Sunday, April 14, 2013

Challenge #15 Tell Your Story
When I started this semester/book, I really thought “flattening Classrooms” was going to be another buzz word/concept that educators would get all crazy about and quickly forget. But the more I read the book and worked through the challenges, I realized that flattening the walls of your classroom is the future and is the best approach.

During my career as an educator I have worked in two different school districts. One district that had a severe financial crisis and hadn’t upgraded technology, let alone anything else, in a long time. The second district I worked in was better off financially and was undergoing a digital renaissance. You might think that the teaching going on in the two districts was as different as night and day. Having worked in both districts, I can report that the teaching and learning strategies in the two districts were very similar.

After reading this book, I know that if we keep teaching our students the way we are teaching now, we will not prepare them for the future. In order to change my teaching style, I am going to focus on collaborating at a local level. Once local collaboration is seen as a viable and successful learning mode, I will move to district, regional, and then global.

I wish I could report that the schools I have worked in are in the process of flattening the walls of their classrooms. But the reality of the situation is that they are not even collaborating amongst themselves. After reading this book, I have realized that I need to be the agent for change.


I have also taken the survey.

Sunday, April 7, 2013

Challenge #14 Challenge Based Professional Development

Purpose of Conference:
The purpose of this professional development is to introduce teachers to the concept of global collaboration as a mode of instruction.

Overview of Professional Development:
The participants in this professional development will be able to explain what a global collaborative project is and discuss the impact the strategy has on their teaching practice. The participants will also take part in a collaborative project in the role of the students. By participating in a global collaborative project in the role of the student, they will be able to experience this teaching strategy first hand.

This professional development was designed for fourth grade teachers in a single school district. The school district I am employed in has twenty-one elementary schools. Each school has three to ten fourth grade teachers at each school.  

Prior to the conference/final celebration, the participants will complete the following activities.

One Month Before Project Start – Teachers participating in the professional development will RSVP to the project coordinator.
Two Weeks Before Project Start – Professional development participants will view a webinar that explains the purpose of the professional development.

One Week Before Project Start - Participant handshake.

Week One of Project – Participants will compile information about flattening classrooms, how it is used, and implications on their teaching practice. This information will be added to the project Wiki. They will remain in contact with each other using the message board on the Wiki and email.

Week Two – Participants will use Skype to communicate with each other discussing the information they have collected. They will also discuss different ways to present their information.

Week Three –Participants will use Skype, Wiki message boards, and email to monitor the progress they are making while creating their presentations.

Week Four- Celebration/Conference - All participants will meet to present their information and discuss the future use of global collaborative projects in their classrooms. This celebration is meant to last only two hours. During the first hour the participants will present their findings. During the second hour, they will form small groups and discuss the implications of global collaborative projects on their teaching practice.                                                                                                                                                                  

Sunday, March 31, 2013

Challenge #13 Global Project Design

For this challenge, I choose to think locally. I work in the Baldwin County School System. This school system is large in respect to number of students and schools but also in respect to geography. Baldwin County is also very diverse in terms of the ethnicity of it's students, geographic locations, and socioeconomic levels. I thought it would be interesting  for teachers and fourth grade students to get to know the other fourth grade classes within the Baldwin County School System.

The purpose of this project is for students to collaboratively create a presentation about their classroom that they will share via Skype with other fourth grade classrooms. While creating their classroom presentations they will be in communication with the other classrooms participating in the project. They will collaborate on ways to present their information and sources to use for gathering research.. This project also serves as a warm up project that helps students develop collaboration skills that can be used on other projects.

I would love to try this project if I get a full-time teaching position next year.

Project Name: My Fourth Grade Class in Baldwin County Alabama.

Website URL: This is only a proposed project. A Wiki page would be used to collect student artifacts.
Location: Baldwin County in the state of Alabama
Asynchronous –The students and teachers would use a Wiki to post materials, pictures, and short videos about the project.
Synchronous- The students participating in this project would use Skype to present their complied information to the other participants in the project.
Generation: Fourth grade students in the Baldwin County, Alabama Public School System.
Information: Computer Connected to the Internet with access to Wikis, Skype, and email.
Teachers, peers, and other school professionals.
Time: This project is designed to run for five weeks.
One Month Before Project Start – Classrooms wanting to participate need to RSVP one month before project is scheduled to begin.
Two Weeks Before Project Start – Online teacher information meeting.
One Week Before Project Start – Classroom and student handshake.
Week One of Project – Students compile information about their fourth grade classroom. Students are also in contact with each other using the message board on the Wiki and email.
Week Two of Project – Students use Skype to communicate with each other what information they have collected. They will also discuss ways they can present their information.
Week Three of Project – Student use Skype, Wiki message boards, and email to monitor the progress they are making while creating their presentations.
Week Four of Project– Students use Skype to present to the other fourth grade classes what their classroom is like.
Week Five of Project – Celebration. All participants meet at a centralized location to celebrate completing this project.
Learning Legacy:  Classroom presentations are taped and added to the project Wiki. The presentations can also be shared with the rest the school, parents, and administrators.
Curriculum Integration and Alignment: This project uses skills learned in English language Arts but the subject matter of the project is rooted in social studies.
Guiding Questions:
What is your fourth grade classroom like?
What makes your classroom special?
Who is in your classroom?
What part of Baldwin County is your school located?
What is special about that area of Baldwin County?
Project Aims: There are two essential aims for this project. The first is for students to learn about the different schools, students, and areas in the Baldwin County School System. The second aim is to develop collaboration and technology skills in the students that can be used in future projects.
Focus Questions:
What makes our classroom special, unique, or different?
What makes the location of our school special, unique, or different?
What is the best way to gather information for our project?
What is the best way to share and communicate that information amongst ourselves and the other classes participating?
How does a good digital citizen behave?
Are we collaborating effectively?
Standards Alignment:
This project is aligned with the ISTE NETS Standards for teachers and students.
It also aligns with the fourth grade Alabama Couse of Study Standards listed below.
Social Studies Standard #16

Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth and early twenty-first centuries.
English Language Arts Standards

16. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7]

18. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [RI.4.9]

23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e

25. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

26. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.) [W.4.5]

27. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]
Required Outcomes: Each classroom will produce a twenty minute presentation that explains why their school, classroom, and location in Baldwin County are special, unique, and different. The students can choose any format they want to present this information.

Team Structure: Each classroom is one whole team. The teacher and students in each classroom can decide to break themselves into teams to complete the tasks in this project.

Required Inputs: Students are required to participate in the beginning handshake and contribute two artifacts to the Wiki per week.  They are also required to participate in asynchronous and synchronous communications and to work collaboratively to create a group presentation.

Assessments: A rubric will be used to measure each classroom presentation and each student will be evaluated using a rubric that measures the individual learning goals of each student.

Evaluation: Post project teacher and student surveys.


Sunday, March 17, 2013

Challenge #12 Celebration and Summation

For this challenge, I choose to use the Wordle software to summarize what I have learned so far. I choose the Wordle software because the book used it and I had never used the software before. I thought it was fitting to tread into uncharted waters with this challenge because that is basically what I have done with almost every challenge in this book. The Wordle Software also went against my teaching personality. I am the first to admit that I am a very orderly, organized, and methodical teacher/person. But if I want to prepare my students for their adult lives, I really have to take a back seat in their learning process and let them figure things out. This book has made me realize that the best way for me is not always the best way for all. So in all its unorganized and unstructured glory is my Wordle.

My Summation Wordle.


The goal of Challenge #12 was to basically summarize what you have learned. This Wordle does just that. My first instinct was to create a Power Point Presentation that explained all I learned in ten boring pages. I think that my Wordle does a much more elegant job of meeting the goal of the challenge. You can always learn new things.


Sunday, March 10, 2013

Challenge #11: Align Your Project to Standards
For this challenge, I had to use the lesson plan I created in Challenge #10 and align it to standards. I had already aligned my project to the Alabama State Course of Study for fourth grade English Language Arts. For challenge #11 I aligned it to the ISTE NETS standards for students. The ISTE NETS Standards for students are in red type.  The individual projects and description of the activity can be found under the Challenge #10 post.

 Title of Activity

Responding to Literature

Grade Level and Subject Area

Fourth grade English language arts.

ISTE NETS Standards
NETS STANDARD #1 Correlates with ALCOS Standard 4.11, 4.35, 2.36

Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
apply existing knowledge to generate new ideas, products, or processes.
create original works as a means of personal or group expression.

In each of the five projects the students are working in groups using technology, creativity, and critical thinking skills to create original works to express the main idea of a story.
NETS STANDARD #2 Correlates with ALCOS Standrards 4.27, 4.35, 4.36

Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.


In each of the five projects that the students are working in groups and collaborating to create a final product that will be shared with the class and others at the school.
NETS STANDARD #3 Correlates with ALCOS Standards 4.27, 4.35, 4.36
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
plan strategies to guide inquiry.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
process data and report results.

In each of the five projects the students have to decide which digital tool will best help them to process their information. They also have to create a plan for their project, select the proper information, and use social media to complete the projects.
NETS STANDARD #4 Correlates with ALCOS Standards 4.27, 4.35, 4.36
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
identify and define authentic problems and significant questions for investigation.
plan and manage activities to develop a solution or complete a project.
collect and analyze data to identify solutions and/or make informed decisions.
use multiple processes and diverse perspectives to explore alternative solutions.

In each of the five projects, the students have to plan and manage their group activities to complete the project. They have to collect their data and manipulate it to create their final project.
NETS STANDARD #5 Correlates with ALCOS Standards 4.27, 4.35, 4.36
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
advocate and practice safe, legal, and responsible use of information and technology.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
demonstrate personal responsibility for lifelong learning.
exhibit leadership for digital citizenship.
The projects do not directly address digital citizenship, but the students will exhibit the characteristics of a good digital citizen as a result of their activities in these projects.
NETS STANDARD #6 Correlates with ALCOS Standards 4.27, 4.35, 4.36

Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
understand and use technology systems.
select and use applications effectively and productively.
troubleshoot systems and applications.
transfer current knowledge to learning of new technologies.
In order for the students to complete all five projects they must have a strong understanding of the technology they are using. They must be able to select the appropriate technologies and determine when they need to use them.
Alabama Course of Study Objectives
4.11 - Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.27 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.35 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
4.36 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Sunday, March 3, 2013

Challenge #10: Give Students a Choice

For this challenge, I had to create a lesson plan and/or a project plan where students are given a choice in the outcome and topic for a project. Click the link below to view my lesson plan.

I have also include my lesson plan in my Blog.
Title of Activity
Responding to Literature
Grade Level and Subject Area
Fourth grade English language arts.
Alabama Course of Study Objectives
4.11 - Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.27 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.35 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
4.36 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Lesson Objective
The student will be able to describe the main idea, supporting details, and characters in the weekly reading story using technology.
Description of Activity
This activity is designed to be used as a way to check the student’s ability to describe the main idea, supporting details, and characters in their weekly reading story. This lesson plan was designed to be used with a fourth grade class when they are reading the story So You Want to Be President by Judith George illustrated by David Small. This story is the fifth story in unit two of the Scott Foresman Reading Street reading series. The comprehension skill studied in this story is main idea and supporting details.
The story So You Want to Be President explains that the job of President of the United States is tough but many people try to get it.  This story explains what it takes to be president. It also demonstrates how past presidents stayed true to themselves and their unique personalities while in office.
For this activity students will be able to choose from five different projects that assess their comprehension of the main idea, characters, and supporting details of the story. The students will work in groups of five to complete each project. The five projects are listed below.
Project One - Presentation to the Class
The students will create a Power Point presentation explaining the main idea, supporting details, and characters in the story. They will then present the presentation to the class.
Project Two – Newspaper Article
The students will read and review teacher selected newspaper articles. They will then create their own article that mimics the format of the teacher selected newspaper articles. The student’s article will describe the main idea, supporting details, and characters. The students will then publish their article on the class Blog.
Project Three – Video News Report
The students will watch teacher selected television news reports about various current events. They then will write a script for their own television news broadcast. Their broadcast will describe the main idea, supporting details, and characters of the story.  The students will record their broadcast and share it with the class. The video of the news class will be uploaded to the class website.
Project Four – Reader’s Theatre
The students will create a script for a play that describes the main idea, supporting details, and characters of the story. The students will perform their play for the entire class. A video recording of the play will be made an uploaded to the class website.
Project Five – Podcasting
The students will create a Podcast that describes the main idea, supporting details, and characters in the story. The students will then publish their podcast to the internet and share it with the class.
For this lesson, I would use the same rubric for each project. The students would receive full credit for the project if they have correctly described the main idea, supporting details, and characters of the story in an organized manner. They would also be assessed on their contributions to the project and their ability to collaborate.

Sunday, February 24, 2013

Challenge #8 Collaborate and Communicate

This week I was challenged to create and participate in a Wiki. I choose to use my Wiki to discuss how a Wiki can be used in an elementary classroom. I am a lower elementary teacher so I asked the participants in my Wiki to discuss how to use a Wiki in the lower elementary grades. The link for my personal Wiki is below.

This particular challenge was tough for me.  I had a lot of technical difficulties using the Wikispace website. For starters, I had my Wiki set on private and thought I had turned it to public but didn’t. I finally realized my error. But my good friends in the class contributed to my Wiki and alerted me to my mistake.


Wikis I collaborated on:

Challenge Discussion:

What is the difference between cooperation and collaboration?

I think of the words cooperation and collaboration as synonyms. According to the Dictionary App on my phone, collaborate means to work with another and cooperation means to work together for a common goal or action. But after completing the Wiki challenge, I realized that they are actually very different.

In the context of the Wiki project, it seemed like the Wiki participants were only collaborating. We weren’t working together to complete one final and united project. We were simply adding our thoughts to a Wiki space. It didn’t matter if the information we were contributing matched or complimented another person’s entry. We were all just adding opinions or facts to the discussion on the Wiki.

Wiki Project vs. Traditional Group Work

The one big difference I noticed between the Wiki project and traditional group work was that there was no immediate feedback from my peers. There also didn’t seem to be much of a conversation about the topic we were discussing in our Wiki’s. It felt like we were all just posting facts and opinions and not really discussing topics. As a student, I find the conversation part of learning to be invaluable. Listening to other people’s thoughts on topics helps me to process new information. I found that the Wiki didn’t really allow for that aspect of the learning process to occur.

How can collaboration be taught?

Before collaboration can be taught, the teacher needs to teach students how to use the tools that are used for collaboration. Teachers cannot expect students to collaborate if they don’t know how to use Wikis, blogs, or social media. Once students have learned how to use collaboration tools, teachers can begin to create an online learning community within their own classroom. The online learning community, within their classroom, allows students to practice collaborating on projects with their peers. By starting at the classroom level, students are able to get feedback face to face from their peers about their ability to collaborate. When the teacher feels that the students have learned to collaborate at the classroom level, than they can begin to collaborate with others on a local or global level. 

Challenge #9 Assess

To assess the participants in my Wiki I used the Rubric that was included with our book. I found the Rubric in the PD tool kit. This challenge also required us to record our assessment discussion on the multimedia of our choice. I decided to record my discussion on You Tube. The link to my discussion is below.

Sunday, February 10, 2013

Chapter 5 Challenges 6 and 7

The challenges in this chapter really got me thinking. First, I had a lot or trouble creating, finding, understanding, and completing Challenge #6 (creating a classroom monitoring profile). I would like to thank everyone who was so patient with all my questions about that one. Challenge #7, discussing social media use with a student, really got me thinking. Below are my reflections on the challenges.


Challenge #6 Creating a Classroom Monitoring Portal

After hours spent searching on the internet, tears, and probably some pretty stupid questions, I finally understand what a CMP is and can do for me. I am not hosting or participating in a project right now. I ended up creating a CMP page for my Flattening Classrooms experience. I have included a link to the University of North Alabama, my Blog, and my PLN. I have also added a Twitter feed for Flattening Classrooms, To Do list, and a news search widget. A CMP lets you keep tabs on everything that is happening with one glance. I can see how this is a very powerful tool for managing a group of project participants. It puts all the information in one spot. I have really learned a lot during this challenge. Below is a link to my public Netvibes CMP.

Challenge #7 Empower Digital Citizenship Action

For this challenge, I interviewed a fourth grade student who has a Facebook page. As a parent, teacher, and a private person by nature, I find social media a little daunting. After speaking with this student I realized just how important it is to teach children how to conduct themselves online. First a little background. The student I interviewed is ten years old and has had her own Facebook account for about one year.  She told me that her Mom only allows her to “be on” Facebook using the family computer located in the living room and can only accept friend requests from people she has met in person. Below are the questions I asked her and her paraphrased responses.

How did you get a Facebook account if the minimum age to join Facebook is 13?

She stated that her Mom set up her page and she didn’t know that you had to be thirteen to have a Facebook account. (This sounds like a question I needed to ask her Mom.)

Why did you want a Facebook account?

She stated that some of her friends, Mom, older sister, and other relatives had accounts and wanted to participate.

What do you do when you are on Facebook?

I look at the information my friends share on Facebook, chat with my friends, and keep up with what is happening in their lives. I also share photos and stories about my life.

Do you ever do anything on Facebook for school?


Has anyone made fun of you, bullied you, or made you sad by the comments they made on Facebook?

Her answer was yes. She explained that a cousin of hers made fun of a picture she posted of herself. She stated that she thought she looked really nice in the picture and the cousin did not agree.

I then asked her how she handled that situation.

She said that it made her really mad and she told her Mom about. They discussed the comments and decided that the best course of action was to ignore the comments.

Have you ever made any comments that hurt someone’s feelings?

She said she didn’t think she ever had but if she did she didn’t intentionally set out to hurt someone’s feelings.

What do you like best about Facebook?

She said she liked talking with her friends and sharing pictures.

My Thoughts
As a parent of a young girl, I don’t think most young children are mature enough or understand the pitfalls of Facebook. Facebook has that age requirement for a reason. That being said, I thought this young lady seemed to be conducting herself as a good digital citizen. From the information she gave me, she seemed to be trying her best to be cordial. She was only communicating with people she had relationships with outside of Facebook. Therefore, she wasn’t unknowingly committing many cultural taboos or having many language disconnects. She did however experience some emotional pain from some mean comments made by a relative. Overall, I thought this girl was being a good digital citizen. I just wish she didn’t have to cut her social media teeth using a site that is so public.

Sunday, February 3, 2013

Chapter 4 Challenge #5

Challenge #5 Go Mobile!

This time I was challenged to use my mobile device in an educational way. This is the first school year that I have used mobile devices in the classroom. One app that I find very useful is Reading Remedy. It costs $1.00 and works on all the Apple devices. I use this app on my IPad.

Reading remedy is an app designed to determine what basic literacy skills a student needs to work on. The description in the iTunes cite says the App was developed by reading coaches and teachers as an assessment tool to determine the skills students were lacking.

I am currently a reading intervention teacher. I work with students that are in need of reading intervention. Their general education teacher often tells me that they can’t decode words or are having problems with prefixes. Decoding words and prefix and suffix knowledge are two very large sub-topics of reading instruction. Reading Remedy allows me to focus in on the specific skill, letter, or phonics rule a student is struggling with. It has allowed me to effectively use the intervention time I have with the students. I would also like to state, that I use other forms of assessment to determine where a student needs help. Reading remedy helps point you in a direction rather than giving a definitive answer. I would never recommend relying solely on the assessments in Reading Remedy.

Link to the app download:

Wednesday, January 30, 2013

Here is my posting for Chapter 4 Challenge #4. This book is really making me think out of the box.

Challenge #4 Communicate with new tools.

Asynchronous Communication Tool
An asynchronous communication tool is a tool used for communication. When using an asynchronous communication tool, the communication between the people does not happen at the same time.

I have personally communicated with others using asynchronous tools like email, blogs, discussion boards, and social networking sites. This week I have done a lot of communicating/posting on My PLN page. Reading posts and other information shared on the site has been very insightful. In our textbook, the authors stated that asynchronous communication tools do not allow two people to communicate in real time and face to face. I think for a child, and myself at times, you don’t feel like you are collaborating with a person. It sometimes feels like you are collaborating with another computer.

Synchronous Communication Tool
A synchronous communication tool is another type of communication tool. When using this tool, the communication happens in real time and in some cases the people communicating can see each other.

The synchronous communication tool I used this week was Skype. I Skyped with a colleague after work hours.  Skype allowed us to communicate with each other at a time that was more convenient for us. As teachers we all know how hard it is to find time to talk to colleagues during the school day. Because the conversation was happening at a mutually agreeable time, we were able to discuss things at a greater length. I can see that Skype is almost essential for any global collaboration. The fact that you get to see someone face to face and talk with them in real time allows for a deeper conversation. The face to face contact probably leads to more learning for the students.  
I was unable to use Skype or discussion board posting in a synchronous and asynchronous way. I do see how people could communicate synchronously via discussion posts. They would just have to be on the discussion board at the same time and reply immediately to each other’s post. Skype could also be used asynchronously. A person could record themselves talking and send it to someone else. A teacher could also record themselves presenting a lesson and share it with their students.

Monday, January 28, 2013

Well I have had a very productive afternoon. I am working on Challenges 1-3 in the Flattening Classrooms Engaging Minds textbook by Julie Lindsey and Vicki Davis.  Let me give you the low down.

Challenge #1 sign up or create an RSS Feed.
I did it. I created one on Net Vibes. You can check it out at this link.  So far it looks pretty interesting. I know that I will have to tweak it a bit to better meet my needs but it does look promising. In my personal life, I belong to a RSS feed of sorts for diet tips. The chance articles I have read on that feed have given me lots of information on health issues that I would never have read about.

Challenge #2 Create a Blog.
I had already created a blog for a previous class that Dr. Kinney taught. I decided just to add to that blog. It was originally created for a discussion on  Acceptable Use Policies but I have now turned it into my thoughts about flattening classrooms. They are a plenty.

Challenge #3 Connect and Reflect
For this challenge I created a My PLN page. Here is the link to My PLN page. Check it out.  I also created a PLN on the Flattening Classrooms page. But they are the exact same thing. Here is a link to that profile.  I am still trying to get my profile picture up but my computer is not cooperating. I will keep trying.
So what have I learned from this challenge. I learned that connection is very powerful. Especially connecting with the right people. For example, before I started this module I checked the course discussion board. I read posts from other classmates that said they  were having trouble creating RSS feeds. I also noticed that one classmate shared her connections and blog URLS with the class. By looking at her connections and using the information she shared  showed me pathways that allowed me to complete this module quickly and easily. By creating a Flattening Classrooms page I stumbled upon a discussion about the Challenges in the this book. The people having the discussion lead me to the Netvibes page that allowed me to create my RSS feed in a matter of minutes. Some of my other classmates are and were not having that same experience. Collaborating outside the walls or confines of the classroom is powerful. I am sold.