Quick Quote in MEA Voice

Just today, a colleague of mine was telling me that I need to be better at self-promotion. So, here goes…

Future teachers (college students now) use blogs and wikis to share their own writing—so they can someday help their own students do the same.

“Teachers are teaching the digital generation,” explained Troy Hicks, assistant professor of English Language and Literature at Central Michigan University, where he instructs preservice teachers.

(MEA Voice, February 2009, p. 10)

Earlier this year, I was interviewed by a reporter for the MEA as a part of their special issue on teaching with technology. The interview was an hour long, and very engaging, so the very short quote here seems to just barely scratch the surface of what we talked about. That said, I am honored to be featured in this publication along with my friend and colleague Dawn Reed.

Given the many conversations that I have had with colleagues over the past few months about the uses of digital writing, and especially with my own pre-service teachers in ENG 315, I am becoming more and more encouraged that this is becoming a part of the discourse in educational circles. For instance, at MRA a few weeks ago, one of the comments about our session on writing across the curriculum was that a participant wished she could have heard more about the digital writing tools I was suggesting in order to support that work.

So, thanks to the MEA for featuring me in their article and to everyone who continues to push technology and writing in new directions. As always, I am enjoying the continuing conversation.

Notes from RCWP Google Day

Notes from Andrea Zellner‘s RCWP Google Day Presentation

  • Reflecting on Google Teacher Academy
    • Thinking about the tools almost exclusively, and we want to focus on literacy practices
  • Writing prompt:
    • What is Literacy? What is Technological Literacy? How are they different? How do they support one another?
      • Literacy — the ability read, write, listen, speak, view, and visually represent texts in print and non-print media. Technology literacy — the ability to understand and employ different tools (pencils and paper, computers, cameras, recorders, etc.) to effectively convey a message to an audience.
      • The ways in which these two concepts, literacy and technology literacy support one another — we have come to understand that being “literate” changes across contexts, thus it is a complicated set of practices that people use to communicate for a variety of purposes and audiences. Adding technology into the mix opens up new opportunities for communication and collaboration that makes us rethink the ways in which we consider what it means to be literate. In other words, technology has the potential to affect our worldview because it changes the way that literacy is enacted. in these contexts. And, in an increasingly digital world, we have to make the connections between literacies and technologies more and more explicit so readers and writers understand how, why, and when to use particular technologies to communicate.
    • We can sometimes forget the fact that literacy is what we are most interested in and can get caught up in the technology itself
  • Framing our thinking about the teaching of writing with the strategies from the Writing Next Report
  • Writing prompt: Portfolios
    • Yes, I use portfolios in my English Education methods class, ENG 315. I think that the immediate benefit of using a digital portfolio, as it has always been with portfolios, is that students see the value in collecting and reflecting on their work over time. The digital portfolio offers them even more flexible ways of presenting their work, as they can create straight-up web pages and they can embed images, video, or audio. This allows for multimedia compositions that wouldn’t necessarily be possible with print-based portfolios.
    • Drawbacks. Well, let’s face it… assessing any writing is tough work, especially when you are trying to assess a collection of writing that has been developed over time. Thus, I have my students engage in self-assessment for their portfolios. This is the only way that I have found really gets them engaged in the process as writers, forcing them to be thoughtful in the selection process and be honest about the amount of work that has gone into the writing and revising process.
  • Playing with the tools — check out Andrea’s site for links
  • Ideas for Inspiration
    • Students with autism using SketchUp
  • Writing Prompt: Think of a student who was challenged to write in your classroom.
    • My most difficult student that I ever had to deal with was one of my seventh graders. Along with all the special education diagnoses that he had been given, he was also just not a friendly kid. Not outright defiant, nor anti-social, but just difficult to connect with. At the time, I tried to offer him some options for writing with technology such as creating a PPT, but I wasn’t really equipped to differentiate instruction or help him grow as a writer. I do wonder how a student like him would react to some of the newer tools that we have been discussing today, as well as to the chance to easily get feedback from other writers and not just me. Taking his writing public might have made a difference (and, simply typing it would have helped, too). All in all, I think that the challenges he faced were partly motivational and partly learning disabilities, and I wonder how these tools might have been helpful for him.
  • How might these Google Tools impact literacy?
  • Our collaborative Google Presentation
  • Final reflection — what was your biggest “aha” and what will you take back to your classroom?
    • The major tech tip that I will take back with me is the Google Scholar setting that allows you to export directly to EndNote/Zotero. That is going to be just so incredibly useful for me. Once Zotero gets set up to share your libraries easily, it will be great. I can create online reading lists of open source readings or readings that can be accessed on campus, and skip the whole process of having to create course reserves!
    • In terms of professional development structures, I really like how Andrea framed the day with the early discussion of literacy and technology. She made it clear that this was a discussion about how to use the Google Applications in the service of literacy instruction and not just about “this tool, that tool, and the next tool.” That was good to make her ideas about that explicit early in the presentation, even though the rest of the day did kind of suffer from the “mile wide, inch deep” problem.
    • Finally, I enjoyed having to articulate my thoughts about a particular tool during the last activity. By comparing Knol with Wikipedia, it forced me to come back to the ideas about literacy practices. That might have been helpful to include as a framework for the final activity — a reminder that we should look at the tool as a way to support literacy practices.

All in all, a great day with lots to think about. Thanks, Andrea!

Personal Technology Learning and the Teaching of Writing

Today, I will be introducing my ENG 315 pre-service teachers to the idea of developing their “digital teaching persona” and thinking critically about why and how to use technology in their personal technology learning and to become better teachers of writing.

Each semester, I face the act of balancing the introduction of a number of digital writing tools — Google accounts for Gmail and Google Reader, Edublogs, Wikispaces, podcasts, digital stories — and the content of our course which includes principles of the writing workshop, reflecting on a midtier teaching experience, and examining our work as writers.

And, each semester, I find that students initially (and sometimes in their final reflections on the course) say that the first weeks of class are overwhelming in terms of the new technologies.

So, I am thinking about how to make things only “whelming,” not overwhelming, and also articulate why I think that learning how to use these digital writing tools are critical to their success as teachers. Thus, I offer this brief list that I intend to share with my students today:

  • Understanding digital writing tools can be intimidating at first, yet provide opportunities for writers to share their work and read the work of others. This kind of publication ritual is an important component of the writing workshop, and digital writing tools enables students to easily distribute their writing to a wider audience.
  • Understanding and applying technologies to the teaching of writing — as well as understanding concepts associated with them such as copyright and fair use — has become the professionally responsible way to teach writing. Professional organizations such as NCTE, NWP, IRA, ISTE, the Center for Media Literacy and others have moved quickly and clearly in the past few years to show that integrating technology across content areas, including the teaching of writing, is critical for creating students who are literate in a variety of ways.
  • Creating a digital teaching persona — via one’s own blog, wiki, RSS reading, email address, digital portfolio and through other online tools — has become essential for teachers who are increasingly being asked to use these tools as they search for jobs and establish classrooms that use technology in critical and creative ways. By learning these tools in a pre-service methods course, and understanding the ways in which they can be applied as a part of one’s overall approach to teaching, pre-service teachers can enter the profession well-prepared to represent their work to a variety of audiences including students, parents, administrators, and other stakeholders.

My hope is that learning how to use digital writing tools will help my pre-service teachers accomplish these three interrelated goals — providing opportunities for student writers, being a better teacher of writing, and creating a classroom environment that fosters critical and creative writing.

While it is difficult to jump into new technology learning, and I acknowledge that the learning curve can sometimes be very high for some of these tools, my goal this semester is to help students in their learning by offering more time during writing workshop where they can collaborate and I can confer with them.

If you have other ideas about why personal technology learning and the teaching of writing are important, I welcome additional ideas to add to this list so my pre-service teachers can gain more insights into why and how teachers should learn about these tools and ideas.


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Reflections on the Semester and the Season

Been trying to get focused on writing for the books again tonight, but catching up on RSS reading and some recent posts from Andrea, Aram, and Sara reminded me to take some time with family and catch up on some personal reading (besides RSS feeds).

So, I figured I would reflect on a few things from this semester and then probably not blog again until after the new year, so I can so hopefully I can get caught up on those books and then be able to turn my attention to my kids and family over the holidays. In no particular order, here are three things that have been making me think as the semester comes to a close:

1. Reflecting on the experience of conducting a webinar

As I think about what I consider to be elements of “best practice” in teaching teachers how to integrate literacy with technology, two major points are clear: they need hands-on experience and time to play with technology outside the pressures of the classroom. While preparing for and conducting the webinar, I was continually reminded of the time constraint that we were under (apx. 50 minutes to present) and the fact that all the technologies we would introduce would not only not be played with by the teachers during the session, but would only be alluded to with links to resources later. Part of that was simply the function of the webinar, and I am OK with that. Yet, part of it seems to be that we have yet to fully embrace the idea of play in learning to teach, and especially in learning to teach with technology. My hope is that, given the opportunity to do a webinar again, I will be able to think about how to focus on something specific so that participants can walk away with a clear understand of what to do, as well as why and how to do it.

In short, the experience conducting the webinar — as well as the overall outcomes of the webinar itself — were good, based on the original intent we had for it. Now, I just need to reconsider what my intent for another webinar (or similar web-based presentations) would be. This will be important as we consider the work of our new writing project site at CMU.

2. Reflecting on teaching a senior seminar in 21st Century Literacies

This semester, I was fortunate enough to have the opportunity to teach ENG 460, a senior seminar where students develop a final research project related to the course theme; in our case, this was 21st century literacies. My requirement for the final projects that students created was that it had to include some form of multimedia, and making a power point was the bare minimum. As I reflect on the final student projects — which included websites, informational videos, hyperlinked slide shows, and one student who created a Knol — I see a variety of topics that all integrated multimedia in some way. That is good.

Yet, it is clear that some students “got it,” and were really able to take advantage of the multimedia component, combining their own original content with links to other resources and/or representing their content in critical and creative ways through audio, video, or multimedia. On the other hand, there were some students who simply delivered a pretty standard presenation and, instead of having a power point, made a basic web page, moving through their presentation with minimal interactivity and effective use of multimedia. Or, they just gathered other people’s multimedia and put it all together into one website.

I say all of this cautiously, for as a teacher I don’t want to offend any of my students or call them out, especially since they have made their work public and most were composing in digital environments for the first time. Instead, I want to say it simply to give myself pause to think about how I will frame projects like this in the future and how I will talk about the effective use of multimedia and design in light of creating a meaningful and substantive presentation.

I’m still learning, too.

3. Reflecting on teaching a writing methods course

ENG 315 gets more fun every time I teach it. I feel like I have finally hit my stride in terms of the content and pace of the course, as well as the technologies that I ask my pre-service teachers to engage with as they develop their voices as writers and teachers of writing. In particular, this semester I had them blogging their professional reading responses, sharing their field notes with my via Google Docs, and creating their own wiki page. I also invited, but did not require, them to make a podcast or digital story.

As I think about what I will do next semester, I am going to continue pushing in these directions and make some slight changes. First, for their portfolio of personal writing, a requirement will be that one of the pieces is digital. It can be an online photo essay, a podcast, a digital story, a piece of hypertext fiction, or a “kiosk” style presentation with hyper links, but I will make the requirement that at least one piece have a digital component.

Also, I am going to require that either their portfolio of writing or their multigenre project be presented as a website.

Finally, I am going to make a more concious effort to have them create a personal learning network, both inside and outside the class, using RSS, blogging, and microblogging. I am not sure if I want to move from a wiki to Ning as my primary means of communicating with students, so I have to give that some more thought.

The challenge for all of this, of course, is making sure that I continually remind them of how this connects to the writing process and will be applicable to them as teachers as well as to their K-8 student writers. But, it is a challenge that I seem to get better at overcoming each semester that I teach.

Well, that is about it for tonight, and for the semester. I really need to turn my attention to writing for the books and we have many weeks of busy family time planned over the holidays, so most likely I won’t post again until the new year. While 2008 has been successful professionally, my hope is that 2009 will prove to be a better year for me personally and for my family, too. So, I need some time to just pause and think about all that lies ahead. Thanks again to my friends and colleagues for reminding me to take some time to do that.

I wish you all a safe, restful, and joyous holiday season. See you in 2009.


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Announcing TimeRime.com

Announcing TimeRime.com

A note from Jermaine Lievendag of TimeRime.com

We have launched a website called www.timerime.com. TimeRime.com is a website that allows visitors to view, create and compare timelines. These timelines can be illustrated with pictures, text, YouTube movies and MP3. On our website, you will find timelines about music, movies, history, politics, art et cetera. As the website is very educational, so our site is very popular among teachers and students.

Next to this portal, we offer our software as a service to companies and institutions. Our timeline application can be fully integrated in the website of that company or institution, showing its own content via the TimeRime software. Educational publishers use this software as part of their history learning methods. As a result students are using TimeRime.com in the classroom very frequently.

If you want more information about the website or about us, please contact us at:

info@timerime.com
www.timerime.com

This appears to be a highly interactive way to make a timeline. As some of the students in my ENG 460 class consider ways that they can represent their projects through timelines, I think that TimeRime could be one way for them to develop multimedia representations of their work. I am not sure if users can collaborate on timelines, but if anyone gives it a try, please let me know.

Correction on 10/8/08: Jermaine let me know that, yes, you can invite collaborators to your timeline. Very cool!

Notes from 7 Revolutions Webcast

Notes from Seven Revolutions Webcast

by Erik Peterson, Senior Vice President, Center for Strategic and International Studies

  • Intro
    • Saint Exupery – “… your task is not to foresee the
      future, but rather to enable it.”
    • Inverse correlation between leadership responsibilities
      and the capacity to plan and lead strategically
    • William Gibson – “The future is here; it’s just not
      widely distributed.”

      • Our capacity to look at short and long range trends is
        better than it has ever been
  • What will the world look like in the year 2025?
    • What are the challenges facing humanity?
    • To what extent will we be able to deal with the
      organizational situations in front of us?
    • What are the precursors of a better world?
    • To what extent are we vulnerable more even now?
  • Seven Revolutions
    • Population
    • Strategic Resource Management
    • Technological Innovation and Diffusions
    • Information and knowledge creation/distribution
    • Economics
    • Conflict
    • Governance
  • Overarching Comments
    • Darwin – “It is not the strongest species that survive,
      nor the most intelligent… but the ones most responsive to change.”
    • Einstein – “No problem can be solved from the same
      consciousness that created it.”
    • Need to think about a new paradigm
  • 1. Population
    • Where we have been: from 150 million to 6 billion people
      in 1999

      • We are growing at a rate of millions every year: 2.4
        people per second
      • Now at about 6.7 billion people
      • 8.0 billion in 2025, 9.2 by 2050
    • Global population growth in an absolute sense has been
      going up, but the rate of growth as slowed significantly

      • We can anticipate a stabilization of 9-10 billion
        people at the end of the century
      • But… the highest growth will be in the poorest
        countries
      • Soviet Union, for instance, has de-population; China,
        in 2005, has a contracting population
    • Population expansion and contraction
      • Most populous countries in 1950 had six well developed
        economies; by 2050, only the US will be in the top ten
      • 15% of population is migrants in 50+ countries
      • Developed world could contract
      • Tensions in population with immigration, for instance
        in France
    • Global aging
      • More older people on our planet than younger ones in
        the near future
      • Life expectancy has gone from 50 years in 1950 to
        nearly 80 by 2050
    • Urbanization
      • 60% of humanity in urban areas by 2020
      • Could be good for education, health, and other social
        services
      • But… it is bad, too. More slum dwellers in Mumbai and
        in all of Norway
    • Change in distribution of world population — move from a
      pyramid to a rectangle

      • Tremendous capacity problem for those who are younger
        to work with those who are older
      • “Age quake” in industrialized country — more older
        people in industrial world than youth; more youth in undeveloped world
  • 2. Strategic Resource Management
    • Food
      • Need to be looking at issues that have change
        agricultural horizon
      • We currently have 800 million chronically
        undernourished people — can we feed 8 billion?
      • Doubling global food production
      • No limits to growth in agricultural productivity and
        water… yet

        • But, how much more usable land it there?
        • How much more water?
        • Effects of global warming?
    • Water
      • Imagine that all the world’s water was in one gallon…
        only two drops would be accessible fresh water.
      • 2025 – 3 billion face severe water shortages
      • One flush of a western toilet – one day of use of water
        in a developing country
      • Need twice the amount of water by 2050, and then 50%
        more for each generation after that
      • Mobilizing new and old technologies
      • Climate change will negatively affect our ability to
        deal with all of these factors
    • Energy
      • Transitioning away from oil will be the most difficult
        thing we can face
      • Reliance on hydrocarbons continues to increase more and
        more
      • By 2025, US will still rely on 65-75% of oil
      • Developing world is using more and more oil, up to US
        levels by 2030
      • Can we continue with this same infrastructure,
        environmental impact, and geopolitical forces
  • 3. Technology Innovation and Diffusion
    • Computation
      • Deep computing
        • 467 trillion calculations per second
      • Pervasive computing
        • No longer a discrete experience
        • Information security
        • Personal privacy
    • Biotechnology
      • Human genome project allows us to think about what used
        to be impossible — personalized medicine
      • 120 year life span?
      • How do we regulate human cloning and the broader
        manipulation of the body?
      • Who will get to see these technologies and who will not
    • Nanotechnology
      • Nanotech is moving down to the molecular and atomic
        level
      • Could have need for 2 million nanotech workers in near
        future
  • 4. Information and Knowledge Creation and Dissemination
    • Global information and knowledge flow — the death of
      distance?
    • Eroding prerogatives, redefining community, shattering
      established practices
    • Children today will go through a number of career
      changes; need to retool
    • Differentiating between learning and working — are they
      becoming the same thing?
    • Shorter life span of information — need to reeducate in
      order not to become stale
    • Thomas Friedman — The World is Flat — “innovate without
      having to emigrate”
    • What is right, what is wrong, what is true, what is false?
      • We choose our truth based on where we get our
        information
      • Reduced decision times
      • More complex issues
      • Polarized positions
    • We need to be knowledge proficient
  • 5. Economic Integration
    • National Intelligence Council, “Mapping the Global Future”
      • 80% output growth to 2020
      • 50% growth in average per capita
    • “It is now possible to produce a product anywhere to be
      sold anywhere…”
    • Global economic output of industrialized countries has
      gone down while non-industrialized countries are going up
    • China increases to 129% of US output by 2050
    • Brazil, Russia, India, and China are beginning to
      overtake the G6
    • That said, 2.8 billion people live on less than $2 a day
      • 225 richest people in the world = combined annual
        earnings of 2.7 billion other people
  • 6. Conflict
    • How will terrorist groups use the information capacity?
    • Bioterrorism — anthrax and ricin attacks
    • Even in the context of this revolution, we need to find
      ways of retrofitting a cold war mentality in the new kinds of theaters
      that are occurring today.
  • 7. Governance
    • We are now beyond nation states, but one in which
      corporations and NGOs are taking a bigger role
    • 9 of the largest corporations would be in the top 50 GDPs
      of the world
    • How are new standards for corporations, moving beyond
      profitability
    • Exponential growth in NGOs around the world
    • What does this mean?
      • Atomization
      • Dispersion
      • Fragmentation
    • Henry Kissinger — challenges now are different in that
      they are global and information is readily available to all
    • Innovative, dynamic coalitions
  • Conclusions
    • Promise and fulfillment or peril and danger
    • World of higher deviations
    • Hyper-promise and hyper-peril
    • Need Hyper Leadership
      • Promise, not Peril
      • Leaders, not Managers
      • Strategy, not Tactics
    • Lincoln — thinking and acting anew
    • Challenging future leaders

Naming and Knowledge-Making

This recent article from eSchool News caught my attention and gave me pause to think about the course I am designing for the fall, ENG 460.

Top News – Google unveils online reference tool

For better or worse, Wikipedia–the online reference site that lets anyone add to its ever-growing body of knowledge–has changed the nature of internet research. Now Google is taking the wraps off a free internet encyclopedia of its own, designed to give people a chance to show off–and profit from–their expertise on any topic.

The service, dubbed “knol” in reference to a unit of knowledge, had been limited to an invitation-only audience of contributors and readers for the past seven months.

Now anyone with a Google login will be able to submit an article and, if they choose, have ads displayed through the internet search leader’s marketing system. The contributing author and Google will share any revenue generated from the ads, which are supposed to be related to the topic covered in the knol.

My interest here is in trying to figure out what value “naming” the author of a “knol” has in comparison to the “anonymous collaborators” that compose Wikipedia entries. I am not so much interested in talking about the authority question, as the one knol that I read on toilet training (a topic of conversation in my house right now!) seemed to be authoritative — and it cited sources — but I couldn’t figure out anything about the author. Also, the main author can open up a knol to collaborators, but not just anyone can chime in. It seems like you retain copyright, too. Finally, one of the stated purposes of the project is to get different people posting knols on the same topic, so having the one, authoritative knol is not necessarily going to happen.

Oh, and it looks like you will eventually be able to serve Google ads on your knol to, I assume, make money.

So, I wonder what this new form of knowledge production will do to the idea of open content. People are free to spend their time and energy wherever they want, be it Wikipedia, Knol, or some other online community. But, I wonder what this idea of sharing one’s knowledge by authoring a knol will do for authors, readers, scholars, and others. By “naming” the author, and being able to verify their credentials, will we feel better about the information presented? Or, does the process that a Wikipedia article goes through still provide more of a peer review process that checks facts and clarifies ideas?

It will be interesting to see how Knol unfolds in the next few months. I may make it part of my students’ final project — post a knol on your topic of independent study. We’ll see how they react to that idea…

CMU Podcast Interview on Technology Literacy

Earlier this month, one of my students, Lynette Seitz, and I were interviewed by Heather Smith, CMU’s Assistant Director of Media Relations about technology literacy and our work in ENG 315 this semester.

I appreciate her invitation to record this podcast and it was wonderful to have Lynette’s voice in there, too, as a pre-service teacher who is thinking about incorporating digital writing into her classroom.

You can get the podcast through CMU’s channel in iTunes.

April Showers Bring Me Back from the Blogging Drought

March was like a lion for me… beginning, middle, and end. I wish there was a better excuse, but that’s the long and short of it. Conferences, prepping my portfolio for my annual review, teaching, grading, etc.

OK, enough of that.

My purpose tonight is to just capture some thinking on a presentation that Rob Rozema and I will give at the Bright Ideas Conference this weekend: Social Networking, Teacher Education, and the English Language Arts.

My main contribution to the presentation will be an annotated bibliography of sources on social networking in education. Here is what I have so far and I welcome any insights that you may have to add to this list. Feel free to comment here or jump right in and add something on the wiki:

Also, I am trying to think about how to discuss the idea of social networking. What I have found with my experiences in using any social technology is that the teacher really is key to making it work. Be it a discussion board, a blog, a wiki, or a social network, if the teacher talks the talk about using technology, yet doesn’t walk the walk, then it is likely that the students won’t follow.

On a related note, I often wonder about our efforts as teachers to adapt technologies that students are using for their own personal purposes and then connecting it to more academic purposes. In what ways does this co-opting of the technology change the use of it, for better and for worse? For instance, in the social network Rob and I set up this semester, I decided not to make it a “requirement” for my ENG 315 class, and I noticed that very few students have been active in the network as an extra curricular activity. What if I had made it a requirement? Would obligatory postings be worthwhile for students? Would the network have grown more in an organic manner, even though I required it to be fertilized?

As I prepare to present this weekend, these thoughts continue to roll around in my head. In some ways, I don’t even know that I consider myself a proficient user of social networks, as I am in a number of Ning, Facebook, and other groups, yet rarely participate in any meaningful way. I am just wondering how the norms of social networking map on to the academic life of a university faculty member, let alone K-12 teachers and students. I know that they can (as the examples above show), but I am still struggling to make it work for my students.


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Meme: Passion Quilt

Kevin tagged me to continue Miguel‘s Passion Quilt meme.

Cool! Given that I have been reading about memes in Lankshear and Knobel’s New Literacies, this was timely.

So, here goes:

Images from my ENG 315: Writing in the Elementary Schools Courses, Spring 2008

Why these images? Well, they highlight some of the conversations that we have been having this semester in ENG 315 about the teaching of writing. As I view these images, I am reminded both of how much I enjoy teaching teachers how to teach writing and how much these students learn over the course of a semester as they work together in class, assist in local schools, and become writers themselves. I am very much looking forward to their final projects in just a few short weeks of class.

All right, now for the fun part. Miguel provides three simple Meme rules:

  • Post a picture from a source like FlickrCC or Flickr Creative Commons or make/take your own that captures what YOU are most passionate about for kids to learn about…and give your picture a short title.
  • Title your blog post “Meme: Passion Quilt” and link back to this blog entry.
  • Include links to 5 folks in your professional learning network or whom you follow on Twitter/Pownce.

And the five people that I am inviting in to the meme:

Enjoy!