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  1. burgoynem

    Learning Reflection

    by
    Participation


    If I recall correctly, the first couple of cycles in this course seemed to explore the definition of gamification, discuss the benefits of video game play, and introduce us to the world of affinity spaces. For me, these topics were new or a little over my head. Defining gamification seemed to get too far in the weeds and, despite the scholarship that went into those arguments, I still feel like the definition should be simple. As for video games, I’m not really a practitioner although I do agree with the learning application that accompanies video game play. And affinity spaces were a new concept – but not that new anymore.


    I can say, though, that I have enjoyed diving into the subsequent topics much more. I generally try to choose an article to critique based on the current cycle’s readings and the past few cycles have provided some very compelling topics. Particularly, I have enjoyed jumping into the game application in learning settings. I have often personally defined analysis as the breaking down of something into its smallest parts and asking questions. The topics, hypothesis discussions, and scholarly readings have opened my ideas to the intricacies designing educational game play. Not only are there different types of learners but there are different types of players, each with their own values and motivators.


    Preconceptions


    Interestingly enough, the most recent course activities changed my preconceptions about learning in the classroom versus learning through games. Some of the authors we’ve read really criticized the formal education system today as a means of strengthening their arguments for games and/in learning. At first I thought some of the criticism was a little harsh and, although I did love every minute of my schooling, I always sort of felt like it was a necessary format – and there was no getting around it. Now, I admit I was wrong. Teachers don’t have to lecture, they can guide. I know in my job I can recite the same trainings over and over again but the employee won’t truly understand until they connect the dots themselves. An example of this was the article by Darvasi. In his game for his class, students would come to him for guidance or advise on their experiments. When that happened he would guide them to the answer but the discovery belonged to the student. Teachers can be guides.


    Network


    Hypothesis continues to be a truly valuable tool for actively digesting readings and facilitating relevant peer discussion at the same time. The insights and comments that others share not only offers unique perspectives into the subject matter but they help define key terms and concepts. This is truly college reading at its best.


    Question


    Question: We have discussed how games can be games can be used for learning but can they be used for assessment?


    Answer: Yes! One may not realize but many games today already provide assessment of a learner through achievements or other metrics. Think about the last game app you played. In how many different ways did you score points? I recently read an article on regarding assessment through achievement by scholars from the University of Texas Dallas (find my scholarly critique here). Today’s multiple choice or True/False test don’t fully capture the aptitude of the learner. By modeling our assessments after game play achievements, we can start to explore compelling and engaging ways to assess the knowledge and skill of our learners.


    Curiosity



    I want to put my new found knowledge into practice and see how games and learning can be incorporated into corporate training. Let’s go!

  2. burgoynem

    Assessment Through Achievements

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    “Assessment through Achievement Systems: A Framework for Educational Design” is an article by Monica Evans, Erin Jennings, and Michael Andreen of the University of Texas at Dallas that explores the importance of achievement systems when designing educational games. I pondered on this concept during the last cycle when we read the articles by Darvasi, Kalir, and Saunders. In those pieces, the authors laid out a detailed description of elaborate and well designed, in-class games that they developed with their students. The learning activities within those games ranged from hands-on experiments to blog posts to even web design. What stood out to me was that in each component the letter grade wasn’t always the driving motivator. In fact, in the case of Darvasi, his game was a result of brainstorming session on how to engage seniors in their final semester when grades, at that point, were considered irrelevant. Evans, Jennings, and Andreen effectively analyze the long-standing practice of assessment in education within game play and share ideas of how present-day achievement systems in games can 1) improve assessment of students and 2) assess further areas such as creativity, curiosity, and problem-solving.


    When I started on this journey into the world of games and learning, I full imagined how games could be utilized to replace traditional learning activities. What I did not consider, was how the characteristics of game play could be used to replace or amend traditional assessment. The authors point out in their research that test-taking isn’t necessarily a true measure of aptitude or knowledge. When you think about it, it’s obvious! How many people do you know (perhaps yourself included) that are terrible test takers but are good at learning? Or vice versa – who do you know that is a good test taker and can figure out the multiple choice based on the wording of the question? And don’t forget about the timeless art of cramming the night before a test only to forget the material the next week!


    Achievements are essentially a tool within games that not only provide motivation for players, but can also assess the ability/knowledge of the player. The authors of this article point out digital game creators today are loading up with their games with additional achievements aside from the primary objective of the game because they are meeting demands of users. And as different personalities respond differently to various motivators, one can choose to ignore those achievements or strive for them. A prime example is mobile bubble pop game. There are tons of versions of this out on the market and one uses the bubbles to meet an objective. However, along the way, you can earn additional points or stars by how well you accomplish the objective.


    These tables below were provided in the article and highlight four primary factors of an intrinsically motivating activity (table 2). Table 3 shows which learning outcomes are best measured through specific achievements:


    Table 2. Comparison of motivating factors and achievement types

    MOTIVATING FACTOR

    ACHIEVEMENT TYPE

    Challenge

    Skill, completion, repetition

    Curiosity

    Luck, exploration

    Control

    Repetition, completion, exploration

    Fantasy

    Completion, exploration, collection


    Table 3. Comparison of learning outcomes and achievement types

    LEARNING OUTCOME

    ACHIEVEMENT TYPE

    Skill-based

    Skill, repetition

    Cognitive- declarative

    Skill, repetition, luck

    Cognitive - procedural

    Skill, repetition, completion

    Cognitive - strategic

    Skill, completion, exploration

    Affective

    Completion, exploration, collection



    These factors open up a whole new world of educational assessment by implementing game-based achievement models. Yet much is left to be explored in how we can implement these as a way to replace traditional testing and assessment methods.

  3. burgoynem

    The Art of Terraria

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    Meandering around through the Terraria Community Forums (TCF), I have found, generally, what one would expect to find in an online gaming forum: lots of posts on tips and tricks, version or update announcements, and other general orientation through th...
  4. burgoynem

    Scholarly Critique: What should educational psychologists know about online video gaming?

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    Video gaming gets a bad rap. I believe a lot of people feel as though it’s unproductive and waste of time. Those that play video games, especially online video games, are stereotyped as being geeks or brainiacs. I think most of this stems from the older generation of adults who grew up without video games and see them only as a luxury item or a toy of sorts. That is the main reason why the subject matter of games and learning is so interesting. Traditionally, students would rather be playing video games than doing homework and now there is scholarly research around using video games as a learning tool? Who’s idea do you think that was, the student’s or the parent’s?


    As we have studied games and learning throughout the semester and dissected a number of articles from various scholars, I cannot help but feel that this has been the elephant in the room, which perhaps as not really been addressed. Certainly, many of the authors have argued, in some cases rather defensively, for the use of gaming in education as well as a call for revamping the current education system. With these thoughts in mind, I decided to critique a short piece that discusses the psychology behind those that play video games. Specifically, our class’s online hypothesis discussion raised a question that I thought was interesting and, in which, I didn’t really have a good answer or opinion. In this day and age, video gaming is readily available to anyone who can access the internet. The truth is some of the stereotypes of video gamers are true (of course there must be a few instances for a stereotype to even be born) – there are some people who indulge in video gaming to the extent that it produces negative side effects, including addiction. The question I had, therefore, is that even though academia is finding positive utility for video games as a learning tool, when we implement them with our learners are we playing with fire?


    Mark Griffiths, with the International Gaming Research Unit at Nottingham Trent University, wrote the article titled, “Online video gaming: what should educational psychologists know?” that was published in the journal, Educational Psychology in Practice. Special thanks to Darren Blackman who pointed out the potential scholarly critique article from this cycle’s reading! This article provides an overview of the issues surrounding excessive video game play among young people. In this piece, Griffiths gives a clear and concise perspective on the differences in gaming and what the signs of addiction are. He also lists several benefits to video gaming and offers some advice to parents – who seem to contact him regularly regarding these issues.


    My biggest takeaway from the article is that, just because someone likes to play video games an excessive amount of time, it does not mean that that person suffers from an addiction. Really, we need to understand the psychology behind addictions before we endeavor to make any bold claims. What is interesting, though, is that some of the advice Griffiths offers are some of the very same characteristics that are beneficial to learning such as encouraging kids to play video games in groups of people instead of alone. This allows the youth learn virtual interpersonal skills and conduct collective problem solving activities.



    The article posits that any type of activity can lead to addiction. Some people play excessively simply because they can. That does not rule out the educational benefits that games can provide. Certainly prudence and moderation are important characteristics to maintain no matter what our undertaking.

  5. burgoynem

    Affinity Space Update: Life in Terraria

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    As a complete newcomer to Terraria, and to video-gaming in general, I give you some of my initial observations both playing the game and perusing the forums:Playing the gameWatch out for the green blobs! I think they call it slime but they move like bl...
  6. burgoynem

    Scholarly Critique: “Learningful work: Learning to work and learning to learn”

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    After reading Bavelier’s article, “Brain Plasticity Through the Life Span: Learning to Learn and Action Video Games,” in this past cycle’s reading lineup, I became intrigued on the concept of learning to learn. Bavelier sums up the main issue surrounding learning in his own words:


    “The ability of the human brain to learn is exceptional. Yet, learning is typically quite specific to the exact task used during training, a limiting factor for practical applications such as rehabilitation, workforce training, or education.”


    His words immediately caught my attention as someone who highly involved in workforce training in my profession. I see this all the time. I try to teach an employee a simple task to perform in the software yet whenever some unforeseen variable comes along they are immediately thrown off track – because that variable wasn’t in the original training. In fact, I’m ashamed to admit, I often tease that such employees have maxed out their intellectual hard drives and are unable to learn anything new. Thanks to Bavelier, my narrow-minded thinking has been put right in front of me. For this reason, I wanted to drill down on the concept of learning to learn and found, among many articles, a piece by Rob McCormack, Geri Pancini, and Dan Tout of Victoria University in Australia titled, “Learningful work: Learning to work and learning to learn”.   
                    

    In this article, the authors posit that the meaning of the term “learning” must undergo some fundamental transformations due emerging technologies, organizational structures, and new demands on skills and knowledge. They call this becoming liquid or adaptable. The study focuses on learning in the workplace. However, instead of education preparing one for work, they focus on how the work-place becomes a place for education or learning to learn.


    Although these authors examine the workplace, I believe this study mirrors the world of games and learning. I personally believe that games and play are a simulation of real life. We, as students, can study theoretical knowledge on a given topic but there is nothing experiencing the real thing. Learning on the job can be very similar to jumping into a game. In fact, the game I wrote about for my play journal this week did exactly that – I was plunged into action with little to know explanation or orientation.


    It is true, in the workplace, we often train people to perform specific tasks. This could be similar to teaching someone a specific position on a football team. If something occurs outside of that position or outside of that job position, we often hear the phrase “that’s not my job”. Learning to learn or, as the article states, doing learningful work can help a person to expand their role, strategize, or master new concepts.



    Social dimensions can also impact learning. In the study done by Victoria University, students were placed as rovers in campus libraries to assist students. The idea was that people would feel more comfortable reaching out to a peer rather than to staff. Within gaming, there also appears to be a horizontal social component where people are aided by those closely associated. I see this at work as well. New employees often feel more comfortable asking peers for help rather than authorities for fear of asking a “stupid” question.

  7. burgoynem

    Play Journal: Family Farm Seaside

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    I just got back yesterday from a two-week business trip so I apologize for posting this journal entry so late in the cycle. I anticipated having some down time at the hotel in the evenings but that quickly evaporated into late dinners and meetings…bleh! All this was due to a fairly recent company merger. Anyway, although play is usually the desire of my heart, it hasn’t been on my mind much. So as I was sitting in the San Jose airport this afternoon with a couple hours to kill, I decided to scroll through the ol’ Google Play Store and see what app I could jump into. And wouldn’t you know, right there advertised on the main page is Family Farm Seaside.




    This game caught my attention not because I’m interested in it but rather the opposite – I’m not interested in it. Yet I see this game advertised ALL THE TIME. And every time I do see an ad for it I ask myself, “Why?......Is this supposed to be fun?” So, this time around I decided to turn my disdain into curiosity and decided to download the app.

    Family Farm Seaside is exactly that – a family farm…by the seaside. The player has a landscape view of a farm with various activities: grow flowers, harvest fruit trees, milk the cow, make cheese, collect honey, make jam – all within a specified area which area looks to have the potential to grow. There are also some unfinished tasks (such as building a dock or opening a fruit stand) that are available after unlocking later levels. Completing tasks accrues coins or other rewards which are then used to acquire more land or farm resources.


    I naturally wanted to approach this game from a learning perspective and pay particular attention 1) how did the app teach me, a first-timer, how to play and 2) How can this game be used as a learning tool?


    Once the game loaded, I was immediately plunged into a pre-set farm with tasks already laid out for me. An instructional finger appears to orient me on how to complete tasks – which I do to move on to the next thing. I became immediately frustrated because that is not how I want to learn a game. I want an overview and an objective BEFORE I dive into specific actions. So far, I cannot seem to find a goal or objective at all. There is a path for progress but to what end? Is the point to just build a farm, make money, and keep growing the farm? The only thing I know is the process for growing the farm.

    The main thing that has been on mind going into this game is the recent reading by Bavelier and the focus on “learning to learn”. Many times, in my career, I have seen employees learn a task only to be thrown off completely by a new variable. Without a clear objective to Family Farm, I fail to see how intuitive learning can take place.



    Then…I handed my phone to my five-year-old. He immediately took over and didn’t ask a single question. He simply started pushing buttons and figuring things out on his level. He wasn’t worried about an objective, he simply played. Perhaps there needs to be less focus on crossing the finish line and more emphasis on the race.

  8. burgoynem

    Scholarly Critique: Abstraction Through Game Play

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    “Abstraction Through Game Play” by Antri Avraamidou, John Monaghan, and Aisha Walker examines the results of a real-world experiment in game play involving an 11-year-old boy from Cypress and the popular game, Sims 2. I sought out this type of example in light of the current affinity project our class is undertaking where do a deep dive into an active affinity space. Plus, with all of the literature we have been consuming around games and learning, I hoped to find some kind of real life case study or example to illustrate these concepts. Young 11-year-old Costas did just that!

    As a brief overview, the experiment was designed to create a non-classroom, natural learning environment for the boy with as few restraints as possible. To implement the design, the video was accessed online in the boy’s bedroom and mediator was on-hand to guide the sessions. Costas qualified for the study in that he 1) had prior video game play experience, 2) had the ability to read and understand English, and 3) was perceived to be willing to express himself throughout the study. Costas played the game for a total of three hours over four different periods and was ultimately tasked with building two houses in the sandbox-style game. This was as close as the researchers could get to simply observing a child at play.


    The data and analysis of the study provided ample evidence to support the authors’ focus: abstraction can be accomplished through game play. In this case, Costas primarily constructed a mathematical abstraction in order to build his houses, especially the second house which required construction under greater restraints (budget, space, resources, etc.). From the outset, Costas was adamant about maintaining symmetry in house while still trying to implement his desired features (like a swimming pool in the middle of the house). To do so, Costas continually ran into “problems” which he needed to use math to solve. As the authors point out, in this case, the artefact mediated the mathematical learning that was accomplished through game play.




    The evidence provided by the case study is very compelling and the authors adequately proved their hypothesis. In the end of the article the authors note that the mathematical abstraction constructed by Costas was not scholastic or “privileged” mathematics as what is taught in a curriculum. Costas’ use of math was based on objects and shapes – as you can see the grid system laid out in the illustration. There weren’t any numbers present. This brings to the forefront some questions. In grade school we learn mathematical concepts in the classroom and then try to exercise those concepts through simulations (word problems). In this case study, I believe the reverse was enacted. Costas was initially tasked with a blind simulation (I say blind because he was not specifically told to learn something) and then subconsciously used math to accomplish it. Instead of a teacher as a mediator, the game/artefact was the mediator. One could say that comparing the knowledge in each area is practical versus conceptual. The question I have is would one benefit from the other? Which is a better format? If Costas were given numerical constraints such as building a specific sized house with particular dimensions and features, would he be able to learn the same scholastic mathematics that are taught in the classroom?



    Articles like these, in my mind, prove that games facilitate or mediate learning. I think the next question might be to ask – what can we learn through games?

  9. burgoynem

    Learning Reflection

    by
    Participation


    My understanding of games coming into this course, I admit, was very basic. I’m a big fan of games and play. I love challenges, puzzles, and being competitive. So when I think of games and learning as a topic of study, I simply think of the games I like to play in my personal life or I think of the games I played in the classroom. Thanks to scholarly analysis, my eyes have certainly been opened to the depth on the subject.


    I think the biggest contributions to better understanding the relationship between games and learning have come studying the course readings, reading and commenting on other students’ play journals, and interacting via hypothesis annotation. My personal definition of analysis is breaking something down into its simplest pieces and then asking questions. The readings, thus far, have done exactly that. By breaking down the ecology of games, affinity spaces, and situational learning, the authors provide a different perspective on games and learning and give the subject greater dimension. Games are not just a tool FOR learning, but they actually represent a model of learning that drastically departs from traditional classroom education. This understanding shines greater light in utilizing or designing games as a way of instructing or allowing people to instruct themselves.



    In addition, participating in writing and reviewing play journals showcases an important component of instructional: getting to know your learners. These journals are a great insight into how people play or react to play. And so far, the biggest takeaway from this activity is the insight that 1) not everyone plays the same way and, therefore, 2) there is more than one way to play a game.


    Preconceptions


    Everyone loves games. Who wouldn’t want to use game play to learn or as a teaching tool? Oh, and message boards are for geeks…


    These are some of the preconceptions that I had coming into the course and the more I learn the more those preconceptions are turning into misconceptions. And misconceptions are almost always due to a lack of information. I am quickly learning that games and learning is like the universe – it is continually expanding. And despite its vastness game play is not one size fits all. People engage in play or define fun in different ways.


    The Network


    When it comes to social media, I sheepishly admit this is an area where I struggle to find a foothold. I do see the value in networking online as well as the value of gleaning useful information. The problem I have, though, is I feel like social media is a breeding ground for people who are starved for attention – and sharing my thoughts to the internet is not really my cup of tea. Although my twitter feed contains several useful and insightful posts, those nuggets are mixed with political rantings and other trivialities. I’m not at all sticking my nose up at social media, I’m really trying to say that I need to change my attitude when it comes to this form of collaboration.


    I do want to say, though, that the Hypothesis annotations have been a learning delight. What a brilliant idea! There is no better way to discuss a reading than in the reading itself. The annotations have not only spurred hearty discussion among fellow classmates, they have also been extremely helpful in clarifying, and in some cases, deciphering the author’s texts. Such a practice allows for greater understanding and comprehension – at least on my part.


    Question


    If, as before mentioned, one size does not fit all, how can we successfully design game play that will engage a group of students, co-workers, etc.?


    Although the answer is not yet completely known, the key is in the design. Much like instructional design models, it begins with analysis. This is important because it should preclude a designer in thinking narrowly about games and fun. More answer to come..


    Curiosities


    My biggest curiosity relates to my previous question – how can we design game play either as a learning environment or learning tool to engage a particular group.

    As for affinity spaces, I’m curious, as I explore the Terraria affinity space, as to how this type of environment truly lends to learning – much like the texts suggest.

  10. burgoynem

    Scholarly Critique: Games as an Interactive Classroom Technique: Perceptions of Corporate Trainers, College Instructors and Students

    by
    I work in sales operations for a large security company. Sales operations is a lot like being a stage manager and the sales reps like the actors. However, in addition to a number of other responsibilities, I take an active role in training those sales reps in how to perform certain aspects of their job (I don’t think stage managers train the actors…). Sales reps can sometimes have personalities that make them difficult to train – big egos, low attention spans, complacency, etc. Therefore, with each new topic in this eLearning curriculum, I look for ways to more effectively engage and train.


    I came across the article, “Games as an Interactive Classroom Technique: Perceptions of Corporate Trainers, College Instructors and Students”, in a search for games in corporate training. Although the article was published almost ten years ago, I found the authors’ study of interactive classroom teaching techniques between college faculty members and corporate trainers to be compelling. Their study consisted of two parts. The first part consisted of a survey among college faculty and corporate trainers to determine their classroom techniques and influences on teaching styles. Kumar and Lightner clearly place a focus on active learning versus passive learning approaches such as lectures or online learning. Their research indicates that interactive learning positively affects students, specifically adult learners, in memory, performance, social collaboration, and transfer of learning. They argue that games and simulations provide the perfect framework for active learning in the classroom. The second part of the study, five college faculty members volunteered to help develop new games that would replace lectures. After conducting the new game in the classroom, the five college instructors assessed the student learning and were interviewed on their experiences. In the first survey, data shows that corporate trainers utilized significantly more active learning strategies than college instructors. In the second part of the study, the five college instructors found increased student engagement and interaction through the use of the interactive game.


    Kumar and Lightner’s findings are exactly what I would have assumed they would be - colleges focus more on lectures and corporate training uses more activities. The data adequately supports the notion that games can have a positive effect on learning, especially within the adult classroom. What the study did uncover are relevant questions around the social dimensions of using game play in adult learning. The college instructors felt in the second part of the study admitted to feelings of reluctance toward the use of games as well as some feelings of inadequacy in dealing with the formats. And, despite overall positive feedback, some students expressed that games in the classroom seemed childish or beneath them. Collective learning through interactive games does require engagement and “buy-in” among participants which may require breaking down social barriers or preconceived notions.



    The study also brought to light several other questions relating to game play that, I believe, are launching points for further research. Foremost, the comments from instructors and students in the survey indicate that the actual design and implementation of the games influenced how they were perceived by students. This takes into consideration the delivery of such activities and how they can be most effective. In my opinion, I think many would agree that games are valuable teaching tools. The focus, therefore, needs to shift from the “why” to the “how”. My sales reps may be difficult to teach but one thing I do know is they love to play!

  11. burgoynem

    Play Journal #1: Seven Wonders

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    I am not really big into video games so for my first play journal I thought it best to cover what I do enjoy: board games (I’m sure I’ll delve into some video games in later journal entries). My siblings and I loved playing board games growing up. It helped that we’re all close in age so our ability levels were fairly comparable (except no one can beat my brother at Clue…not sure why). To this day, when we get together we enjoy gathering around the kitchen table with our favorite junk food and breaking out a game or two. For us, it’s more than just a game – it’s also a social component, which is a major component in playing board games. Amidst the strategy and decision-making, it’s fun to chat, laugh, and enjoy the company.


    For Christmas, my wife got me a new strategic board game, Seven Wonders, which I had played only once or twice before. Seven Wonders is a card-based game with the theme being, you guessed it, the seven ancient wonders of the world. The object of the game is to get the most “victory” points, which one can accrue in seven different categories (the number seven is an important aspect). Here’s how the game goes:


    Three to seven players are each dealt seven cards. Each player reviews their seven cards, selects one to acquire, and then passes the remaining cards to the left. Each card has a cost, either money or resources, which each player has been allotted. Once the cards are passed and the process is repeated until all the cards are used up. This is the phase one. Phases two and three are the same. At the end of the third phase, all the points are added up and the player with the most points wins. Each of the cards in one’s hand, at any given time, represent a way in which points can be accrued. Ultimately, there are seven different categories in which players can accrue points.

    Seven Wonders is all about managing resources and creating a strategy for accruing points. Even though there are seven categories for gaining points, as you can imagine, it is virtually impossible to get the most points in every single category.




    I really enjoy this game. I think what makes it compelling are the constraints. There are hundreds of strategy board games out there and all them have similar components: cards, points, money, etc. It’s the rules of the game and deciding how to be successful within those rules that provides a fun challenge. In addition, not only is one impacted by their own decision, they are impacted by the decisions of others. To win the game, players need to be aware of the situation of others (all accrued points are viewable by everyone), manage resources, and strategize on the fly. The design and flow of the game are intricate, well thought out, and very efficient. And depending on how many players are involved, the game should last no longer than 30 to 45 minutes. There is a certain level of unknown in that the winner is truly decided once the score is tallied.



    I believe all board games provide learning experiences because they are life simulations. Especially in strategic board games, the scenarios encountered require critical thinking. All of these skills benefit players in real life. I believe most people agree on this point. I believe the real question of value is how we can take a game/concept, like Seven Wonders, and use it to accomplish a learning objective. An interesting byproduct of this game, is the fact that I now, for the first time, can name all the seven wonders of the world!

  12. burgoynem

    Learning is fun, right?

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    Games and Learning marks my tenth and final class in my online graduate program and it's one I've had my eye on. I was sold on the title, really. I love games, puzzles, challenges, and competition and I absolutely believe that games are a part of learn...
  13. burgoynem

    INTE 5340 Learning with Digital Stories: Final Reflection

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    Life and Learning through Digital Stories


    After seven intense weeks in an online, social media whirlwind Professor Remi Holden’s INTE 5340 Learning with Digital Stories class at the University of Colorado Denver is coming to a close. But before I can take a much needed breather, it’s time to reflect on my experiences throughout the course. To finish, I am including one last response to accompany my final portfolio. I will discuss the following topics:


    ·         My understanding of new literacies, social practice, and digital storytelling


    ·         My experience with digital storytelling and DS106


    ·         Applying my learning to corporate eLearning


    Understanding new literacies, social practice, and digital storytelling


    I started this class with a feeling of frustration. Right out of the gate, I had a week to complete half a dozen assignments and read a textbook chapter on some abstract concepts related to redefining the word literacy. I admit my initial impression was not a good one. The assignments felt like trivial busy work and the text seemed irrelevant to eLearning in general. In addition, everything we did needed to be published and shared via social media which is still a little outside of my comfort zone.  I had experience utilizing Facebook, LinkedIn, and some blogs but I’m more of the passive observer rather than active participant. Having everything accelerated into an eight week period didn’t help my attitude either, especially with the busy work and home schedules I had to manage at the same time. What I did not realize at the beginning was that the class and its underlying principles would come full circle by the end of the course.


    I know now that the key to this course was changing the mindset and the way we think about learning. Redefining literacy was a big part of that and a necessary first step. It’s important to know that literacy extends beyond just the ability to read and write. It encompasses different mediums including various technologies and forms of social media, which were highlighted in this course. Once that definition is understood, we can then see how various groups or individuals exercise those literacies in everyday life. I think this is a major component of social theory. And within social theory we can examine two things: 1) how social learning takes place and 2) how social learning is put into practice.


    The most interesting concept, for me though, was learning about the paradigm shift from pushing curriculum onto students to having students pull information based on their own desired learning trajectories. I believe this shift is a long time in the making but today’s new technological literacies have accelerated the shift. The web makes it possible for people to have information at their fingertips and learn what they want to learn. And now with Web 2.0 and the ability to collaborate across the internet, the student has the ability to become the teacher. Therefore, within this learning ecosystem, I can get some ideas of how to implement social learning practices into my professional learning career.


    As for digital storytelling? That’s the fun byproduct of new literacies.


    Digital Storytelling and DS106


    In my opinion, nothing exemplifies new literacies more than DS106. I think the site and the movement altogether is incredible. I was immediately interested. I love creative projects and the fact that the site is sustained through the contributions of others. What made me uncomfortable was the social media aspect – which I mentioned earlier. Many of the assignments require sharing either on Twitter, Instagram, or other social media sites. Again, I’m more of a passive observer on social media than an active participator.


    The number of assignments to complete each week was a little overwhelming. But for the DS106 assignments, I found the variety to be very intriguing. The daily creates and assignment bank projects included a vast number of different mediums illustrating the breadth of new literacies within technology. This helped me realize a number of things. First, there are quite a few online tools available and I have very little experience with any of them. It amazes me that, today, the average internet user has the ability to do web design, audio, video, and a number of other capabilities. For one assignment I needed to create my own maze but after a simple google search I quickly found a number of online tools that made the task fairly easy. Second, I found myself gravitating toward certain mediums. Audio, video, and photography are not really my thing. I would much rather do design, web, and writing assignments and generally sought those out for weekly projects. What ultimately made these assignments intriguing was the framework in which they were presented. I believe it was the text that mentioned that creativity requires restraints – you can’t just tell someone to go into a room and “be creative”. The framework starts the thought process but the ambiguity (a common attribute throughout the course) enabled the creativity.


    When it came to critiquing digital stories, it was interesting to note that stories are everywhere. At first, I thought that digital storytelling would naturally come in the form of a video, such as a montage, documentary, or trailer. In reality, a story can be told in many different forms. When it came to finding digital stories to critique within our focal themes, I found myself going to elearningindustry.com quite often and found a number of great resources mixed in and around the publications. I think it was altogether a worthwhile practice. Anytime you can break something down into its smallest parts and take a critical view, a world of insight is opened up.


    Apply my learning to corporate eLearning


    Corporate eLearning has been a common theme for me throughout my masters studies. I considered choosing a different area of focus for digital storytelling but ultimately I wanted all of my efforts in school to contribute to my professional pursuits. So I again chose corporate eLearning. I am currently loosely affiliated with our enablement/training team at work and am looking for a full time position. I’m definitely glad I kept the theme for this course.


    I’m excited to apply the learning from this class to my professional life. The biggest take-away is new perspective on eLearning. I originally though eLearning was solely comprised of self-paced learning modules and online courses. But that is just one component. Understanding the paradigm shift from push to pull has opened my eyes and given me a number of ideas of how to create an ecosystem at work where employees can pull the information needed to perform their work. It has also helped me realize that a “pull” environment is already in place but the lack of information and access has made the learning experience inefficient and cumbersome. Social learning is already taking place to some degree as employees often rely on tribal knowledge to get ramped up. And, those that work within the sales department at my company are those that benefit most from pull-based learning.


    There is a major opportunity that I see and the potential to maximize learning or “enablement” as we call it is great. I believe it starts with understanding the current social learning practices and expounding upon them to make a greater learning experience.

     
  14. burgoynem

    DS106 Assignment Bank: Way Back Time Machine

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    I found an interesting web assignment in the DS106 Assignment Bank for this week's assignment. There is a website called the Internet Archive Way Back Machine which keeps an archive of websites over time. It's really interesting. Go to the website and enter the url of a favorite website. You can see snapshots of the site from previous years and, therefore, see the evolution of the site over time. This DS106 assignment is exactly that.

    My first thought was to look up my company's website to see the changes over time. But in keeping with my focal theme of corporate eLearning, I decided to look at a website that I've been visiting quite often since beginning my graduate education: www.elearningindustry.com. Here are some snapshots:

    June 2012

    January 2013
    July 2013
    
     December 2013
    June 2014
    December 2014
    
    July 2015
     
    The website, elearningindustry.com, started out as a blog in 2012. It's only 3 years old which is a bit of shortened timeframe. I'm sure if we were to look up some other companies that have been around a lot longer the contrast would be much more stark. However, what this does show me is how much the elearning industry (and this website being a representation of the industry) has evolved.
     
    Content is not the only thing that changes. A website is not only a repository of information, it is also a map. Over time, the user experience will change in order to better orient the visitors to the information that is most applicable. As a blog, elearningindustry.com transformed from having a simple blog-like appearance to being more of a library of resources, of which blog posts are a major category.
     
    One other factor that has changed over time is the inclusion of social media icons on the main page. As you can see, those did not appear until 2014. That gives us a clue of the industry is adapting to the demands of social media and creating a greater platform for collaboration. In 2012, which was only 3 years ago, I could submit a blog post.. Today, I can do that and so much more. I not only get to learn from the industry, I can also participate in it.
     
    I now not only wonder what this website will look like 3 years from now, I wonder what the elearning industry will look like.

     
  15. burgoynem

    Reading Response: New Literacies Chapter 8 – Social Learning in Formal Education

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    The final chapter of New Literacies, by Lankshear and Knobel, beautifully ties together the discussions around social learning and practice with the examination of two very interesting case studies in learning – one with adult learners and the other with grade school students. As one trying to enter a brand new field (eLearning) I find these studies eye-opening and inspiring. I credit the authors for the way they organized the content of the book with principles building on each other. I admit, in the beginning chapters on “new literacies” and how they’ve become defined, I asked myself, “Who cares?” I now see how important it is to understanding literacies, especially in today’s learning culture. It’s through these literacies that the paradigm shift in formal education can take place. These empirical examples in the text illustrate this.


    Within this last chapter I found a few sentences from the authors that I feel highlights the message of this book:


    The ideal for all learning at every point in time - and which is especially significant when thinking about learning within formal education institutions - is that it be efficacious. For learning to be efficacious, 'what a child or adult does now [wherever they are along their trajectory] must be connected in meaningful and motivating ways with "mature" [insider] versions of related social practices'. (2011, p. 252)


    The words meaningful and motivating were written throughout the description of the second learning study as attributes that aided the students throughout their experience with such a new learning platform. What’s interesting is how the platform incorporated games as part of that experience. I’m sure some old school thinkers believe games to be trivial and distraction. But games absolutely can bring meaning and motivation – so why not make it a tool for learning?


    The main question that came to mind from this week’s reading was how I can establish a collaborative learning platform where I work today. I’ve mentioned this in previous posts but I work for a large technology security company - tied to the sales department. Our onboarding and training for newly hired sales reps is atrocious. Learning modules are boring and outdated, information is scattered everywhere, and there is no sign of an onboarding plan anywhere. However, because of a lack of “push”, new hires today are already relying on social collaboration and what resources they can find online. The problem they face is the immediate expectation to hit sales quotas regardless of product knowledge or other process aptitude.


    This situation is a perfect example of “tribal learning” which is really a form of social learning. It makes me believe that not only is the shift to pulling a necessity, it is also a preference – especially when it comes to corporate learning. The personalities of those working within a sales organization are more adept to pulling information in order to meet their personal desires and motivations. Sitting through a day-long training or logging time in a classroom does not appeal to them (or their attention spans), in my opinion.


    There is a great opportunity within workplace learning to create a platform where information can be pulled and shared through collaboration and gaming. Yet where there is pulling and trajectory, there needs to be guidance. I believe eLearning is the solution to providing that guidance and making corporate learning, as the authors put it, more efficacious.

  16. burgoynem

    The Daily Create: Shadow Caster

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    Here is The Daily Create from a few days ago: casting a shadow. My brothers and I, growing up, used to try and do shadow puppets at night once the lights were turned out. This one was one of my best ones. Does it look like a dog?
  17. burgoynem

    DS106 Assignment Bank: Maze Infographic

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    For this week's interest-driven assignment bank, I wanted to find an assignment where I could create an infographic to illustrate corporate eLearning. I came across this assignment to create a maze and thought twice about it. Then I likened it to my own corporate situation and this is what I came up with:

     
     
    I mentioned in previous blogs about the inadequacies surrounding my own company's training program. Essentially, newly hired sales reps are thrown in the deep and....like a maze...are expected to find their own way, often times through trial and error. I thought a maze would be a good representation.
     
    Allowing students to learn on their own isn't necessarily a bad thing. A lot of the personality types that become sales reps are actually kinetic learners. However, going to one extreme can be ineffective. In today's paradigm shift to "pulling" information, enabling reps with eLearning can be the necessary guidance to get them through...well... the maze.
  18. burgoynem

    Digital Critique: Scrolling Mashup

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    Throughout my degree I have spent a lot of time surfing elearningindustry.com. This site, which contains a wealth of content from industry professionals, posts a number of articles relating to various topics in eLearning. I found a recen...
  19. burgoynem

    Reading Response: Lankshear and Knoble Chapter 7 – Social Learning

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    I really enjoyed reading this chapter of New Literacies this week because the authors hit on a number of themes that really hit home with me and my motivation for studying instructional technology. I will start my response by sharing a personal story.



    When I started college, I attended the freshman orientation which took place the weekend prior to the first week of classes. At one point during the orientation, a student could attend a speech by of the professors of the program they wanted to major in (science majors attended a science lecture, engineer majors attended an engineering lecture, etc.). For those that did not yet know what they wanted to study (this was me), they could hear a lecture from one of the student development professors.


    So I attended the lecture, and the professor speaking made sure to make the point that it often did not matter what one studied in college because one could find a job doing anything. For example, English majors have become lawyers, Humanities majors have become HR representatives, math majors have become doctors, and so on. I know the professor was trying to emphasize to his audience that they should study what they love - which I think is a justified message. The thing that has bugged me since about that speech is that no one ever said HOW the humanities major became an HR representative. Becoming an HR representative still requires learning so where did that learning take place?


    Throughout this chapter, Lankshear and Knoble often referred to works published by Brown and Adler. One thing they shared from the book “Minds on fire: Open education, the long tail and learning 2.0” was that populations in the future “will increasingly depend on the availability of robust local ecosystems of resources that support innovation and productiveness “(2008: 17). I believe this is the answer to the question posed above. The paradigm shift from “pushing” education onto students to having them “pull” information based on their passions or needs is already in full swing.


    Lankshear and Knoble note that societies have historically depended on formal education to support such learning but that option seems to be running out of time (2011: 215). The authors note that the type of learning needed for future sustainability and viability cannot be obtained through traditional teaching methods of pre-set courses and curriculum. In higher education, decontextualized and abstract content absorption have proven to be ineffective means of innovation and productivity (2011:215).


    This appears to be a pretty hard knock on formal education. There still is value in theoretical and abstract content because it enables student to exercise their mind and develop critical and analytical thinking. However, as for innovation and productivity, such a method of learning does us no good. I go back to the example of the Humanities major turned HR representative. This example happens to be my wife’s own story. She studied something she loved which was Humanities. Upon graduation she found a job as an executive assistant for a financial planner. The position did not require any knowledge of finance just the ability to perform administrative duties. After gaining experience performing those duties for a year or so, my wife sought out another job as an executive assistant for another company. Her experience as an executive assistant qualified her for the job – not her knowledge of classical literature and art. Yet this time, she was the assistant to a vice president of human resources. Now exposed, indirectly, to a new competency which she personally found interesting, my wife began gleaning knowledge from co-workers over time. This enable her to seek out a position and obtain a position as an HR representative and begin her career in that field. Did it matter that she studied Humanities in college? No.  But it did matter that she obtain some learning which she “pulled” from her social network.


    Such a practice takes place all the time. What we need to do is utilize the technological literacies which we have to magnify social learning. We can create the resources and give people access. In a way, it’s offering on-the-job training without having the job.


    I personally find this subject matter exciting and relevant in my work life. Formal education can still expand our minds and teach us how to think but social learning through organized platforms can enable us to glean the knowledge that we need and/or want.


     




  20. burgoynem

    Digital Story Critique: Photoshopping at elearningindustry.com

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    For this week's digital story critique I have selected two images from articles on www.elearningindustry.com

    Beneath each picture I will list the title of the article along with the abstract:

    From elearningindustry.com:

    How to Use The 5 "Moments of Need" Model In Corporate eLearning

    In this article, I'll share how you can use the 5 “moments of need” to your advantage when designing eLearning courses and training events. Capitalizing on these “moments of need” when designing and developing your eLearning courses will help you to create deliverables that improve knowledge absorption and retention, which is the ultimate goal of any learning experience.

    From elearningindustry.com:

    Augmented Learning 102: Voice Activated eLearning - Listen Up!

    You’ve probably heard that the only silly question is the one that you didn’t ask. Well, technology has now taken that saying one step further. Voice recognition allows us to talk to, rather than through, our mobile devices. One of the best things about our mobile devices... they don’t judge. No question is too silly.

    The elearningindustry.com website is an online community of eLearning professionals which includes articles, research, resources, software, collaboration, and other useful tools related to eLearning. Professionals can post articles to the website for publication. Each article comes with a visual (which follows the title and abstract) that helps portray the message of the article. I've chosen two photoshopped images that I will evaluate based on the following dimensions:

    - Knowing how to import an image into an image editor 
    - Understanding how perspective, shadows and shading etc. work
    - Understanding how to create a recognizably meaningful juxtaposition of images


    Knowing how to import an image into an image editor 

    This is a fairly simple dimension but its important to point at that both images (for the purposes of this critique I will call them the stairs image and desert image) show real people. Placing real people in a photoshopped image helps the viewer create a somewhat personal connection. "If there are real people doing that then it must be possible for me to do it". I think it was important for the author or editor to specifically use live images in order to drive the reader to internalizing the message of the article. Therefore, to use real people, importing images into Photoshop or any other photo editor is a key function. In the case of these two pictures where the people are placed against a different background, it is also important to be able to crop and alter those images to make them look like they belong in the new background.

    The editor here does a good job of accomplishing this. At first glance, it appears the images are part of one snapshot.

    Understanding how perspective, shadows and shading etc. work
     
    Perspective, shadows, and shading are important attributes to photoshopping in order to create a believable remix. This is actually how I know that the images were done with a photo editor. In the "stairs" image notice where the shadows are and then look at the man on the middle set of stairs.....no shadow. Likewise, the female in the "desert" picture is also missing a shadow where the others have them. The presence of shadowing on the correct perspective line help the image be believable. I really had to look closely at the "desert" picture to make sure it was edited. I was ultimately able to find small clues (such as the lack of a shadow and the feet of the man on the right) but at first gland it appeared to be a snapshot.

    Realistic images are important because it draws the view into the picture. Upon looking at both of these images, I was immediately engaged and found my eyes wanting to explore the image further. Exploring the image further turned into telling a story in my mind.

    Understanding how to create a recognizably meaningful juxtaposition of images

    Yes, I did have to go to dictionary.com to look up the word "juxtaposition". But now that I know what it means, I can see the relevance and importance of this dimension to photoshopping. This is the component that is not immediately noticeable but is what makes the image appealing to the eye. Notice the balance of the people in each of the images. For the "stairs" image, each man is spaced apart equally creating a balance to the picture. However, the man at the top of the latter is all the way to the right. For most languages, reading takes place from left to right. This translates into visuals as well. By seeing the first two men with bigger stairs come to an obstacle, we understand more of the meaning of the third man and how he overcame the obstacle. We, as viewers, then once again tell our own story of how and why this image came to be.


    The pictures are great examples of photoshopping especially within the context of digital storytelling. Picture books help children keep attention by providing some visuals to guide them during the story. These pictures follow the same principles. They are an invitation to read the article and understand the message the author is trying to convey. I feel these images appropriately represent the articles. A few photoshop touch-ups could be made to suspend disbelief completely but they certainly serve their purpose.
  21. burgoynem

    Reading Response: New Literacies Chapter 5: Blogs and Wikis

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    To begin my review of chapter 5 from Lankshear and Knobel’s New Literacies: Blogs and Wikis, I first wanted to share the answer to a question that I’ve had for a long time – where did the word blog come from?


    Here is the brief history from Wikipedia (appropriate for this chapter):
     

     

    Some of you may have already known that tidbit. The origin of the name isn’t as exciting as I had thought it would be. I assumed it was perhaps a made-up term but I guess having weblog as the origin makes sense.


    I remember the first time hearing the term blog. It was during my undergrad in the early 2000’s when a friend of mine sent me a link to her daily blog. As an english major and with a love for writing, keeping a blog was something she enjoyed doing and looked forward to each day. I understood it to be an online journal that anyone could see. But it was more than that. In addition to keeping somewhat of a diary, my friend also provided commentary on various topics. I didn’t get it. The journal writing aspect I understood but just writing sort of a personal op-ed for the whole world to see? I thought maybe it was just a way to get attention.


    Fast forward ten years and blogging is not only a common term but a social norm as well. It certainly belongs in the discussion for new literacies because it exemplifies the desire of people to express themselves, communicate, and interact. I agree with Lankshear and Knobel that blogging is both a medium and a practice much like paint. Paint is a medium used for accomplishing a number of different tasks from making art to covering a drywall. The practice of painting can also take different forms with different objectives. Therefore, blogging also acts as both a medium and a practice…a thing and an action.


    One thing the authors point out, in both chapters 5 and 6, is that many people look to social networks for knowledge flows – ways to continually acquire knowledge in certain areas of interest. We know that some blogs and wikis also serve to provide knowledge flows today. The question I find curious is how and why do people trust the information provided by the masses?


    I look at the case of commercial enterprise. The last few companies I have worked for have utilized blogging as part of their marketing strategy. At one company I worked for, anyone was allowed to submit a blog post for the corporate blog – which I happened to do on a couple occasions. I didn’t understand then and I’m not sure I understand now the value of such a blog to a reader. Is it to get a human component behind the flashiness of marketing?


    I know in our sales organization (in the technology industry) a common strategy is to not just sell products to a customer but be a trusted advisor to the customer. I’m sure that publishing corporate blogs, with contributions from industry experts, is way to gain that trusted advisor status. Blogs provide a regular feed of industry and technological commentary but is the information presented trustworthy? Afterall, the company is trying to sell products.


    I guess what I’m trying to get at is – as society shifts to blogs and even wikis for knowledge are we in danger of ingesting bad information? How do we know who to trust?

  22. burgoynem

    New Literacies Reading Response: Digital Remixing

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    Chapter 4: Lankshear and Knobel - Digital Remixing


    Anime Music Videos?!! Who are you and where are you taking me???


    I had no idea, prior to now, that AMV even existed. I suppose I shouldn’t be surprised at all of the new vantage points that the internet is opening up to me. I did do a search for Maguma’s most notable AMV video titled, The Konoha Memory Book, and thought I would post it for those that might want to view:


     



    The authors used Maguma’s personal story and achievements as an example of digital remixing and how it shaped that particular. I respect the example and even admire the work that Maguma did even in the video above, despite the fact that Anime is not a genre that appeals to me.  I was also unaware that fanfiction existed or even some of the other examples provided such as modding, moshing, and machinima. However, what all of these have in common is the availability of technology that allows amateurs the ability to produce and share digital content or remixes. After reading the text, I realized that I’ve seen digital remixing manifested in other forms as well. Today, one can almost find an app or a website that allows them to do homemade audio and video recordings. I even have an app on my phone where my 3 year old can record his own voice and play it back in a number of different tones or sound effects. A year ago, my work had a sales conference and invited employees or departments to create a one minute video that somehow promotes one of our products. These videos were to be shown at the annual sales conference. Our team did a “remix” by recreating Jimmy Fallon’s Thank You Notes sketch but wrote the jokes to pertain to our own work environment. We were able to edit the video with a laugh track and audience sound effects to mimic the popular night host’s famous routine. We ended up winning first place!


    One thing that has stood out to me from the text, however, is, as the authors state, “the general principle of remix as a necessary condition for a robust and democratic culture” (Lankshear and Knobel, p. 97). I find this principle fascinating and can now see evidences of this throughout daily life. It’s true the culture is full of remixing – from the jokes we tell, to music, to even the type of fashion we adhere to.  Today, the popular look for men is the slick hairdo with the lumberjack beard. It’s like the 1950s and 1960s decided reunite in the 2010s.


    However, in pondering this principle two questions come to mind:


    1)      If remix is a necessary condition for culture, would the lack of remix lead to a lack of culture?


    2)      And somewhat related – to what extent can we use remix to shape or enhance culture?


    I’m not really sure how to begin with my first question or if that question is even relevant. Therefore, I’m going to let it float out into the cyberverse.


    I’m very intrigued by the second question though. I would like to provide some thought around it by addressing my focal theme and personal work situation. As a quick background, I work in a sales organization for a large network security company. I decided a few years ago that I wanted to pursue a different career path in instructional design / eLearning. I chose this path for a number of reasons  (all of which I won’t get into now) but mostly because I saw a need. In the fast paced technology industry, sales reps average less than 2 years at a company. Upon being hired, new reps are given a quota and a short timetable to hit that quota with product or policy training as an afterthought. The phrase “jumping in the deep end” is often used in this scenario.  As one can see, there is a major opportunity here for eLearning. Yet, there is another phrase that is also very common in my industry and that is “death by powerpoint.” The practices that we have today are ineffective or bland. I believe that remixing, in some form or another, when applied to training (with an eLearning component) can help change the culture that exists today. I’m not exactly sure how to do so but the hamster wheel in my mind is starting to turn. How can “death by powerpoint” be remixed into effective online learning?
    This one has definitely got me thinking.
  23. burgoynem

    Happy 4th of July!

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    It's been fun teaching my 3 year old all about what the 4th of July Holiday is all about. So while explaining, I drew this picture on a napkin for him.
     
     
    
     
    Of course, I also had to explain to him who Garfield is....

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