Reflection 3, Week 4.

Introduction

For this week's reflection Gary has really opened up the task, by asking us to engage in the choice of three media tools which are Podcasts, Images and Audio. 

In this weeks online lecture I was really impressed with the Microsoft Collage tool shown by Gary which was given as an example. I couldn't help myself but to jump straight in and download this tool and you will find my results further into this week's post. 

I also looked into image re sizing through a software I have used before called Gimp and I also sampled Paint.net. After experimenting with these tools I then completed a Substitution, Augmentation, Modification and Redefinition (SAMR Model) analysis on further use of these tools in the learning environment.

I then decided to venture into the unknown territory, as that's half the point right? So I decided to have a go at a Podcast. Having been a huge fan of two Podcasts, Conversations with Richard Fidler on ABC and Tim Reid's podcast of Small Business Big Marketing. I have definitely listened to my fair share of podcasts. These great podcasts even kept me entertained on my long drive up from the Sunshine Coast to Rockhampton for rec week. 

Microsoft Research AutoCollage 2008

Well this tool that I was so very impressed with first let me down. The first few collages I made came out with nothing but a black image. At first I trialed and errored on the tool by adding different amounts of photos into the collage software, but still had no success. Before moving on and giving it a complete miss. I removed and re installed the software this then worked fine for me. Much like the fix for Gary's microphone problems on the lecture this week. My first collage was a collection of images taken of me surfing at Noosa Heads Qld, please refer to Fig 1.

Fig 1. First attempt of Microsoft Research AutoCollage 2008.

I was not completely happy with my first attempt as I noticed the software draws it focuse on the people's profile in the images selected. My research on this later confirmed that the software draws attention by object recognition and face detection Microsoft (2008). As you can see there where other surfers in the water that day that could not be helped being captured in the photos

Gimp Image Cropping

This then moved me onto my next task of image re sizing through cropping. I used a tool I was with familiar with from other university projects which was Gimp. This is a free software used for image manipulation. I re cropped the photos which had other surfers in either the foreground or background. As you will see from my second attempt of the collage in Fig 2. I think you will agree the overall collage certainly combines in a much better and pleasing image overall.

Fig 2. Second attempt of Microsoft Research AutoCollage 2008.

The two images I cropped have been listed below to show a before and after of how I cropped out the other people in the images.

Fig 3. Before Cropping.

After Cropping.

Fig 4.

Fig 5. Before Cropping.

Fig 6. After Cropping.

These images took up to a minute to upload due to there size being anywhere from 800KB to 10MB.

Paint.net image re-size.

I then moved onto a new program which Gary suggested called Paint.net. With this program I decided to tried reducing the image size. I also wanted to notice if there was any degrading of the quality on the image. As you can see from the below examples in Fig 7 this was the original image before resizing with a width = 4616 pixels, height = 2952 pixels and size 9.37MB. Compared to the re sized image in Fig 8 which was reduced down to a width = 300 pixels, height = 192 pixels and a size of 25.5KB. There does not seem to be a lot of difference evident to the naked eye. It is suggested however to double click on each image individually. 

Once the image is blown up the quality in the pix-elation does become evident and the original non reduced image does show a much clearer picture. Another factor in the process I recorded in  was upload speed/time. The original image took 40 seconds to upload to the blog. The re-sized image only took 4 seconds this is a huge difference. This might not concern many people but if you had ten or more images to upload this could result in a major time saver in upload time and also internet usage.

Fig 7. Original W4616 x H2952 x Size 9.37MB upload time 40 seconds.

Fig 8. Re-sized in Paint.net W300 x H192 x Size 25.5KB upload time 4 seconds.

SAMR Model

SAMR Model task to modify photographs and incorporate them into students studies through the use of ICT's.

Substitution

An example of substitution for a image task could be for students to bring to the learning environment their own photos in a traditional printed form. To substitute this students would be bringing in photos on a USB stick to use for the task and upload to a computer.

Augmentation

Augmentation would be for students to scan these already printed images onto a computer. Then use a software as demonstrated in this blog such as Gimp and Paint.net to re scale and crop images.

Modification

Would be the student taking their own photos and using software to re scale and modify the pictures to use in a task. An example would be to turn the photos into a collage such as the one I created in Microsoft Research AutoCollage 2008 refer to Fig 1 and 2.

Redefinition

These photos could be used in their creation of a website, blog or wiki creation. Or used in a movie with only still images used as the imagery.

The use of the SAMR model really helped me with my mode of thinking on this task. I can see how I will need to refer back to this model when teaching to ensure the desired affect in the use of ICT's is achieved, which is transformation.

Paddo's Podcast 

The making of the podcast was very simple. I found the audacity software easy to navigate around and it only took me about 30 minutes before I had the basic requirements for recording my own voice and adding some music in as a intro. 

Where I got stuck was then being able to upload this into my blog. It appears most web content is really tailored around images and video. So audio files by them selves are not accepted into YouTube or directly into the blog. This gave me a real challenge and in the end I video recorded a simple page on my mobile phone displaying Paddo's First Podcast Episode 1 hand written on the page. I then uploaded this into Windows Movie Maker and repeated the video footage as I lay my podcast recording over it. Sounds simple now but this took a couple of hours of experimenting until I got it to work in a format which could then be uploaded into my blog. Please listen to the final result by clicking on the below YouTube video in Fig 9.

Fig 9. Paddo's First Podcast Episode 1 recording. (Farriss & Hutchinson, 1987).

In order to know what to talk about in my podcast I created a rough script to follow to avoid silence in the recording. Please refer to this following link in Fig 10 if you wish to see my rough Script.

Script Link

Fig 10. Link to Podcast Script.

This week really laid down some challenges and I really enjoyed the making of the Podcast. Even though I did experience some real technical issues in getting the podcast uploaded to the blog. The podcast is something I would really like to explore further and could be very useful students who may find oral learning more suited to their learning style. This could aid these students by having them listen to a podcast with headphones and then setting some tasks and questions to complete after listening to the podcast.

Anyhow this has felt like a very long and time consuming post as Gary did point out. Please feel free to add any comments they are always really appreciated.


Week 4.
Final Post: 01.04.15 Appprrriiilll FFFOooooolll.

References:

Brewster, R. (2004). Paint.net [Computer software]. Washington, DC: Freeware.

Farriss, A. & Hutchinson, M. (1987). New Sensation [Recorded by INXS]. [Mp3]. Retrieved from http://www.apple.com/au/itunes/music/

Kimball, S. & Mattis, P. (1995). Gimp 2.8 [Computer Software]. Berkeley, CA: The Gimp Development Team.

Mazzoni, D. & Dannenberg, R. (1999). Audacity(R) [Computer software]. Adelaide, SA: Carnegie Mellon University. SourceForge.net.

Microsoft (2008). Forget the Scissors, Microsoft research Makes It Easier to Create Digital Photo Collages. September 4.

Retrieved from http://research.microsoft.com/en-us/um/cambridge/projects/autocollage/content/AutoCollagePR.doc

Reflection 2, Week 3.

Introduction

In this week's task we were given three ICT tools to further explore and examine our findings on one of these tools. I have chosen the website and will explore this in further detail. First I explored the website creation through Weebly then how this could be used as a tool in the learning environment. Then I conducted a Positive, Negative and Interesting (PMI) overview on having website creation in the learning environment.

Website Building

In my last year of university I studied writing code for HTML (Hypertext Mark-up language) and (CSS Cascade Style Sheets). This is the first basic code writing for creating a website. As it states in the name HTML, (language) it is like learning another language. Like any language there are many anomalies unique aspects which are not learnt until practicing the subject. 

In the course we basically worked on designing a website and the important aspect was to create some kind of interaction of the website with the user. This week's task in some way is much the same however I have had to tailor my interactions of the website to a new audience of students, rather than potential customers as per my past websites.

This week I have used a "What you see is what you get" (WYSIWYG) software website or blog building application called Weebly to design a basic website. Weebly basically gives the ability for anyone with basic computer skills to design and develop their own website or blog. It has a large range of templates which help give the user a starting point on the design and layout of their creation Fanini, Rusenko, & Veltri. (2006).

Much like Google Blogger there are many little hidden discrepancies around the design process. For example I have found often when pasting content into Blogger from another source the data is often corrupted or hard to style the same as the existing content. Also often in the draft mode this can appear very different then when published. This is often the case with typical code programming for websites. This is a challenge students would need to overcome and find ways around glitches in software coding programs that can be inhibiting at times.


At first my thoughts around this was how will students learn about website construction if using this type of format rather than the traditional code writing practice of HTML. In some ways this could be compared to going to the library and researching a topic which was the more traditional method. To now the common method of conducting your research by searching online for your content. 

However as I explored the Weebly software I discovered many similarities in traditional code writing, as there where many limitations. This is much the case in the practice of typing HTML code. As you delve into programming you require more technical responses from your website. This then requires more knowledge in the HTML programming language. The Weebly software does not offer certain features unless you are willing to pay for the service. This is a challenge that all novice website programmers will face. What the Weebly software does however offer is a sample of website building for students. The students who then find this interesting can then pursue this field further and obtain more knowledge in this area. 

Website Task for Students

My thoughts then moved onto creating a website that would encourage students to want to learn more on this topic. Perhaps a promotional tool for young web programmers to encourage them into the field.

I based the website on displaying what the day in the life of a programmer who had chosen this as their choice of career could look like. I obviously added some spin as Bachelor in Business Graduate would naturally do. I did this by creating a character who was much like a modern day James Bond secret agent. 

To view the website simply click on the below link or image in Fig 1 to take you directly to the website.

Fig 1

http://patrickmcnallyss0269779.weebly.com/

A task that this could be used for in a learning environment could be for students in a Business Studies subject to create a website for a small business, government agency, blog site or even a not for profit organisation. This would encourage students to research the topic so they knew and understood what kind of content was required for a website. At the same time exploring their skills in the design and program aspect of creating a website.

Positive, Minus & Interesting (PMI) for Website design in the classroom

After mocking up a dummy website on the Weebly website creation application. I decided to conduct some further thought in regards to the controversy of allowing website design software into the learning environment. A Positive, Minus and Interesting (PMI) is a useful tool for weighing up the positives and negatives of a decision or course of direction you intend to take. It also allows you to look at the situation and decide if any action is required. The PMI was developed by Edward de Bono in 1982 Hill (n.d.). 

During the process of the PMI I struggled with any positives and it really looked like it was going to fall under the category as a negative or no go topic. However as I continued to think about the topic I found more positives started to flow through. I now also realise from the process it would work a lot better in a group situation where different personality types and opinions could be collected to obtain a greater diversified range of responses. Unfortunately I did not have access to a group but this certainly could be a great tool to use for a Wiki with my fellow colleagues that are also currently studying this course.  In the end I believe the positives outweighed the negatives which is evident in Fig 1 below. During the PMI process under the category interesting I became aware that most of the negatives could be controlled in some way or mean. The negatives could also become areas of teaching greater awareness to the students to aide avoiding these negative implications. For a better view of the PMI I created please refer to the below link Fig 2 where I have included this in my Weebly website where there is a larger and clearer view of this image.

Link to PMI on my Weebly Website.

http://patrickmcnallyss0269779.weebly.com/pmi.html

Fig 2. PMI.

Well thanks again for reading my blog and if you would like to contribute or have something to say about my blog I would love to receive your comments.

Week 3.
Final Post: 26.03.15

References:

Hill, R. (n.d.). Mind Tools, Weighing the Pros and Cons of a Decision. Retrieved from http://www.washington.edu/research/rapid/resources/toolsTemplates/plus_minus_interesting.pdf

Fanini, C. Rusenko, D & Veltri, D.  (2006). Weebly [Computer software]. San Francisco, CA.

Reflection 1, Week 2.

Introduction

In this week’s blog I will discussing pedagogy, I even tried to get a little creative this week and created an acrostic with the word pedagogy. Most of you would be familiar with an acrostic or maybe just didn’t know that’s what it’s called, anyhow I certainly didn’t. Basically an acrostic is where the first letters of the word are used for either a phrase or individual word, they are often used for poems (Young Writers UK, n.d.). I even managed to find a link between the exercise of creating the acrostic with the theory of Blooms taxonomy. I then further reflect on my own Technological Pedagogical Content Knowledge (TPACK) and where I believe I need further development in this area. I also complete this week’s blog with some further analysis on the Substitution Augmentation Modification & Redefinition Model (SAMR). Finally furthering exploring scaffolding and the ways it is used in the context of this course. 

Pedagogy

As part of this week’s reflection I decided to create an acrostic with the word pedagogy. I used phrases from each letter of the word to further explain what I believe is important to create good pedagogy.

Pedagogy Acrostic

Purpose in what you’re teaching to ensure students obtain a further understanding of the topic.

Energy in the classroom that creates synergy of students and teacher.

Debate that creates discussion and thought around the learning's.

Align content with activities that create classroom interaction.

Get everyone involved by tailoring and mixing activities to students learning styles.

Ownership, students stepping up to control and manage their learning's.

Good learning challenges students.

You’ve got to remember to have fun.

The Pedagogy Acrostic Exercise Linked to Blooms Taxonomy

Acrostics are very useful in remembering the meaning of the word Deanhard & Hokanson (2015). This process of the acrostic really made me analyse the meaning of pedagogy deeper and stretch my thought process in explaining the word whilst being constrained in some way by only being able to use the first letter to construct a phrase. This method could also come under Blooms Taxonomy area of synthesis or application. Acrostics are also used in poetry and as per Fig 1 below the wheel of Blooms Taxonomy class’s poems under the synthesis outer circle. The wheel used in this week’s readings however classed it under application. I think you could debate equally as to which area it comes under but holistically poetry/poems is linked to Blooms Taxonomy and this process certainly aided my learning's in gaining knowledge on pedagogy.

Fig 1. Sowash (2009).

De Bono’s Thinking Hats Explored

Through this week’s wiki task and the use of De Bono’s thinking hats the teacher has enabled students whose locations are scattered throughout Australia to collaborate and discuss the topic the use of mobile phones in the classroom. It may be coincidence but a major link I consider in using technology is to obtain classroom interaction. Through the use of De Bono’s thinking hats this has been created. This week’s De Bono’s thinking hats task has created for distance learning students the chance to team up. It also gave all students the ability to put forward their own opinion with minimum negative feedback or fear of emotional or social criticism. This line of thought must be considered when contemplating digital pedagogy. The use of mobile phones in the classroom could be a useful way of turning a classroom distraction into a positive by discovering the mobile phones strengths which the teacher can use to his/hers advantage in the classroom by creating greater classroom collaboration. 

This got me thinking of ways the mobile phone could be used in the classroom to assist the teacher. In remote locations where students often face great distances and even changing weather conditions which may permit then getting to school. Teachers and students could rely on the mobile phone to still complete lessons for example through Apple’s FaceTime application. This could allow the student to still view the lesson through the camera application on their mobile phone. So in sense they could still hear, see the lesson and even contribute verbally just not physically be there. This would still involve a reliable phone network but could certainly be explored as an option.. Another example I thought of was using the mobile phones features for general activities like the calculator for maths equations or the compass which could be used for outdoor events such as orienteering. The students could also be taught the traditional methods as well to ensure when they do not have access to the technology they have a fall back method. 

Although this may be considered simplistic use of ICT’s in the classroom it would assist in reducing the distraction of the mobile phone in the classroom for personal use. This will enable the teacher to gain some control over the students use on the mobile phone whilst in the classroom.  Rather than trying to control the students personal use on the device by simply banning mobile phones from the classroom. I believe it comes down to the age old saying to this topic if you can’t beat them then join them.

Technological Pedagogical Content Knowledge (TPACK)

In reflection of Technological Pedagogical Content Knowledge (TPACK) I feel only just becoming aware of pedagogy since starting this course I have yet to obtain a greater understanding of this area. 

As my progression continues in this area I would class this as my area for improvement and requires further development. The Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) are certainly areas I’m stronger in due to past experiences and recent studies in Business and Information Technology. 

When thinking of ways to integrate Information Communication Technologies (ICT’s) into the classroom I find myself struggling to think of meaningful ways to introduce the use of these items. However as I witness more examples like Yoki and De Bono’s Hats my awareness to ICT’s is expanding and most importantly the purpose of how to use ICT’s to create effective learning. I know this will be an area I will be exploring when my prac studies start. I will be duly examining the use of ICT’s in the school I’m appointed too and also thoroughly examining the teacher’s use of ICT’s to also further my development. 

Whilst researching the topic further I found this great video Fig 2 that reminded me that good teachers are continually learning. The comment on the video that you cannot be a master teacher until you are master learner Fisk & Murphy, (2012). Really points out the fact that teachers need to be continually keeping up with new learning's themselves otherwise they will be left behind and unfortunately so will their students.

Fig 2. Fisk & Murphy, (2012).

Substitution Augmentation Modification & Redefinition Model (SAMR)

As mentioned earlier the mobile phones existing applications like the calculator could be used in the classroom. This example of the calculator being used on the student’s mobile phone would be a good example of substitution in the SAMR model. Opposed to working out findings by pen and paper or using a traditional calculator. 

I believe now becoming aware of the SAMR model this will help myself and other students transitioning into teaching to be aware of technology substitution. This could be an easy habit or trend to become accustom to for teachers when not completely understanding ICT's and there desired purpose. As teachers we need to be aiming for the top two levels of modification and redefinition when applying ICT's in the classroom which will result in transition for students rather than just enhancement. Teachers need to be constantly questioning themselves are their lesson plans incorporating ICT's and achieving a level of transformation for students learning. 

With the case of this subject and creating a blog I believe this would fall under the category modification in the SAMR model. From my own experience at University a traditional subject would have had the students complete this part of the subject in an essay form rather than a blog.  The blog in sense is still having the student conduct the same process of an essay in regards to research, referencing and structure. However the process of the blog is giving me the student greater levels of freedom and feedback by being able to include media means like videos. It also encourages other forms of creativity by enabling students to create their own pieces of work with these other means. Along with the ability to read other students work I find, also widens my process of thought as I'm able to experience other student’s opinions and ideas. I'm also able to openly discuss this with other students in a comfortable supportive environment.

Video in Fig 3 is a short summary of the SAMR Model which was created by students. I found I related better with this explanation then the course video supplied. I believe as this video was created by students that also had recently acquired this information on the SAMR Model they were able to express this in a more meaningful manner which I was able to better relate too. 

Fig 3. Rich Colosi Media (2014, June 20).

The Value of Scaffolding

As part of this week’s blog task we were asked to include a reflection on the purpose and value of scaffolding. I’m still not completely familiar with the understanding around the terminology scaffolding and did not see any real substance explaining it in this week’s reading. I basically interpret it as the structure around the learning process to guide and help the student achieve the learning outcome. I watched the below video Fig 4 on YouTube which summarised scaffolding under four categories.

1.  Meta cognitive this allows the learner to review and access what they already understand.

2. Procedural which guides the learner.

3. Strategic this gives the learner alternatives to a specific task.

4. Conceptual guides the teacher in what to consider.

Stevan (2014).

 Fig 4. Stevan (2014).

The video also explained that scaffolds can be used to help guide or direct the learner to a solution if the learner finds themselves struggling to work through or complete the task Stevan (2014). With this in mind I have listed what I believe the scaffolding is for this particular course and which of the four areas they fall under;

•  Weekly Topics. Procedural.
•   Weekly readings. Procedural.
•  Weekly tasks. Procedural.
•  Discussion Boards. Strategic.
• Weekly blog. Strategic.
• Weekly Collaborative session. Conceptual. 

I’m interested if I’m on the right path here with regards to scaffolding and any discussion or critiquing will be greatly appreciated from my comrades.

Anyhow well that’s week two over and I hope you enjoyed my content and would greatly appreciate any feedback or discussion on anything I have raised here.

Week 2.
Posted: 20.03.15

References: 

Denhard, K., & Hokanson, B. (2015). Guides for menorising series. Retrieved from http://www.studygs.net/memory/memacrostic.html

Fisk, E., & Murphy, A. (2012, Feb 22). Teachers: Are you up to date?  A Gallery of Teacher ivideos. [Video file] Retrieved from https://www.youtube.com/watch?v=B-du0hKFv_0

Rich Colosi Media (2014, June 20). The SAMR Model Explained by Students. [Video file] Retrieved from https://www.youtube.com/watch?v=OBce25r8vto

Sowash, J. (2009). Google-Proof Questioning: A New Use for Bloom's Taxonomy [Image]. Retrieved from http://electriceducator.blogspot.ca/2009/11/google-proof-questioning-new-use-for.html

Stevan, W. (2014, Jan 30). Scaffolding in education [Video file]. Retrieved from

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

Young Writers UK. (n.d.). Welcome to Young Writers’ free Poetry Glossary.

Retrieved from https://www.youngwriters.co.uk/types-acrostic

Reflection, Week 1.

Hi All

First a little about myself I live on the beautiful Sunshine Coast Qld and are a passionate surfer and have been pretty much my entire life. I'm married to a great wife who has a great deal of patience especially when I feel the pressures of study and as we all know we can go a little crazy around the end of each study semester. I have two little rat bag daughters which keep me very busy but are a great deal of fun. I'm an Account Manager (Sales Rep) for a Steel distributor and basically have taken this course for a career change and to pursue teaching which I believe I have a passion for an is always an area I have wanted to pursue.

Well this is my first post as part of the course requirement for ICT's (Information Communication Technology)  For Learning Design which is for my CQ University post graduate course GDLT (Graduate Diploma Learning Teaching) Secondary. 

As part of my previous studies (Bachelor of Business Majoring in Business) I have created websites through the use of  HTML and CSS code but I never created a blog before. I'm very interested in following the blog process and discovering new areas about my studies and myself. I have noticed some comments regarding blogs helping you along this process.

jayfab04 (2014).

I have included an important thread or message I found coming through from all the lecturers after the recent Res School week in Rockhampton. 

Also after reviewing topic one's readings and videos for ICT's I will further elaborate on the areas I found interesting or important to furthering mine and others Teaching development. 

At the recent Res School at CQ's (Central Queensland's) Rockhampton Campus I found Ragnar Purje, 2014 lecture very interesting and once again the main theme coming from his lecture along with the other lecturer's was the interaction with students is crucial to students further development. His approach to explaining to students that they have the power over them selves, as ultimately they are responsible for their own decisions. I believe is very important and will certainly help me to engage with students once they understand this and know how to implement it.

Gaining a better understanding of ICT's and how they can be used in the classroom will certainly be an asset to any teachers repertoire of skills. This is further elaborated in Topic ones readings as Brain Imagery Probes the Idea of Diverse Intelligences by Grace Rubenstein, 2009 in the article she quotes how Shaywitz, 2014 "states personalising is a key to children's development and she encourages teachers to allow kids struggling to read for example to use other forms such as dictation or pictorial storyboards. She also urges educators to encourage and promote other skills as kids with reading disabilities will be strong in creative and visual areas". From this I gather that although all children will have strengths and weaknesses it will be a huge focus area for the teacher to tailor their approach on the students strengths whilst combining this with the students weaknesses subtly to further develop their areas for improvement. ICT's will certainly be a great tool that plays to a students other censors like visual and orally whilst the key will be linking the ICT back to a traditional or more practical task such as reading.

After viewing the film How The Brain Learns Best Edutopia Webinar (2010) I was not fully aware of the RAS (Reticular Activating System) Willis (2013) before and what an important part it played in a students awareness in the classroom and in life. Gaining this understanding on the RAS and how information is interpreted by the brain will be an area I will need to be conscious of when teaching in the classroom. Also with better understanding of the RAS I will be able to interpret and understand certain students reactions to tasks also to gain students attention and interest during activities. The film also reminded that I will need to be getting feedback from the students on their progression during classes regularly on activities. The example used of the whiteboard in the video is certainly a good way to receive feedback from students so you can again tailor your teaching methods to the individuals learning abilities. It also considered the hidden areas of the classroom like shyness, social status which always needs to be considered when trying to gain interaction from the students. I believe this method would make most students provide answers as it would help to alleviate the concerns students may have when being asked to provide answers.

On the subject of ICT's I thought I would include a picture of my five year old daughter Rubi who started Prep this year and she is using a website application called http://readingeggs.com.au/ which is combing a visual, audio ICT to help develop her readings skills.

Anyhow its Sunday afternoon and I'm off to enjoy a cold one with the neighbours.

If you find anything interesting in my blog please don't hesitate to make a comment or please email me at patrick.mcnally@cqumail.com

Week 1 
Posted; 08.03.2015.

References:

ABC. (2014) Reading Eggs. Retrieved from http://readingeggs.com.au/

Edutopia Webinar. (2010, May, 10). How the Brain Learns Best: Strategies to Make Learning Stick [Video file].Retrieved from https://www.youtube.com/watch?v=eMZnfFD1maU

Jayfab04. (Bloggist). (2014, Sept 25). Mass Comm Evolved: Mass Communication & its History, The Importance & History of Mass Communication [Picture], Retrieved from https://justinthomas94.wordpress.com/2014/09/25/the-importance-history-of-mass-communication/

Purje, R. (2014). Responsibility theory® (who's got the power?)® : an exciting new approach in personal and classroom behaviour management. [Nerang, Queensland] Purje Publications, 2014.

Rubenstein, G. (2009). Brain Imagery Probes the Idea of Diverse Intelligences. Retrieved from

http://www.stumbleupon.com/su/2tQutL/www.edutopia.org/multiple-intelligences-brain-research

Shaywitz, S.E. (2014). The Yale Centre for Dyslexia & Creativity.

Retrieved from http://dyslexia.yale.edu/About_ShaywitzBios.html

Willis, J. (2013). Better Teaching: Why You Bore Students & What You Can Do About It.Retreieved from http://www.teachthought.com/learning/better-teaching-why-you-bore-students-and-what-you-can-do-about-it/