# data[].attributes.headline
"Personally I’m always ready to learn, although I do not always like being taught" - Winston Churchill.

# data[].attributes.subject
"Personally I’m always ready to learn, although I do not always like being taught" - Winston Churchill.

# data[].attributes.body
"Cristina Costa on CloudWorks, she shares that teachers might lack motivation because "most often we teach the way we have been taught" and "initial teacher training (most often) still does not contemplate the full integration (please note the word: integration, not simple use and learn 'how to')" (Layton, 2014).

In thinking about what motivates me in my hobbies, which include knitting, crocheting, cooking, gardening, running, Yoga, reading, up-cycling furniture, sewing, etc., my desire boils down to wanting to CREATE. One of my favourite parts of teaching has always been planning, particularly in the MYP, where I can choose the tech and deicide on the line of inquiry, so I fond topics that are pertinent to my class, my school, my environment. Now I plan all my lesson on line, i get to CREAT engaging and meaningful interactive websites, and I can spend many happy hours crafting them, tinkering with them, perfecting them. If the highest order thinking skill, if the top of what we do as humans, if our ultimate purpose is to CREATE, this is something I need to tap into to motivate my teachers. I want to help motivate them into creating the best version of themselves as an educator my providing skills, tools and expertise to create satisfying and engaging learning experiences for them and their learners.

# data[].attributes.body
In terms of Reward v Punishment: in cognitive tasks, the larger the reward, the poorer the performance, e.g. "after-school and summer training, which participants were paid a stipend to attend, as well as training during the school day, for which participants got professional leave time" (Starr, 2012) was not effective. Money is not a real incentive in education. If we wanted to be rich, we would not be teachers. Right?
We need to pay people enough so that money is longer an issue! This can lead to internal, true autonomous motivation. Happy people work harder.
For example, Atlassian, an Australian company gave their employees the opportunity to work on anything with anyone for 24 hours, once per quarter. The only stipulation was they had to show their result in a meeting at the end (a fun meeting, with cake). They found that these self-directed, autonomous opportunities led to whole array of new ideas that would never normally happen. Not even with monetary motivation. Google offer a similar incentive and many schools have adopted an approach called 'Genius Hour' or 'Twenty Percent Time', which gives learners time in their school schedule to work on something THEY want to work on. I like this idea for PD and would like to explore how to bring it in to my DTTP.

A desire for MASTERY fuels our urge to get better; this leads us to give things away for free in own time - do more than just our jobs. For example, conferences such as EdCamp, and Google Summits = challenge and mastery and making a contribution. I volunteer to present at these events as it makes me think about what I am doing int eh classroom and how I can communicate, share and motivate others to do it. I give up my weekends to do it as I want to get better and I want to help others to get better.

PURPOSE: When profit motive is unhitched form purpose bad things happen. We need to have a true and worthwhile purpose. I need to really think about this for my DTTP and tie it into the vision and mission of the school and the training initiative I want to develop.

# data[].attributes.attachment_link.title
RSA ANIMATE: Drive: The surprising truth about what motivates us

# data[].attributes.body
Janet Finlay. "Andragogy (Adult Learning)." YouTube. YouTube, 17 May 2010. Web. 19 Feb. 2017. <https://www.youtube.com/watch?v=vLoPiHUZbEw&feature=youtu.be>.

Kalesse, R. (2014). Teachers lead the way at Edcamps: Participant-driven “Unconferences” restore the power of professional development. ReadingToday.

Knowles, Malcolm S. The Modern Practice of Adult Education: from Pedagogy to Andragogy. Englewood Cliffs, NJ, Cambridge Adult Education, 1988.

Layton, Sarah. “Motivate Teachers to Try New Technology.” Blended Learning Curriculum for Health Sciences, Business & IT, 20 Feb. 2014, www.aeseducation.com/blog/2014/02/motivate-teachers-try-new-technology. Accessed 20 Feb. 2017.

Pappas, Christopher. “The Adult Learning Theory - Andragogy - of Malcolm Knowles.”ELearning Industry, ELearning Industry, 3 Jan. 2017, elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles. Accessed 19 Feb. 2017.

Pappas, Christopher. “9 Tips To Apply Adult Learning Theory to ELearning.” ELearning Industry, ELearning Industry, 2 Oct. 2014, elearningindustry.com/9-tips-apply-adult-learning-theory-to-elearning. Accessed 19 Feb. 2017.

Prather, Liz. “CTQ.” Professional Development and Adult Learning Theory | CTQ #CTQCollab, 11 Dec. 2015, www.teachingquality.org/content/blogs/liz-prather/professional-development-and-adult-learning-theory. Accessed 19 Feb. 2017.

Prensky, Marc. "Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?" On the Horizon 9.6 (2001): 1-6. Web.

Starr, Linda. “Encouraging Teacher Technology Use.” Education World: Encouraging Teacher Technology Use, 31 Dec. 2012, www.educationworld.com/a_tech/tech159.shtml. Accessed 20 Feb. 2017.

Swanson, K. (2014). Edcamp: Teachers take back professional development.  Association for Supervision & Curriculum Development.

“The Adult Learning Theory - Andragogy - Infographic.” e-Learning Infographics, 16 Aug. 2014, elearninginfographics.com/adult-learning-theory-andragogy-infographic/?utm_campaign=elearningindustry.com&utm_source=%2Fthe-adult-learning-theory-andragogy-of-malcolm-knowles&utm_medium=link. Accessed 19 Feb. 2017.

“The Mirage.” The Mirage | TNTP, TNTP, tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development.

The, RSA. “RSA ANIMATE: Drive: The Surprising Truth about What Motivates Us.” YouTube, 1 Apr. 2010, youtu.be/u6XAPnuFjJc. Accessed 19 Feb. 2017.

Toister. “Introduction to Malcolm Knowles's Andragogy Theory.” Lynda.com - from LinkedIn, 23 Sept. 2014, www.lynda.com/Higher-Education-tutorials/Introduction-Malcolm-Knowless-andragogy-theory/170070/193558-4.html. Accessed 19 Feb. 2017.

Visser, Ryan D, et al. “#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers.” Journal of Research on Technology in Education, vol. 46, no. 4, 2014, pp. 396–413.

Work, Josh. “5 Tips to Help Teachers Who Struggle with Technology.” Edutopia, 3 Feb. 2014, www.edutopia.org/blog/help-teachers-struggling-with-technology-josh-work. Accessed 20 Feb. 2017.

# data[].attributes.body
All of this applies to what I do already; but we do need to have some direction and level of expert initially; it is about context not learner.

# data[].attributes.body
Reliant on teacher to give the knowledge as expert; less about good grade and pleasing others - it is content and decided by teacher as well as how presented. Some of this needs to happen in the DTTP but I think there needs to be a lot of choice and autonomy - I am thinking of self-paced learning.

# data[].attributes.body
Reading around this was confusing. I have been thinking gamification and self-paced badge style learning as motivation. It works for me in terms of exercise and PD - I love the little certificates and badges I earn through Google, Apple and other MOOCs. Some research suggests this may work (see PINK above) but some research says it needs to not be about prizes? Hmm, how does this impact my Gamification model idea? Intrinsic - self-satisfaction, value, choice? I see learning and betterment as the 'prize'...

We ALL like to be told we are doing good job and "who doesn't need a little validation from time to time?  (Layont, 2012). To redefine professional learning, we need to design as "measurable progress" that is "observable", where improvement is encouraged with "meaningful rewards and consequences" (The Mirage, p. 5),. If "teachers are reluctant to integrate tech due to "lack of time, a lack of resources, or a lack of confidence" (Starr, 2012) then I need a way to tap into their intrinsic motivation, that innate desire to 'create' and I think I can do that through praise and validation, as well as authentic training they can use to solve their curriculum needs.

# data[].attributes.body
Adults need learning to focus on knowledge, skills and abilities not content; this is particularly relevant in developing a DTTP across the grade levels, schools and district. Content based learning will not work if it is to be relevant and applicable to all educators.

Learning must be contextualised so that it is relevant and authentic. The process must include time for teachers to have concrete experiences - training should show examples and give opportunities for them to develop and use it; it must allow them them time to observe and reflect in this, then a space where they can share, generalise, refine and develop these concepts is needed before they can test theories and learning in new situations by putting them into practice.

My DTTP needs to include opportunities for reflection spaces, not necessarily synchronous or face to face but a way that is timely and allows for comments and sharing. I am thinking blogs or forums? Perhaps a culminating EdCamp style unconference for lots of sharing and discussion?

# data[].attributes.body
As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her role. The Mirage review of PD found that despite money and effort most PD "is not helpful" (p.4). The DTTP needs to be able to solve real problems. Training has to map to curriculum and community needs; it has to be timely and relevant and focus on what is useful now. This is why I want to develop an initiative that looks at inquiry-based learning, as an IB school, through the use of GSuite for Education as a platform.

Two major areas I need to think about are:
1: direction and assistance, to address competence and dependency
2: support and encourage, to address commitment and confidence

I want to "create a school-wide culture of tech integration and an openness to take risks. Some lessons will not go as planned -- and that's great! Reflect and learn from these challenges. Be willing to press on and continue to learn' (Work, 2012). Through a successful initiative, I want to "create a homegrown professional learning community (PLC) that focuses on monitoring tech integration throughout the school" (Work, 2014).

# data[].attributes.body
Create learning experiences that offer minimum instruction and maximum autonomy.

Adults need to feel OWNERSHIP of their learning; I want to look at how I can harness that responsibilty and self-direction through self-paced activities that develop micro-levels of learning through gamification and perhaps badges of acknowledgement. I think it is important that staff are able to choose their own pathway at their own pace in own time.

"Technology-needs assessment, which is used to develop a plan for personal growth. Each teacher also maintains a technology portfolio and uses it to organize their Web sites, show evidence of technology activities in the classroom, store training handouts, and so on" (Starr, 2012)

# data[].attributes.body
Teachers come with existing knowledge. Just as all learning starts on a foundation of what we know - which is why teachers collect that in baseline assessments and knowledge harvests from our learners; we have to acknowledge that adult experience is a lot more developed and more diverse than in the children we teach. Some educators, like me, have had experience in the real world, and held jobs outside of the classroom. We should draw on this and at the same time acknowledge that there may well be and amount of unlearning needed sometimes (because of bias etc)

Our identification of ourself is defined by our experiences; the DTTP learning needs a clear association with real experience and be active, constructive and collaborative, so we can, as a faculty, accumulate a growing reservoir of experience that becomes an increasing resource for learning. A snowball of knowledge.

# data[].attributes.body
The biggest and most important aspect is that teachers need to know WHY. I also think HOW and WHAT needs a mention too.

The training has to demonstrate a purpose and have a practical application for them. My DTTP must focus on clearly stating how what they are learning can be useful or helpful to them quickly. I need to think about how to show them the benefits of what they will learn as well as a consideration of what the risks may be in not learning.

Before this can be developed then, and for a positive approach to the training to be developed, teachers need to be include in planning process; Create a focus group of teachers with a representative sample of all staff.   Poll the focus group about their professional development needs.  Discuss. Share. Brainstorm.

"poll your teachers and ask what tech-related areas they would like to focus on. Select only one or two of these areas and make a concerted effort to help those teachers who are struggling" (Work, 2014)

# data[].attributes.body
Before I read up on Andragogy, I decided to think about what motivates me - to exercise, study, learn new things, etc - in order to think about motivation overall. It is hard to pin down.

I realised the other day, I like change. My friend came over one evening and was 'disturbed' by the fact that I had moved the furniture in my sitting room around. She said she likes to find a place for everything and then leave it; that it bothers her to change things and makes her uncomfortable. As it is a joke in our house that, the second I am left alone, I will rearrange the furniture, I found this shocking, as we all think people are the same as us. It made me realised how much I like change and indeed, how much I need it.

I thought about this in terms of this assignment and how I am always learning and changing, because it is easy for me, because it is the way that I am. It made me realise how many teachers i have worked with who don't - they never change their classroom layout and comment on the fact that mine is constantly moving around. My thinking is that there may always be a better way - and that is, intrinsically, what motivates me. The 'maybe'. The 'what if'. The fact that I think we can always find better ways. Be better.

In addition, I thought about the comment I made in one of our weekly discussions about the Apple Watch; how the progress indicators and reminders I get each day motivate me to move more than if I wasn't wearing it; how the badges I earn motivate me to keep adding to my achievements rather than stepping back or taking the easy way out.

Another major motivation is learning when I need to do or know something; for example, my Blog stopped being accessible yesterday and I spent a good hour trying to figure out a way to fix it. What I learned solved the problem and motivated me to share that learning with others, in case they experienced similar issues. Read my blog post below for more information.

Gamification has always interested me as a concept of teaching; I have not yet had the time to explore it fully but I wonder if it can be used to motivate adults to better themselves?

# data[].attributes.attachment_link.readable_text
My Blog address, as stated in the settings of my Blogger dashboard is:

For instance, if you open blogspot.com in your web browser, it will change to blogspot.co.uk if you are accessing the blog from UK, or, as in my case, when I was in Singapore, I had the address mrshollyexploringlearning.blogspot.sg, and now I have mrshollyexploringlearning.blogspot.qa.

For the past two and half years in Qatar, and for the years I had my blog before moving here, this has not been an issue. Until today.

I submitted my latest Masters assignment on my university VLE, and, as I often do, wrote a blog post about it. I was able to access my dashboard, write, edit and publish. I previewed my post and then, when ready, pressed publish. All this was fine.

As always, I wanted to Tweet out a link of my latest post to my online PLN. When I clicked on VIEW BLOG to navigate to the specific URL for my latest post, I found I was locked out. I kept getting the message:

I was on my iMac, so I checked on my MacBook Pro. Same.

I got my husband to check on his MacBook Air. Same message.

I checked on my iPhone. Same. Until I turned off WIFI and used cellular - then I had access. This made me think it was my actual IP.

I read up on a few articles - some suggested it was my proxy settings, I needed to reset my WIFI etc. None of these proved problematic.

Eventually, wanting to test the IP theory, I went into my browser history and found a blog I had accessed yesterday. My hunch was confirmed: When I clicked the link and it opened in my omnibox, it initially displayed with the ending .qa and wouldn't open, briefly showing the same 'This site can't be reached' message, as above. Then, just as quickly, the ending changed to .com - and the blog opened!

I figured the problem may be the .qa because country-specific redirection is done to allow selective censorship - this allows to easy censorship or blocking of a blog post, or other entire blog site, in one country but still allow access to them in other geographic regions.

I knew people had been viewing my blog today, as I could see my stats from the new post I had just published and people had already been viewing it, even if I myself couldn't!

This confirmed my feeling that content removed due to a specific country's law will only be removed from that country - meaning I wasn't able to see it here, but people outside of Qatar were still able to view it.

I decided that my easiest course of action was to remove or disable the .qa ending.

I found an easy way to do it through a little bit of code written by Amit Agarwal.

If you want to keep the .com ending for your Blogger account, wherever you might be in the world, follow these easy instructions:-

1) Navigate to your Blogger Dashboard and choose Template.

2) Click the "Edit HTML" button:

3) Click 'Edit Template':

4) After the tag, paste the following code:

5) Click 'Save Template'.

And you're done! My shortened URL: bit.ly/mrshollyblog still works too.

Being able to share my teaching experience with other educators globally and locally is very important to me. I don't know why my blog stopped being accessible, I do know that changing it from .qa to .com made it accessible again.

--------------------------

"Prevent Blogger from Redirecting Your Blogspot Blog to Country-Specific URLs." How to Prevent Your Blogger Blog from Redirecting to Country Domains, 15 Sept. 2015, www.labnol.org/internet/prevent-blogger-country-redirection/21031/. Accessed 17 Feb. 2017.

# data[].attributes.attachment_link.title
Stop Blogger Redirecting to Country-Specific URLs

# data[].attributes.attachment_link.description
My Blog address, as stated in the settings of my Blogger dashboard is: For instance, if you open blogspot.com in your web browser, it will change to blogspot.co.uk if you are accessing the blog from UK, or, as in my case, when I was in Singapore, I had the address mrshollyexploringlearning.blogspot.sg, and now I have mrshollyexploringlearning.blogspot.qa.

# data[].attributes.headline
TWITTER: What resonated with me this week...  

# data[].attributes.subject
TWITTER: What resonated with me this week...  

# data[].attributes.body
The one thing that resonated with me this week was the work we did around Twitter. As you can see from my PLN reflection post, I am an experienced user and have the luxury of perspective from the other side, as a moderator of a Twitter chat.

It was interesting to read up on some research about Twitter - and EdCamps, which is something else I am helping organise at the moment - not least of all because the names mentioned in these articles are people who have been 'working' with, learning from, and talking to on Twitter for a number of years. It made me feel quite positive in terms of how far along the way I am as a ''leader" in education and technology initiatives.

I think the point that resonated most with me, shocked me, and in fact, is something I keep thinking about, is the differences in age groups of users. I am in no-way a "digital native", as Prensky (2001), who I saw talk at the BETT Middle East Conference last year, calls our current digital generation. I am - just - in my 40s, and grew up without the technology we have now. Even my degree, which I completed in 1997, was, in the majority, hand-written and entirely completed without use of the Internet. However, the figures form the study by Visser et al in 2014 (when I was still - just - in my 30s), foudn that the higheste percentage od educators using Twitter, at 37% of respondents, were aged between 21 and 30, with the second highest at 29%, aged 31-40. Only 15% of the Twitter educators surveyed are 21-30 years old, the ones who have grown up with technology as part of their lives - even 50 year olds and above are higher represented at 19% (Visser et al, 2014, p.400)! I truly wonder why this is. I wonder if Twitter, despite the report suggesting that the "general population fail to see its relevance", and despite many considering it as "a playground for imbeciles, skeevy marketers, D-list celebrity half-wits, and pathetic attention seeker" (Lyons, 2009, p. 31 in Visser et al, 2014, p.397) is not considered a viable or cool method of social media. Is there a digital divide in apps? My teenage daughters are huge fans of SnapChat for example, which I just do not get the point of, and equally, they don't get Twitter. Is it an age thing? Whatever it may be, this is an area that really interests me, both in terms of users and as a effective way to self-direct professional learning, and something I would like to read about more, even though, I am not sure I intend to make it part of my DTTP.