As I reflect on the process of building a website, while keeping in mind that I am still in the process of building one (probably not the best time to have an unbiased reflection, but what can you do?), there are three ideas that stand taller than the rest.
The first is the idea of vision. I remember traveling to New York in college as part of a trip with my college music department (parents reading this, let your kids pursue their passions, they can places, literally!) and viewing the streets of New York in person. It put me in awe. I went up on the Empire State Building after midnight with a group of friends and we could see the skyline of the city bright against the night sky. I walked around Central Park with all its intersecting pathways and various attractions. I spent some time just standing in awe of the diverse style of buildings on any given street. What struck me about it all was that NONE of it existed just a couple centuries ago. Someone or some group of people had a vision in their heads and made it reality. Every window and ledge and terrace and rooftop. All of it came from someone’s imagination and was planned out and was executed. Every last brick had been deliberately placed. It blows my mind. The cities we live in and interact with are pure creation. I still cannot fathom it. I also feel this way about building a website. Every line of text, every icon, the layout of the page, and even the colors chosen were all done deliberately. Someone had a vision and made it a (virtual) reality. This is something I struggle with. I am an analytical person first and foremost. I like checklists and I like to know when I am done. Building a website is not like this at all, I have discovered. I look at the requirements for a particular page and I am instantly compelled to write paragraphs explaining and conveying the information required. Then I look at the sample websites or see cohort members sites during class and go “ooohhhhh.” Like the buildings of New York, it just does not come to me. I feel vision in other areas. I feel comfortable with words and with music. Lots of nonvisual areas really. When it comes to having a visual vision for my website, I struggle. I have to constantly remind myself of our learnings on the power of the visual and fight against the urge to overexplain. I very clearly understand now why web designers have jobs. A second idea, related to design, is the idea of content. After a vision is established for a page, then it comes time for content. That means either scavenging what you want or building it yourself. I have spent more hours than I would like to say so far gathering logos and icons from the various websites I want to talk about on my capstone. Then, I need to spend time editing them to be roughly the same size and shape because I can’t have a smorgasbord of icon sizes running rampant on my page. Hopefully, when that is all done, the resolution is still good. Otherwise, it is back to step one of finding the appropriate banner or logo. Or maybe I want an infographic for a topic. I need to go find one that is free or fair to use, make sure the size and resolution are acceptable and get it in there. Or create my own on whatever authority I can muster on a given subject. I finally have a vision for a page but then I need to scrounge up the necessary content to bring it life. Finally, I reflect on pragmatism. How important is it reaaaaalllyyyy that I have a green-themed growth mindset infographic? Do I really need to edit rounded icons for these five websites I want to promote? Am I losing sight of the purpose of my capstone, the Master’s content, as I fret over finding the perfect fair use banner for the page? I spent nearly twenty minutes editing a picture of a yellow brick road to decorate my Common Core page and then my internet gave out. I lost my progress in Weebly and realized I could have downloaded seven or eight websites logos or linked another five pages or any number of things. I could have drafted text for the website in a Google doc that wouldn’t eat it or worked on my poster or worked on my video in offline software. I don’t say all this to sound negative but to recognize that pragmatism has a place in a project like this. I could reformat and rearrange icons and fonts all day trying to nail the perfect page look. The point of what I am doing is delivering certain content. Visual design plays a part in that and I need to keep my audience in mind. That’s why vision is important and that’s why finding/creating content to bring that vision to life is important, even if time consuming. However, it is also important to recognize the myth of the perfect website and keep one foot rooted in pragmatism as we approach the finish line.
4 Comments
An open-ended blog prompt is a rare opportunity. What should I write about? I feel like after these 11 months so far, there is always something to write about. My time in graduate studies has made me more consciously reflective and has given me new language and lenses to talk about things. I can talk about things in reference to Baggio or Darling Hammond. I could even use November as a reference point in spite of the retroactive nature of his argument. Just having all these ideas floating around, regardless of their academic merit, opens so many doors for discussions. However, I decided to talk about a different lens. The ones my students have of me.
For our required second round of research, I developed and shot and simple survey to get some data on my current cohort of students. Most of it was straightforward stuff, self-report Likert scales, multiple choice opinion questions. I mostly designed it to give me some nice graphics and workable numbers for my capstone website. On a whim, thinking maybe I could get a nice quote reel going, I gave my students a short answer question, asking them why they thought I did certain things. The results, while not unexpected, were profound to me. I asked students why they thought I liked to give them options for how to work in class and they gave me a range of reasons from college preparedness to efficiency to preventing boredom to letting students work to their strengths. They gave relational answers about me trusting them or how they thought it was kind of me to not force them to do something boring. There was really a greater variety than I expected. This really made me consider how my students have been viewing the things I have been trying in my classroom. It made me consider how me being in the Touro program has bled over to them. I used to feel a little conflicted about trying out crazy new ideas in my classroom. My main reasoning for this was that in trying to do something totally new I would almost certainly make mistakes or miss things. Sure, the new thing might be better a few years down the road when I work out the kinks, but those few years of students will suffer the rough patches. That has just been a bitter pill to swallow. I definitely felt this way about students who were caught in the middle of the Common Core transition. There were holes in the standards as we moved from NCLB to the Common Core State Standards. There was a lack of good curriculum as textbook companies just slapped Common Core stickers on old books. We are just now seeing students stabilize. They are just now showing up at sixth grade with the expected standards covered. It was such a raw deal for those students stuck in the middle. Even just one year of shaky math instruction can have a large ripple effect on a student’s education. However, the survey I just completed, while FAR from rigorous, might have something to say about that. My students, despite the mistakes I’ve made as I alter my classroom, can see what I am trying to do. They can name the reasons behind why we do what we are attempting to do. In a way, when we try to change our practice, we are modelling lifelong learning and growth mindsets. We are showing with our actions that innovation and improvement are valuable. We show that change is worth risk and that mistakes can happen without ruining everything. Our students watch what we do closely, seek to understand why we are the way we are, and can be successful in that endeavor despite our growing pains. It is true that innovation sometimes has immediate costs for long term benefits and it can feel unfair to the students who are just passing through our rooms, but I feel like it models a great lesson for them. Maybe my brand new inquiry unit on proportions falls flat or maybe it isn’t as interesting to 12 year olds as I think it might be. My students can see that I value building something better, despite setbacks, more than living in the past. Reflections of video making so far.
The task of producing a 90 second video has been a bit deceptive to me. We have made several videos so far and all of them have been longer than 90 seconds. So in terms of amount of content, footage, audio, still images to find or create, those videos have been “harder.” Then, working on it side by side with the behemoth that is building our capstone website, it seems even smaller still. Talking about my work for ninety seconds is easy! I can fill ninety seconds no problem. Or maybe that is the problem. How do I say enough in ninety seconds! Building a storyboard a few weeks ago was helpful. It gave me some boundaries and a narrative to fill in. There is just so much to stuff in there. It is tempting to double down and use visuals to cheat a bit of extra information in there but I feel like that goes against what we learned in our design classes and Baggio readings. So, thinning down my script to the bare essentials has definitely been the largest challenge. This has led me to consider the purpose of my video. The rest of my capstone is very formal and data driven. However, including a ton of data in my script really pushes the time. I can say something and back it up with a data point in five or six seconds. If I take those numbers out of the script, I can convey the information in maybe three seconds.So, my 90 second-teaser benefits from having fewer statistics shoved in it. However, I have the exact opposite in my capstone website. It is not an opinion blog, it is a research project and a data driven argument. I feel like the word I am looking for and struggling with is tone. What is the tone of my 90 second video? I naturally wanted it to be a little more generic and light hearted in my storyboard and that contrasts with the professional tone of the rest of my capstone. Perhaps that is the point of our elevator pitch. I currently have several drafts of different sections of my script, some more specific and some more generic. I have practiced some tongue twisters to try and spit my script out a second or to faster. I have poured through stock image websites to find the images that convey the tone and emotion I want paired with my data. I feel like it is all about choices now. I am thankful for our previous classes. I have been exposed to a lot of different video making tools and know which one I am comfortable which to get this particular type of video done. I am not fretting over editing or transitions or formatting because we already did those. I even know where to find free background music that I like. All because we have been through this process before. I get to focus on the content of my script at a high level of detail. I get to think about the tone and audience reception because I am not stressed about producing the video. It is a pretty big contrast to the struggle I felt communicating via storyboard. My site engages in a critical friends process that goes by the name “Friendly Feedback.” It follows a three-phase structure. During phase one, the presenter gets a set amount of time to go over their work. This time is limited so the presenter needs to focus on giving information that enables the critical friends to give feedback in the desired area. After the presenter’s time is up, the critical friends can ask any clarifying questions before moving on to the next stage. In phase two, the presenter stays silent and takes notes, preferably with their backs to the group. The critical friends then share what they like, what they wonder, and what some possible next steps are. This is almost meant to be more of a discussion between the critical friends. The friends can build off each other’s ideas and share agreement. In the final phase, the presenter returns to the group and responds to feedback. This structure as a whole is necessary because as a staff our time is limited. We could easily spend the entire critical friends time on a single teacher’s project and not finish. So, time limits and sharing structures like Like/Wonder/Next Steps are crucial.
I share this because it shapes my idea of what a good critical friend is and does. As a math teacher, my pacing and depth of project is often different than other content areas. A large PrBL unit covers 3 days. A standard ELA project covers at least 3 weeks. That difference of scope can make friendly feedback difficult. Other teachers don’t often know how to give feedback to math project. They don’t have enough insight into the content to give feedback there, the presenter doesn’t have enough time to adequately demonstrate the pedagogical activity, and many wonderful ideas about real world connections or cross class connections simply do not fit in the time math classrooms have. THe feedback is always great and I appreciate it. The ideas are usually awesome and would definitely enrich a unit or make it more authentic. I just don’t have a class period to spend doing a Skype Q&A with an expert or writing letters to city officials. Perhaps it is something I will get better at with experience, but right now it just amounts to falling behind pace or dramatically increasing the homework load for a student. So, my first characteristic of a good critical friend is context. Without context, feedback is not practical. I have received some amazing feedback on projects but sometimes I just can’t use it. That’s not the fault of the teacher who suggested it, their idea was great! They just lacked proper context for what is feasible in a math class. At my site, we have developed some resources to describe what PrBL looks like in a math classroom to increase context and understanding and it has led to more focused and powerful feedback for us. In terms of Touro, I think context is super important because of how diverse our projects are. We have different audiences and different goals for our capstones. Understanding the context of each other’s work is crucial to providing helpful feedback. Who are we trying to persuade? What resources do we want to give them? Is our work standards based, tech based, 21st Century Skills based? We all need to have some things in common in our capstone, but where is the focus? What si the message? Context is key to answering these questions. So, I feel we are all off to a good start being critical friends. Our cohort has been together for nearly a year now and we have been with each other every step of the way in developing our capstones. A second crucial element of a good critical friend, I think, is to be able to break the structure I describe at the beginning of this blog. I stand by the structure being crucial in large group or staff setting. Often times though, in our Friendly Feedback, a next step sounds like “Connect with the ELA department for this resource” or “talk to this science teacher about this online resource.” The structure, which is necessary for the sake of everyone’s time, only takes us so far. We often need to seek out additional conversations when the structure ends. What this means to me, is that a good critical friend relationship is a two way street. With the need for context in mind, I need to be able to bounce ideas off someone or have discussions or ask questions organically. Listening to a five minute presentation and then listing off my likes and wonders to a silent partner is not the most effective way to use me as a critical friend. It is a good way to get mass feedback from a diverse group, but not a way dig deep and get practical and powerful ideas from a partner. In a one on one or small group setting, there needs to be consistent dialogue. We need to discuss ideas, continuously provide context, frame ideas in terms of how the accomplish their goals. It needs to be organic and relational. I feel like our cohort is well positioned to be good critical friends to one another. We have context of each other’s work, we tend to like each other, and we are a small enough group to provide organic and practical feedback. Reflections on Storyboarding
This was without a doubt, one of the most frustrating experiences I have had in the program. We have written a large research paper, wrestled with Weebly, and produced videos through various programs like Screencast-o-matic and Adobe Spark. None of those technological endeavors has been as difficult for me individually as hand drawing an 8 frame story board. I feel spoiled by technology. Just trying to plan out how big to make my squares, where to position them on the page, how much space to leave for text was so time consuming. And I had not even drawn any squares yet! If I had been doing it online, I could have generated squares and dragged them around to see how I liked the placement. I could easily copy more squares or delete extras. I could resize them and have them be perfect squares. On paper, I had to plan it out in inches with a little bit of math. Then I had to slowly and carefully plot it out with a ruler. Even then, my lines were not all perfect and if I wanted to change any of them I would need to erase! How awful! How did we survive without computers? I’m mostly joking but there is some real feelings in there. Just setting up my storyboard was so time consuming and frustrating for my detail oriented side. With a computer, I could find a free digital resource in less than thirty seconds and have everything set up.and ready to work. Then not to mention the restrictions of my pitiful artistic ability. I have such clear images in my head and they translate so poorly to paper. I found myself questioning certain details I had originally wanted to include because I was unsure if I would be able to draw it well. In some ways, I suppose it helped ground my expectations for the storyboard. I need to be able to execute on any of my ideas. If I have a cool idea for my video but am unable to bring it to life somehow, the idea is not practical for this project. It also made me think in greater detail about my video. Did I want sections to be animated? Should their be moving pieces or static images? What software would allow me to animate and what restrictions would it come with? How detailed does a static image need to be to convey everything I want? Where can I get that image or how can I make it? I also felt like it was an eye opening experience in a different way. I was so frustrated because I am not a developed artist and I am not familiar with this format. Simply setting up the page was a struggle, let alone drawing the content in. I imagine that students encounter similar feelings if we ramp things up too quickly. If we throw new content, new technology tools, and expect them to work collaboratively, they can run into serious obstacles just getting started. It definitely makes me want to be more mindful of my design. It has been a whirlwind of a year with Touro. I feel like my objectives for the program have changed and shifted dramatically. When I started back in January and considered topics for my research and driving questions, I had a strong focus on assessment. I wanted to develop or prove or change something about student assessment so I could convince other teachers to change their practice. I was coming at it from a lens of being a teacher leader or teacher trainer. The program was, for me, a career based move. Getting a master’s degree would open doors and the work I did in Touro would be the first steps in moving forward. I never wanted to leave the classroom, but I definitely wanted to create something that would go beyond my classroom.
I still have the goal of working past my own classroom. I still want my work to impact other teachers and the way they design their learning environments. I am still a strong believer in growth mindsets and student agency as some of the strongest tools we have to work with as educators. However, doing the action research and beginning to build my capstone has changed my perspective some. While researching Dweck and Gallagher and Boaler in deeper detail, I found a passion for trying new things in my own classroom again. My school and district are pretty far ahead of the rest of the state in terms of 21st Century Learning and PBL, so sometimes I feel like it is easy to forget all the other cool resources and research going on in the world and just focus on improving the magic at your own site. So, while my capstone has not actually changed in terms of scope or topic, I am approaching it through a more experiential method. I am pushing my own classroom even more as I think about how I want to develop this broad toolkit for teachers. All that to say, my driving question is now: How might we create a culture of agency in math classrooms by empowering students to take charge of their learning via diverse digital resources? Assessment no longer appears in the text of my driving question, even though it is still a crucial part of the process. I have shifted language to “culture of agency” to better fit with my site and district language. I specifically integrated technology into the language, at first just because Touro and NapaLearns have a tech focus, but now because I believe it is the best way to impact the most students in the most learning environments. Overall, the experience with Touro has shaped the way I viewed my goals and my plans for meeting them, even though the content of the goals has stayed the same. So, to put it in words, my goals are to build a product that is useful to fellow educators and to convince them of the merit of agency and a growth mindset; to experiment in and improve the culture of my own classroom; to share what I have learned through my PLCs at my own school site. I am thankful to have an awesome cohort around me that is always ready with feedback, encouragement, edification, and insight. My cohort has diverse experiences and expertise that lead to valuable meetings together. We have teachers who have taught abroad in different cultures and systems, teachers on the cutting edge of technology in the classroom, coaches, and teachers who have survived multiple educational frameworks as students, professionals or both. Most importantly, it is a cohort of great people who can make a 2 hour night class feel fun. They are some of the best support a student could ask for in their feedback, their humor, and their willingness to let you know you aren’t alone when Weebly got the best of you or that research paper is still a work in progress. Ultimately, I look forward to finishing my project with these peers and seeing the wonderful products they develop themselves. I was going to begin this blog by comparing my level of artistic ability to an animal, but then I researched the kind of art animals are capable of producing and realized they are better than me. Either way, my students will gladly tell you that drawing and graphics are not my strong suit. So, the idea of designing a logo was a little daunting at first. I began my journey by looking at a lot of logos. I went through previous cohorts pages and and looked over the infographics on color and logos we had looked at previously. This gave me some ideas to start with.
The first big idea I had was that I did not like logos that were too on the nose. A lot of logos from previous cohorts were very literal. A toolbox, computers, school supplies. I do not feel like that approach is a good fit for my product. I played around with the idea of using a brain or some kind of sapling-type image but both felt overdone already. I latched onto logos like Khan Academy’s. Khan has a logo that represents what they are about, growing, but it is not actually related to what they do, computer based learning. So, I decided I wanted a more abstract logo or a concrete logo that represented the values of my project, rather than what the project literally was. I settled on a tagline of “Agency is power.” The whole purpose of my capstone is to change mindsets and develop life long learning skills. I frequently remind my students that, if the world was fair, they would only get two and a half minutes of my attention in class everyday. They NEED to be able to have some agency in their work. I need to teach them to seek out resources that are effective for them. I need to teach them that whether a teacher is there or not, they are the ones who own the learning. If I can do that successfully, I have empowered students to succeed in all classes, all subjects. I have many adult friends who struggle in math and are not proud of it. I always tell them it probably is not their fault. One bad year with a teacher or one year upset by family or personal situations can have long lasting ripple effects in math education. One of our cohort members says they struggled in math earlier but are working to re-learn it as an adult, through Khan Academy. There is power for students in the realization that they have agency in their learning. So, I decided a lightning bolt or electricity type of graphic could be effective and if I did not like that, I would want some kind of abstract symbol like Sprint or Chase. Their logos take advantage of principles of shape and color but do not actually seem connected to their business. Next, I found a free logo making website, because the internet truly is the great equalizer. I input my preferences for text, style, colors, and tagline. The website generated around 2000 sample icons and I spent some time going through it. This lead me to thinking about color matching a bit more. Before I went looking, I had very little opinion on colors I wanted, but after seeing different types of colors paired with my product name and tagline, certain preferences became clear. Greens reminded me too much of existing things like Khan Academy. Red seemed too harsh. Most of the logos I instinctively liked were composed of blues. Most shockingly, I really enjoyed orange as an accent ro secondary color. It just made sense with my tag line to have a color like orange, or at least an energetic accent. So, after much deliberation, I narrowed it down to two options, one with a blue and orange scheme with a lightning bolt and another with a blue contrast and abstract graphic. I’m still trying to decide which I want to use before I purchase rights to it, but the process ahs been much more exciting and enjoyable than I thought! My school site does not seem to have a mission statement specific to technology. However, I do know that technology and 21st Century Skills are part of the set of district goals that teachers are evaluated on, so our school does have a vision for implementing technology. Our vision statement specifically says,
“Inspiring and preparing students today for the possibilities of tomorrow by instilling the 4 "C"s (Critical Thinking, Communication, Collaboration & Creativity) in a respectful, safe, collaborative community by utilizing clear expectations and focusing on strengthening relationships.” I think the most technologically inclined section of the statement is “preparing students today for the possibilities of tomorrow.” In fact, I kind of like this open ended statement because of how much technology changes. The idea of technology and the way it is used today could be vastly different than the future. The last ten years alone have been dramatic in terms of digital citizenship, social media, educational technologies, and how students learn. A technology goal from the early 2000s might be nonsensical today. Similarly, today’s ideas of what a school should do for technology might be vastly inadequate in 2025. So, even though we do not explicitly discuss tech in our mission statement, I believe it is implied. In relation to my capstone, I feel very supported by my site’s mission statement. The heart of my capstone is for student’s to have meaningful choices to take charge of their own learning. Growth mindset is, at its core, about creating lifelong learners. I also feel like a growth mindset works perfectly with and is enhanced by the 4 C’s mentioned in our vision statement. In terms of my personal practice, the answer is the same. My capstone has grown from my personal practice. The idea of agency in a math classroom and student choice for how to engage in learning the content is something I have been striving for the last few years. Any time I have spoken with my administration about putting students in the driver's seat, making sure they know what they are learning, I have gotten nothing but support. In terms of improving how I support this vision statement for the future, I think it is all about integrating all 6 of the C’s. So much research on the workforce talks about how important collaboration are creativity are. As social media slowly grows to be our primary funnel for information and news, critical thinking and citizenship become even more crucial for young people in the digital age. My capstone is largely focused on changing individuals, either by inspiring teachers to change their practice or by instilling agency in individual students. A next step could be to develop ways to establish agency through collaboration. How can we use our peers a sa resource for learning and improvement? That’s a whole new driving question and does not quite fit in with my current aims towards technology and digital resources, but I am still young in my teaching career. There is time to integrate all this pieces. When considering the audience for my capstone, I feel conflicted. On the one hand, I know I want to build a resource for teachers. I want to champion a classroom structure and culture and teachers are the ones who would use the product. However, if a student stumbled onto my capstone, I would hope that sections of it could still be useful to them. That is kind of a "win more" scenario for me though. Other educators, specialists, and administrators are my primary target.
Even though I know which group of the "big three" I'm aiming at, there is still a lot to consider. Administrators would probably want to see some data about improved student learning and performance about assessments. Academic Specialists and other teacher leaders want training resources. They want methods to deliver my content and help teachers get off the ground. Probably rubrics, checklists, exemplar videos and the like. Teachers probably want something different. Lesson plans, ready to implement classroom activities, and easy to use resources for tracking in their classrooms. That is a lot of different needs to consider within my primary audience of "Educators." I have some plans for addressing each of them with different pages of the website, but I might be better off trying to really focus in on things. So, if no one else uses my resource, I want teachers to use it. They are the ones in the rooms with the students, where the impact I want to happen is. I find myself with a slight dilemma. Wouldn't the teachers who come to my website already know things about growth mindsets, agency, and math classrooms? So, what do they need? Classroom resources? Is my product really serving a purpose if it is just giving lesson plans to teachers already on my side? I feel like my product should try to compel and convince educators to make a change in their room. That would imply they had classrooms that were not yet "agency-infused." So, I need to build for teachers with little to no experience with growth mindsets and choice in a math classroom. Space is limited though, so I don't want to cover unnecessary basics. I'm sure these questions will evaporate as they go through the process but it is food for thought now. What level of experience do I expect from my audience? How wide should I cast my net? Is it worth pages on my website to try to appeal to admins and specialists as well? I don't have solid answers for all those yet, but I look forward to working it out in the practicals. 791 is coming to a close, so it is time to look back on these crazy weeks of summer. It was less than two months ago that we undertook a climb up the mountain of sensemaking. Several ironic and dense readings and a few prototype drafts later, here we are. I want to take some time to work through some reflections. First though, I want to discuss an update to my prototype.
My original Bubblemap prototype very closely matched the theoretical picture in my head. To me, the creator, my product is a three pronged approach to creating change in classroom. I would enact the purpose of the problem by (1) providing evidence, (2) offering training resources for teachers, and (3) providing learning resources for students. My initial prototype reflected that. Three branches grew off from my driving question to map out how I would support each prong. AS I was doing this, I would occasionally hit a specific item that belonged in multiple prongs, like a growth mindset assessment. It began to complicate the overall picture. Would I have repetition in my capstone? Or did I need to make a decision? Then, I had a revelation about the design. I had been thinking about the prototype backwards. I need to design a system that is useful for my audience. I designed it as a three branched flowchart because I, as the designer, imagine it like that. However, my audience does not care about the three pronged approach. Most of the audience will only engage two of the prongs at a time. It does not make sense to build a prototype like that. Instead, I should design in a way that will be audience friendly. Just because I strategized a three pronged approach does not mean my capstone actually needs to have 3 distinct sections. This really freed up my thinking and my ability to design. Now, instead of 3 sections I can have four or five and they can serve as audience friendly organization, I feel like my work on my prototype kind of exemplifies how this course has changed my thinking. As an educator and a planner, certain things make sense to me. I think in terms of standard, I want written out outlines. I want to record things in words, script certain things out. And I can plan like that. What I can’t do is give the information to my audience in that form. I need visuals. I need a presentation system that meets the needs of my audience. I have TPaCK, SITE, ARCs, and Pebbles in a Pond as additional lenses to evaluate my planning. This is at once the biggest challenge and biggest success. Aligning all of these lenses and theoretical models while shifting my perspective from a knowing teacher to an unknowing audience, translating my verbal thoughts and plans into impactful images for the students. Sometimes, it feels like trying to spin a dozen plates on six foot poles. Sometimes, it feels brilliant. I kind of feel like I have a foot in two camps, but I guess that’s where I should be in the middle of this transition from sense-making to making sense. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
October 2017
Categories |