask something that has already been covered in the preamble introduction or elsewhere in the interview (which means paying attention too), unless you are asking something specific about much more detail.
  • Collaboration – Sometimes the best candidate may not ‘score’ the best in shortlisting or during the interview itself. Sometimes the best candidate is the one who exhibits the kind of approach and attitude that fits the culture and team dynamics, and can reasonably demonstrate the ability to do the job. Any good interview panel will ask you something about collaboration or team working – no one works in isolation ALL the time, and at some point, you will have had to work as part of a larger team. Even a job working remotely will still require interaction with colleagues, managers, senior stakeholders, etc.
  • Examples of your work – Be prepared to give examples of how you work. A good interview will give you opportunities to provide examples or to demonstrate instances where you have worked as part of a team, where you influenced or effected change, how you handled a difficult co-worker, etc. Be prepared to do this. Rarely will a candidate not have any examples to share. If this is indeed the case, be ready to explain why.
  • HR – The interview panel is constrained by internal policies set by HR departments. Most of the time the main communication you will have about an application or interview will have to be through the official channels, but if you are given a name or contact details of someone related to the role or interview, then note them down and ask, through the proper channels, if it is OK for you to contact them directly for anything specific to the role. The same will also apply after the interview; any promise of an update in a certain timeframe will also be dependent on HR systems and permissions, so don’t worry too much if you don’t hear immediately.
  • Home – If you’ve been given an online interview, especially in these strange times of Covid and working-at/from-home, then don’t worry about noise and interruptions from your home – any decent panel will understand this situation and not be bothered by it. Pets or children or Amazon deliveries all happen during the day and can’t always be anticipated. Roll with it, make a joke and carry on. As I said, any decent panel will understand and join the joke (we’re in the same boat here too .. pets, children, the road being dug up a week early and suddenly impacting the background noise – we’ve seen it all and suffered ourselves too.

Above all else, the interview is a two-way process. I have been interviewed before and within five minutes of starting, I knew the role and organisation wasn’t for me. The manner of the interview was aggressive and not what I’d been asked to prepare for. The interview panel was different to the one I’d been informed about, and no one on the panel had anything to do with the job or department it was within. I was told upfront that the promise of reimbursement for travel would not be honoured, and the general demeanour of the panel was just plain bored and uninterested. If the panel has no interest in you or the role, then why would I want to work with them? How the panel behaves is as much an indicator of how they work as anything. And this was from a top-10 UK Russell Group university too, so you can’t always tell who will be the best interviewers or employers!

This is why I put so much effort into the interview panels I chair. It is tiring and takes a lot of preparation and execution time, but it is always time well spent. To be certain I bring out the best of you, the candidate, (online or not) I need you to be on your best too. Interviews are stressful for both parties so removing barriers for you to be relaxed and able to do your best is one of the main things the interview panel can do. The rest is up to you.

Photo by Dose Media on Unsplash

Lessons from my 2021 Social Media blackout

My last post, on July 5th, was to announce I’d be off my blog, Twitter, LinkedIn and, for the most part, Facebook too from July 9th. This was to be my first ‘official’ social media blackout where I not only log out of work apps on my phone and tablet (and delete to make it harder to check) but also a concerted effort to stay away from the temptation of just being in the background and ‘lurking’.

So, two weeks later, I’m back. Well, on my blog at least. Well, I’ve written this. But not yet on Twitter or LinkedIn (kinda – I posted a few updates on the posts I’ve been editing for the ALT blog. This is what just over two weeks blackout did to/for me:

  • I hadn’t realised I got all my news from Twitter. Therefore being off Twitter meant I had no idea about the floods in Germany, the ongoing mess in the UK around vaccinations and Covid, the media hype around the Tokyo Olympics (and other sporting events) during a pandemic, etc. On the upside, I wasn’t constantly bombarded with news about Covid in the UK, and the utter shambles the UK is being dragged through by a bunch of incompetent arses who are supposed to be protecting the population, not gambling with their lives!! Oh boy, I have not missed that – doomscrolling!! Eww!
  • I checked my private emails and some basic Facebook activity during the blackout as this is the only contact I have with some people but, even my normal setup for work-related apps (no notifications, but logged in) meant I would be tempted to check. Deleting them was much better than just logging out. That one time I was so bored I was tempted to check I just couldn’t be bothered to go through all the hassle of downloading the app again and going through 2FA to ‘just peek’. Ah-ha! See, it worked!!
  • If I had been job hunting then logging out of LinkedIn would have been a really difficult decision (I’ve been there before… family holiday and job hunting, whilst not in work, are not happy bedfellows. If this is you, I sympathise with you and wish you all the best), I get a lot of my work-related reading materials from what people share on LinkedIn, so I found myself quite cut off from all things #EdTech.
  • I read more. Much more. Five books, to be precise. I prepared in advance … I bought the three-book series of Shadow and Bones (it may be a Netflix show, but I wanted to read the books), and finished them, then started on the Percy Jackson set my kids got earlier this year and hadn’t started. Not hard reading I grant you, but it took my mind off life and helped me relax. That was all I wanted.
  • I had time with my family. Evenings playing games or watching TV instead of glued to my (and them to theirs) phone. I walked much more (before I twisted my knee and had to rest up. Damn you knee!!), and enjoyed the fresh air as I always have done.

I’ve logged back into the apps, downloaded those I needed to, and even before I open them and see what is going on I know I’m going to be worse off for it. Twitter, and lately LinkedIn, have become places I actually started to avoid before the blackout … Do I really want to go back there?

If I’m NOT going back to Twitter or LinkedIn, then I do need to work out a different strategy for me to get my daily news (a balanced view, not from one source), blog posts and interesting articles that are shared through or by my network, and key work or research around the field of online learning and education technology. I don’t know how or where that will be, but I’ll keep you posted.

If you even read this … perhaps this will kill off my blog too? If I’m not sharing on Twitter or LinkedIn, will anyone even find or read this? Or anything I publish in the future? Does it even matter … ? Ooh, that’s deep!

Photo by Giuseppe Patriarchi on Unsplash

Social Media Blackout / 2021

Over the years I’ve seen friends and colleagues post about taking a break from social media and have always pondered on doing this myself.

I’ve never given it my full attention, going all-out and deleting social media apps (or at least signing out of them) and not touching them for a duration. But I have taken short ‘breaks’ of a day or more not posting (but still browsing and reading).

This year, 2021, I’ve had enough. Twitter is no longer the place where I can go to read, learn, share, collaborate, and generally support my network in all things

LinkedIn has become a sales playground or has been politicised. Gone are the writings and collaborative nature of the networking platform and it’s now a poor mix of Facebook and Twitter features, but not necessarily their best features either.

Don’t get me wrong, there are some amazing people doing amazing things. They’re just lost in the increasing noise of each platform.

And then we get to the impact of lockdown and Covid, and how we in the UK are being manipulated into higher infection and death rates because the science, somehow, supports it. No. It doesn’t! (here and here and here and here).

So from Friday, July 9th, when my kids finish school for the summer and I go on leave for two weeks (I get to sit in a different room, barely 10ft from my work/desk, but I’ll call it ‘annual leave’ for the sake of keeping up appearances), I’ll also be taking a well-deserved break from the nightmarish doomscrolling and inexcusably dangerous ramblings of government folly. I have to look after my physical and mental health, and that of my family’s, so I’ll be signing off from Twitter and LinkedIn, deleting both apps from my phone as well as ignoring Facebook (no app installed) and any other social media channels I use.

I need this break. I need to change the narrative of how this last year or so has impacted me and my family. I need to stop reading and hearing about the mess that the UK is being led blindly into, to stop feeling so helpless when my children are in tears because of the stress of going into a classroom when last year it wasn’t safe (and nothing’s changed!), and I need to stop getting so worked up because of the way in which no one is challenging the ineptidude of unqualified ministers and the risk to my health, my familiy’s health, and the health of all those they are meant to represent.

Jeez. even writing this has got me so worked up. Again!! But no more. I need this break. I’ll start with the two weeks of my leave (it’s not like I can go anywhere!), but I may take longer if I like it! See you soon.

Photo by Francesco Ungaro from Pexels

Day 30: Showcase your #EdTech journey

The last day of the #JuneEdTechChallenge and a chance for us all to be a bit proud and put ourselves on a pedestal and shout about our achievements.

Many colleagues and friends in these roles are not naturally good at shouting about our own acheivements, so seeing how people will complete this part of the challenge will be interesting. As will seeing what people remember of their own achievements and LT journey, and what others remember of it too. Indeed, what I remember will no doubt be different to what you remember, so please tell me your highlgihts of our time together, dear reader?

For me, there are a few stand-out moments from my +15 years in learning technology, learning design, and a few more senior roles too, which include:

Each day has been different and a challenge for many, many different reasons. One constant, however, has been both my need to grow and learn, and the network on Twitter and LinkedIn that has helped this journey – directly and indirectly. The list of those who have been on this journey with me continues to grow to this very day, and I thank you all!

Photo by davide ragusa on Unsplash

Wildcard entry #JuneEdTechChallenge

So, we’ve been given a wildcard entry for Day 15 of the JuneEdTechChallenge. Halfway through, and we can choose what to tweet/write. I choose ‘the most overused word at the moment?’

In case you haven’t noticed things have been a bit ‘wonky’ over the last 14-15 months, this thing called Covid-19 has impacted nearly everyone in the planet and, in some small way, me too. I’ve written a bit about my lockdown experiences using the ‘lockdown’ tag on this blog, and a fair few tweets and LinkedIn updates have related to lockdown, remote/working-from-home/working-at-home, or return to office working.

The most annoying word I hear in the news, on Twitter, through emails, and in conversation is ‘normal’, and the drive to somehow return to it. It’s as though we’ve somehow forgotten that pre-lockdown we used to complain about workload volume, email burnout, meeting overload, and general tiredness and the possible impact our working loves were having on our personal lives, relationships, and wellbeing.

Here we are, fast-forward to June 2021 and we are in no better position – some are out of work and struggling to find/keep jobs. For others the focus on online learning and the need to support schools and colleges in the rapid shift to delivering ALL lessons and assessments online has resulted in a massive shift (ie lots more work) and focus on them and their work. In other words, LOTS MORE WORK. Where we had tiredness or email overload, too many meetings, or not enough appropriate meetings, we now have Zoom/Teams overload and too many unnecessary calls/meetings, as well as supporting our normal workload the need and shift has resulted in more courses or faculties needing support and guidance to delivery in fully or partially online.

The topic of mental health is now very firmly an open conversation we can (and should) be having with family, friends, and co-workers. Yet somehow there is talk of the need to ‘return’ to the way of working we were used to where wellbeing and mental health were somehow ‘dirty’ words and not to be talked about openly. I’m sure that’s not right? We must listen and learn from the last 15 months of working in order to realise the strength within each of us has found, and use it to drive a better, more inclusive and more appropriate future.

  • This is Day 15 of the 30-day JuneEdTechChallenge. Follow the challenge on my JuneEdTechChallengeblog tag and on Twitter using the #JuneEdTechChallenge hashtag. And write your own entries too. The list of challenges is as follows:

Photo credit: clement127

Emails vs Chat

Is it just me or has our use of emails been replaced by chats in Teams or other such office messaging system?

Since the pandemic started, the number of emails I receive daily has dropped. On some days it’s nil.

However, the number of (active) chat’s I’m involved in, either with an individual or a group/meeting, has rocketed.

Arghhh. Where we once complained of email-overload … it’s now chat-overload! Where I could easily receive +100 emails per day, as well as a few meetings (1-3hrs), the opposite is now true: 5-7hrs of meetings (and messages from meeting participants AND other colleagues) and only 1-3 emails. Maybe less.

Where we used to be unavailable if we were in a meeting (you could see me in the room through the glass window, paying attention and not looking at my screen), now it’s expected that we’re paying attention to the meeting AND the wider chat channels.

It’s too much.

Photo credit: Jay

My favourite talk or event

Day 7 of the #JuneEdTechChallenge, and the question of what is or has been my favourite talk or event?

Easy … FOTE – Future of Technology in Education. Hosted by UCL at Senate House every October, tickets were issued on a first-come, first-served basis; a total of 300 available. I was lucky to get tickets for my first FOTE in 2010, and attended every year until the last in 2014 (except 2013, other things were afoot that year!).

(I so wanted ALTC to be my favourite ‘talk or event’, and it is definitely a firm favourite, but it is FOTE I used to look forward to most … and miss most now I can’t go).

A full day of talks and networking is something I can’t really comprehend at the moment (lockdown and pandemic restrictions, you know), but this was THE event I used to look forward to. I met so many people in my network here for the first time … James Clay, Mark Power, Sue Beckingham, Steve Wheeler, Rachel Challen, Robin Gissing, Matt Lingard, etc. FOTE guaranteed a full house of like-minded, techno-savvy ‘educationalists’, from senior academics to IT or LT ‘grunts’, those with the power to approve purchase orders and those with the dream to be able to submit one. FOTE was a coming together of everyone and anyone in the world of HE and FE (not so much corporate learning I don’t think?) and to share in the collective view of “what is the future of technology in education?”

For those who remember it, I salute you. For those who wish they remember it, I can only hope we can get something like this off the ground again, and ask the question “what is the future of technology in education?” Perhaps, in this post-pandemic world where technology has enabled all events to continue online, it is something that can be resurrected and for everyone. Anyone?

Who knows, perhaps a FOTE21 or FOTE22 event is on the horizon?

  • In 2012 I was honoured to be asked to join the organising team and help run the day, running the Twitter account. It was here I really fine-tuned my approach to running a Twitter-stream, not only introducing and sharing tweets by the side-along tweeting of important facts, images, links from the talks. THAT was quite a day I can tell you! And I had pretty much no time for networking or socialising either; the only downside to being at FOTE!! I produced a number of twitter-archive videos for the FOTE12 YouTube too – you can still watch them here.

Below are a few of the more memorable talks from FOTE 2010-14:

FOTE10: Matt Lingard – We have the technology. We have the capability, all we need is love – https://youtu.be/2lYP5TD2e9Q
FOTE11: James Clay – The student as the agent of change – https://youtu.be/v4kMV4uzwws
FOTE12: Nicola Whitton ‘What is the Future of Digital Games and Learning’ – https://youtu.be/GZucac2Z7Iw
FOTE13: Diana Laurillard ‘The Pedagogies for Large-Scale Student Guidance’ – https://youtu.be/XIOlizRHVL8
FOTE14: Steve Wheeler ‘Digital Learning Futures: Mind the Gap!’ – https://youtu.be/sAbXOyPNg7o
  • This is Day 7 the 30-day JuneEdTechChallenge. Follow the challenge on my JuneEdTechChallenge blog tag and on Twitter using the #JuneEdTechChallenge hashtag. And write your own entries too. The list of challenges is as follows:

Photo credit: Frank Steiner

My top EdTech CPD tips

For day 6 of the #JuneEdTechChallenge we’re asked what are our top CPD tips.

And this has me thinking … why am I do bad at taking my own advice about keeping my CPD activity fresh? Or active?

I’m sure many will recommend Twitter, MOOCs, or LinkedIn Learning, or some other 60 second CPD type activity, and they are all really good. And I’ve used them all too. Some are easier to keep up to date with and not let the activity slide, some not so.

What has helped me more than any other CPD type activity is a mix of the activity itself and the support network that comes with it. I am mainly talking about CMALT and HEA accreditation. So far I’ve managed to obtain both CMALT and FHEA status, and have been looking to improve to the senior level for both.

And this is where I fail, Time. And effort. And energy. And motivation. Since lockdown started I’ve found less and less time (and energy) to focus and actually get started on both of these. I can’t use lockdown and Covid as the only excuse, but the increase in workload and pressures at work and home have hammered my ability to focus and stay positive – by the time I switch the laptop off from work-David to become home-David/Dad, I’m knackered. The last thing I have any motivation for is to do more in front of the computer – it doesn’t matter how interesting or important it may be, I have no appetite for more screen time.

For me, I MUST do better. I MUST make more effort for CPD – I see so many around me taking time from their work or projects, or taking time in the evening to attend webinars and other CPD activity. If they can, so can I!

My ‘top tip’ is to use your network to find the activity, use your network to stay motivated, and use the network to share the outcome … this way you’ll get motivation AND a sense of achievement!

At this point I will pause and thank a few key individuals who have really helped me recently with my CPD (and attitude to it), these being Deb Baff, Maren Deepwell, Daniel Scott, Rachel Challen, Sue Beckingham, Dan Course, Craig Taylor, Rob Gissing, Leonie Sloman, Simon Finch, and Sheila MacNeill – all have helped in some small way to keep me sane and positive. Thank you.

  • This is Day 6 the 30-day JuneEdTechChallenge. Follow the challenge on my JuneEdTechChallenge blog tag and on Twitter using the #JuneEdTechChallenge hashtag. And write your own entries too. The list of challenges is as follows:

Photo credit: clement127