I left a comment on Clive Shepherd’s post Blogging is No Longer What It Was. But this post isn’t directly about what I wrote on Clive’s blog.It’s just that I love blogging. I love the blogosphere and everything that’s in it. I’m not on a doctor’s prescription. But when I see a new post, I just feel like I’m witnessing something fresh and newly created - very very new - shiny, like a newborn star.Primal observation in space:I’m sure that the feelings I get when I discover things in the blogosphere are similar to the feelings my ancestors had when they looked up at the stars. Their eyes filled with wonder at what hung above them.The sky must have been a great sight in those days. No city lights to haze the atmosphere. Come to that, no haze. Astronomers using optical equipment today, talk about the ‘seeing’, when they refer to how clear the atmosphere is above their telescopes. The ‘seeing’ way back in the days I’m talking about must have been something special!Present day astronomers refer to the magnitude of a star - a number that they hang on how easy it is to see a star, or other visible light source in the sky. The fainter the star, the larger is its magnitude number.Our ancestors would have been able to see faint stars of about magnitude 7. Today, we are lucky to see stars of magnitude 5 near a town - that’s about 7 times brighter. It's simply because the glare of streetlights prohibits us from seeing objects much fainter than that in the sky.Observation in cyberspace:Often, when I look into cyberspace, I feel like an early, prehistoric observer, sitting high on a hill, looking up to a vast night sky.I make observations, and think that no one has ever spotted them before. Of course, like my ancestors, I am probably seeing some things that have been witnessed many many times - long before I saw them.In cyberspace there are some beautiful stars, some brilliant stars - some with planets, interesting nebulae and scatterings of faint luminescent clouds. There are comets and shooting stars. Now and again, a supernova explodes and releases so much energy that the whole of cyberspace seems to resonate with it.One of the observations I've made is to do with how commenters put their comments on a new post. Have you ever noticed, when a post first appears in the blogosphere, how most of the comments appear almost immediately afterwards? Logical don't you think?Some posts differ from others though. Some attract no comments at all. Others are like supernovae, attracting so many comments immediately after posting, that it takes a while before it all stops. But it is very, very rare that a swarm of comments appears against a post well after the period when that first activity has ceased.I often wonder about this. I take pity on these cold, abandoned, commentless posts.I even think about racing around cyberspace with a bagful of comments, specifically looking for old posts, perhaps ones with no comments at all (and there are millions) and just dumping comments, willy-nilly, wherever I can - copy and paste fashion - just to give these lonely posts a bit of company. A bit like one of the tasks in the past Comment Challenge, when participants were asked to write 5 comments in 5 minutes on 5 different posts. That caused a bit of a stir among sedate bloggers!Black holes:But posts go off y’know, like stars that appear in the night sky and then just disappear! They shine bright over a brief period, perhaps get brighter, fade a bit, glow dimly for a while, and eventually collapse into a black hole - lost in cyberspace, never to be found by the average observer. Not even winked at.Eons later, an intrepid wanderer might stumble across a darkly hidden post and check it out. Seeing this frozen, abandoned site of past activity, the observer realises that no one has been there for ages, and bounces off again into cyberspace, searching for newer, fresher territory.As I post this, I realise that what I’ve written is like a newborn star. It may shine for a short while. It may even attract some attention - a comment or two. But eventually, it will join a growing mass of black holes, lost in the vastness of cyberspace.They say that black holes are the re-cycling centres of the Universe.I wonder how long it will take for this post to be recycled?

From time to time there’s a need for a return device on a web page or blog post. It could be a special post that requires the reader to return to the original page, or even a position on a long post where the reader is required to return to a link on the same page.Remember to use the return to where you were key to come back to this position. Try it out here (this feature will not operate from RSS Readers).One link fits all:The return key has the advantage over a complicated series of links, in that only one return link is required. I found it useful when I wrote my Comment Guidelines. Occasionally I will link to that during a post.The return key at the base of the Guidelines page courteously permits the reader to return to the page where the link was, so reading may resume from there. No matter where your original link is, the return key cleverly bounces you back from where you came. Admittedly, it does no more than the 'go back one page' button, but it is correct and appropriate navigation.Try it. You can return here if you use the return to where you were key at the base of the Comments Guidelines page (this feature will not operate from RSS Readers).Return keys of this type are especially useful when a series of links, to separate resources, are placed on a page that require the reader to return to that same page each time. A good example of this is in linking to the so-called link-pages of a sequence of digital resources.By simply using the return key, the reader can easily come back to the same page. Try visiting these resource link-pages - remember to use the return keys to come back to this page.1 alkanes 2 alkenes(this feature will not operate from RSS Readers)Simple elearning assignment sheets can be created in Word using a series of digital resources with link-pages fitted with return keys. If links to these resources are embeded in a Word file, the associated return keys on the link-pages can also permit the reader to return to the Word file when finished. How does the return key work?Here is the script:Inserted into the html of a blog page or web page, it is placed at the required position where the return key is to be displayed. The key responds to text alignment like ordinary text, so centering and left or right aligning of the key can be done easily.The script invokes the browser history. When clicked, the key literally asks the browser to go back to the last linked page position.

Base words are uttered only by the baseAnd can for such at once be understood,But noble platitudes:--ah, there’s a caseWhere the most careful scrutiny is neededTo tell a voice that’s genuinely goodFrom one that’s base but merely has succeeded.Wystan Hugh Auden.I like to let a draft post cure a day or so before publishing it. Quite frequently, after this time, some drafts get the heave. This one was lucky. But I’m sure many will feel it should have joined the reject pile, along with a few others I've posted.Gina Mink’s post, and her own reply to it, got me thinking - about all sorts of things. Apart from the bother I had getting a comment, with a link, onto her post, perhaps the time spent attempting to do this allowed me to think more about how I write posts.Is my approach unique?I wondered if my approach is one often used by others. I’m aware that the twenty-first century culture that is held by some bloggers, is such that most do not dwell on the crafting. To them, getting the message across is where it’s at. I’ve no problem with that.I study poetry. I enjoy reading the skilled writing of others. From time to time, I come across blogs that are well written - almost crafted, and I can only admire those.The Fire And The Anvil:I recently re-read a wonderful little book by New Zealand’s celebrated poet James K Baxter. The Fire and the Anvil is a brilliant series of lectures. They are about the product of poets whose craft is forged in the fire of the creative mind. It's then hammered into shape by feedback from critics that alters the way the poets write. It is a reflective practice that involves the writing, the poets and their audience.Much though I would like to bash out a post and publish it in ten minutes, I can’t often do this. Too often I want to go back and alter things. Some call it stuffing mushrooms.I might even change a word or two after a post is published - almost heresy in some circles. Dave Ferguson has crafted a few posts on and around the topic of editing posts. But from the moment I think about a post, I am aware that I’m following much of the process that Baxter refers to in his book:The World Of Thou:It "denotes the whole various world of relationship where being meets being."The Matrix:"The primal substance of the" post, "non-verbal, which the verbal structure" of the post reflects - "its point of contact with the world of Thou."The Form:"The whole complex verbal pattern" which the writer creates in response to the matrix.Incubation:Baxter’s period of gestation, "during which the matrix is carried obscurely in the mind", is not unlike how the substance of the post is thought about before anything is entered through the keyboard or other interface.Texture and Time-life:These have their counterparts in the diction and crafting used by the writer. Sentence length and construction, the way each sentence sits with the paragraph, and paragraph length, are parameters that expert bloggers tell us are important to writing good blog posts.All of these parts of the post writing process have closely corresponding items in Baxter’s sequence.The crafting and how it helps me:For me the crafting is part of the reflective practice of writing a post. It’s not just the diction and the paragraphing. It’s to do with the thought processes that lead up to that.Ken Stewart wrote a post Why Do You Write. It prompted me to write a comment which I later copied with little alteration and put it in a post. This was one of the few times I posted without crafting. But it had the essence of why I write, how I write and all of what’s in it for me.Writing helps me organise my thoughts.Prioritising those sparks further thought.Organising what I write puts to rest serendipitous thought-threads.When these are processed through exhaustive cycles of writing and editing, it is as if the thoughts are put to rest. I can sleep on them.More reflective practice:There’s more to blogging than just writing exhaustively edited posts - I’m trying to avoid those. Lately I’ve made use of action research as a means to develop my way of writing posts.While I have not yet used blogging specifically as a teaching tool, it has helped me organise my thoughts about how I teach. This in itself is powerful reflective practice.Of course, action research is reflective practice. It can be widely applied to more or less any people-related activity. And like it or not, writing a post is a people-related activity.related posts - >> ( 8 ) ( 7 ) ( 6 ) ( 5 ) ( 4 ) ( 3 ) ( 2 ) ( 1 )

Tony Karrer’s Big Question for the month of December is, ‘What did you learn about learning in 2008?’This has certainly been a year of learning for me. I was involved in several projects, not all of them employment related. But they were all to do with teaching and learning.The long and the short of it all is, that I’ve learnt so much about learning this year; I can’t possibly cover it all in one post. So I’ve prioritised my list down to one item.Bookshops as big as supermarkets:Fifteen years ago, I listened to a soliloquy from a work colleague, at a meeting on learning resources. The proclamation was that books would be out of date in 5 to 10 years. I wondered about this idea. At the time, I couldn’t easily imagine the book being surpassed, and eventually replaced, by digital equivalents. Well, it didn’t happen. Instead, bookstalls became bookshops, and now we have bookshops like supermarkets. During most of this year, my older daughter has worked part-time in Borders, New Zealand. It is a huge new bookstore - easily one of the biggest shops of its type in Wellington.The demise of the textbook:But I was reminded of the prediction of the disappearance of books when I came across Sheryl Nussbaum-Beach’s post in September this year, and listened to her video. She spoke of the demise of the textbook.I reflected on the meaningful consequences of getting rid of books, and all resources like them, to do with content. This is what Sheryl is proposing as a panacea for enabling learning in the twenty-first century. She posits that what we have to do is ‘to unlearn’, for ‘learning doesn’t work that way anymore’. There is merit in some of what she says.Meaningful, authentic, passion-based scholarship:She speaks of ‘meaningful, authentic, passion-based scholarship’ while talking about preparing learners for an age that isn’t here yet. And again, I wonder.I speculate, as she does, on what it is that we should be teaching our students, if we don’t really know what they will need in the future. But I also wonder about the long-term consequences of eschewing content.Closely related to this theme are my experiences with some new projects that I have been involved with this year. These projects have not gone according to plan, for the plan involved dismissing previous experience and knowledge as past history.The accumulated experience and knowledge - the content - that could have assisted some of these projects, if only by consideration of what didn’t work, was simply not permitted to happen. The projects were all to do with learning. In particular, some were to do with elearning.Leaky buildings:I won’t be specific here, though I’m willing to discuss this fully in a different forum. But it’s all too much like the so-called leaky building syndrome that struck the property industry in New Zealand earlier this century.Through the introduction of new standards and materials, and by discarding established building practices - content - the building industry in New Zealand plunged itself into crisis. Houses were constructed that simply rotted from the inside, due to a number of unforeseen conditions that were fostered within the wall cavities of the buildings.Examination of the old standards, and consideration of why they had been established in the first place, showed that many fundamental portions of knowledge had been overlooked when introducing the new standards and construction methods. Implementing the use of a combination of new building materials, and new, untested building standards, caused a minor disaster in that industry that’s still being cleared up today.Leaky pipes:A minor crisis also occurred in New Zealand, near the end of last century, when unleaded automobile fuel was formulated and commercially introduced to the public. Insufficient testing, of a fundamental nature, led to several instances of fuel hose erosion resulting in the withdrawal and reformulating of some newly introduced automobile fuels. This came about through a similar lack of consideration of what had gone before.Learning to read:Some twenty years ago in New Zealand, phonetics as a method used in teaching reading, was removed from the curriculum, in favour of so-called word-recognition. My oldest daughter would have been severely affected through this curricular move, had I not given her necessary coaching, using phonetics.Luckily, I had enough common sense to help her myself, when I eventually found she was having difficulty learning to read. Phonetics is now being re-introduced as one of the methods for teaching reading in schools.Postmodernism?It is as if it is part of a growing culture - some say it’s a manifestation of postmodernism - that infuses the thinking like mycelia, whenever innovation is called upon. Innovation is a wonderful thing if it works.Simply discarding past experience and knowledge in the name of replacing those with some new and seemingly innovative idea, may not withstand the test of time.What we teach learners today, and what they learn, must withstand the test of time. This applies, whether it is process or content.This year, I wondered if throwing out the baby with the bath and the bathwater is a useful technique for achieving progress in learning.

Having saved the baby, conserved the bathwater and rinsed out the bath, I should get real, and properly address Tony Karrer’s question which was, ‘what did I learn in 2008’.In May:I learnt to blog. Here’s the summary.In doing that, I learnt that there’s a heck-of-a-lot of people out there who (obviously) enjoy reading blogs, but who don’t blog and who don’t comment much. I’ve had that confirmed a few times since then, while studying Google Analytics and AideRSS.In June:I learnt that the age-old rivals, training and education, were still as nebulously and controversially defined as ever.In July:I got an inkling that a lot of people who visited my blog were very interested in blogging as such. They were interested in the analysis and also the personalities depicted in blogs. My inkling was confirmed by a series of experiments that concluded in August.In September:I learnt that people have all sorts of wonderful ideas, models, metaphors and analogies for learning and how it’s done.Also that month, I gathered more evidence that, in my commentsphere, there were a lot of people with strong ideas about commenting and the written and unwritten rules and regulations about that.In October:I learnt that there existed a whole spectrum of what people believed was necessary preparation for getting into elearning.Coupled with that, in the same month, I found that there was a range of ideas around the blogosphere on the usefulness and effectiveness of commenting as a means for learning.In November:I discovered that bloggers in my commentsphere are keenly interested in the analysis of their own writing persona, even if just for fun.I also had it confirmed what a joy it could be to blog and participate in blogging.And it is a joy! Good will to all!

Michele Martin has recently coined a wonderful word: now-ness.It means the burden of present day communications technology used by those who wish to communicate with you - all at once. Not unlike infowhelm, and very much in your face, it's amplified many-fold by present day communications tools.I empathise with Michele, and others like her in this reasoned plight. Now-ness can be stressful. I sometimes find stress to be unpleasant and I have to find ways of controlling the stressors for myself. I left a comment on Michele’s great post, The Tyranny of Now. It went something like this:I was discussing this idea in the workplace recently. Someone said glibly that it's just like playing tennis. "You return the ball from whichever direction it comes - that's the skill."Multi-tennis:But it's more than just that. It's like playing tennis with several players, all of them on the other side of the net. And all are serving with a different ball. Sometimes it seems as if there are several dozen balls coming towards you all at once. Which do you hit?For a satisfactory return that leads to something useful, one has to simply ignore certain serves, and find ways of doing this. It's not easy. That way, however, you have prioritised your interactions. You are then in control. You can also have a win-win situation.Use whatever means, when necessary, to freeze that incoming ball in mid-air, while you return the previous one, otherwise you end up missing both.Who is serving?Email, the phone, text-on-mobile and your RSS reader are your servants. You're certainly not theirs. You could treat them like that. But you may end up serving few and usually none.I watch colleagues sprinting across the office to grab their ringing phones. Sometimes they make it, without a broken ankle. Other times they don’t make it before the ring-tone stops.I have voicemail. I use it, but I also clear it regularly. I have seen other people ignoring the voicemail they receive. Later, they complain that it takes too long to clear it all. Hmmm.Love all:I let voicemail kick in, if I'm having a face-to-face conversation with a colleague and the phone rings. It's just common courtesy. It also saves stress. When it's convenient, and as soon as it's convenient, I check my voicemail.I clear my email regularly too, but I don't use email alerts. They just distract me while I attend to other things - the phones are (bad) enough. Only family have my mobile number and they know to text me first - I've got my ring-tones on near silent, mainly out of courtesy to my work colleagues.There are other measures I take. They are as simple.When I discuss these things with work-colleagues, they throw their hands up in disgust. All I hear are excuses and complaints that they don't like leaving voicemail messages, so why should they expect others to. It’s then that I recall what they said about the time they took to clear their voicemail. I think of the people who took the time to leave them a message.Slicing an ace:My reaction is, get real! This is the twenty-first century. We built all this technology to help take the sweat out of life, not to get ourselves into a sweatball.Technology is a tool. We invented it to assist us, not hinder us. We have to learn to use the technology at our disposal.Otherwise, we invent a fine knife to cut our food, and end up slicing our fingers with it.Your serve.

Memory chips have been increasing in size since they were first made. Each new development meant that larger chips could be manufactured.But there’s a limit to the useful size of a standard silicon chip. In recent years, big chips just haven’t been able to keep up with demands as far as speed and a few other properties are concerned.Electrical resistance:The reason for these limitations is because of a significant resistance to the flow of electrical current in a large chip, putting a limit on the speed at which signals can be transmitted within a chip. But this physical restriction may well be lifted through the use of thin layers of carbon known as graphene.Astonishing properties:Towards the end of last century, nanotubes and buckyballs - tiny structures made out of arrays of carbon atoms - were well known to have astonishing properties of strength, flexibility and ability to conduct electrical current. The single layers of carbon atoms that make graphene have similar properties to these nanostructures.Researchers at the University of California, Los Angeles (UCLA) have discovered a way to make best use of the amazing properties of this form of carbon. The recent breakthrough, using a chemical process, permits sheets of graphene to be made, far larger than ever before.Graphene sheets so produced have a lower resistance, by several orders of magnitude, than similar sheets produced by other methods.Memory chips of the future could well have huge storage capacity. It’s all to do with the property of carbon in thin layers to conduct an electrical current extremely easily. This permits individual parts of a chip to be made far more compact.On-off power ratio:Power consumption is a key feature of this future technology. The on-off power ratio of a graphene chip is huge - a million to one. Graphene has other useful advantages of being able to operate at extremes of temperature.In the near future, mobile phones, cameras and laptops could have unbelievable memory capacity using the graphene chip. ( 3 ) << - related posts - >> ( 1 )

In a previous post I responded to a request from Rupa Rajagopalan. She asked me to outline how I built a digital resource, and left a comment on that post requesting more on the same theme. In this post I feature a few other resources, with some detail on their usefulness.Spice in variety:I’m not advocating the exclusive use of digital resources for any purpose. My own feeling about digital resources is that one’s enough at a time. You may already have met my Death by Chocolate principle:A poor chef may include chocolate as an ingredient in every dish, but it is a shortsighted one who excludes its use altogether. If the only recipe available that includes it is mediocre, then chocolate should be off the menu. Good chefs choose menus wisely.A helping of fun goes a long way with the use of any resource. Applying some thought to how it may be introduced to the learner can spice up even a relatively mundane resource.Learning objectives:Resources are chosen to best fit a learning objective, whether it's to introduce a new topic, provide example problems, or for a revision purpose. Ideally a single digital resource should embrace one and only one learning objective.I believe that within strict limits, there may be some exceptions to this such as when a resource may be used to provide enrichment around a topic. The Virtual Electric Lab is a resource of this type. It was built as an introduction to electrical circuits and their simple components.Digital no substitute:I must explain, however, that none of the resources that can be found in the Virtual Electric Lab is any substitute for practical experience in connecting circuits. Where possible, the learner should be introduced to the practical aspects of simple electrical circuitry. Hands-on experience in handling such equipment is essential. This also permits the learner to become more familiar with simple electrical components.Young distance learners may not have access to such equipment, however, and this can also involve an additional matter of cost.Electrical currents:Being modularised, the individual labs can be used for separate objectives depending on the development and ability of the learner. The current lab can be introduced as a separate module, using the stations approach to introducing electrical components as resistors.Electrical meters:The meter lab similarly permits the presentation of voltmeters and ammeters and how they are used in circuits. Both of the above resources adhere to their respective objectives.Bells and whistles:If a broader sweep of the topic is in order, as would fit an able learner, then the complete lab with bells and whistles can be accessed. Again and depending on the ability of the learner and context of its application, a find-the-thimble approach can be incorporated into the lesson.For instance, a learner may be given a few questions to find answers to on the way, such as; who gave the Christmas lectures on the candle? Or how many turns per minute does the wind turbine make?In the main, the resources are interactive in that the learner is prompted to the next step within the resource and in some instances given simple questions that provide direct feedback to the learner.Playing with an incinerator:Sometimes it can be downright dangerous to expect a learner to find some things out by practical hands-on experience. An instance of this is learning about the relative efficiencies of complete and incomplete combustion in an incinerator.The Virtual Incinerator mimics the conditions of a real incinerator. It permits the learner to play about with it and make such observations as necessary to learn about complete combustion, with a certain level of safety.The suck-it-and-see-approach:Drawing scientific graphs is a skill that science learners need to acquire sooner or later. While a suck-it-and-see approach is used in this resource, some learner direction may be required before the resource is accessed by the learner. Provided the learner hasn’t used this resource previously, it can be used as an excellent revision tool for drawing graphs.Punnett Squares:Simple genetics can be fun. This resource introduces drawing Punnett squares, showing the outcomes of genetic crosses. It is a module that would form part of a course in genetics. Several methods are used to provide helpful feedback to the learner on example genetic crosses. related posts - >> ( 4 ) ( 3 ) ( 2 ) ( 1 )

" because whoever has something, will have more given to him."Mark 4:25I am not religious, neither am I against religions, but Diane Cordell’s post, The Others, made me think about Mark 4:25.She asks the questions:Q - Do you believe that our educational culture could be/should be more inclusive?Q - Are we reaching the Others?"My reactions to those were immediately, 1. A - yes, 2. A - no.Diane made me reflect on just how the educational culture that I know could be fairer, so that every learner was included, got a fair share, and got a fair chance to speak out. I wondered about practicalities and the reality of it all.I left a comment on Diane’s post:While it is true that teachers are not reaching all learners and all learners are not getting a 'fair share' (whatever that is), the practicality of it all is that teachers can't reach all learners. And of course all learners can't get their fair share.The question is, how do we go about cutting the cake so that each learner gets their fair share?I am a distance educator with some 200 or more students. The way the system operates, learners can phone me anytime they wish. I phone them sometimes too. But if a learner phones me and chats for 20 minutes, she's used 8 more minutes than I have allocated per week to spend with her.A fairer share:The reality is that my weekly ration is less than 12 minutes per learner to do all I need to do with associated teaching and learning. That includes phoning up the learner if need be. That's about 150 seconds per day per learner.Fair? I don't think so. But how do I, as teacher, make adjustments so that all learners get a fair crack of my time?Do I say to a caller, "Sorry, your time is up for this week. Give me a call next week and I'll give you the rest of the help you need"?Or do I lay aside Jenny's assignment that's next in line for assessing because she spoke to me for 20 minutes on the phone?After school:Classroom contact is not much different from this. When I taught in a classroom, I used to give coaching sessions for maths after school. Effectively it gave kids an extra 20% more time with me. You can see the theoretical leverage that had on their achievement. Though in reality it was not quite as efficient as that, it still made a significant difference for those who participated.A recent study has shown that the reason children from the so-called lower classes don't do so well at school is because, for them, the school IS the learning.For more privileged children, their learning continues at home and that includes during the holidays. Oh, it's not all maths, science and English for them in the holidays, but it's learning just the same. Their parents groom them in other useful skills in preparation for their place in society. How does a teacher redress that inequity?An eye for an aye:Callous I may seem to be, but in the environments that I have taught in, including the present, I adopt the principle that each learner gets from me what they are prepared to give. That's to say, if a learner is prepared to spend time on the phone with me, I am prepared to spend the time with them.Fair? I think so.

When I took part in the Comment Challenge this year, I not only became a blogger, but I also learnt a huge pile of techniques and different ways to go about writing a blog post. One technique I learnt was to cover more than one topic in a post - a very fine tack when attempting to follow a busy schedule of blog assignments.I’m using that technique in this post for I am honouring requests from two respected bloggers, Andrea Hernandez of EdTech Workshop and Paul C of quoteflections.Paul’s request for my 2008 Top Ten List brought me, once again, to consider my wonderful commentsphere. My Top Ten list is of the top ten superb commenters whose contributions have helped to make my blog come alive. Over 40 commenters made contributions to the posts on this blog since it began in May this year. My Top Ten Commenters for 2008 are:Virginia YonkersKen StewartSue Waters & Sue Waters (-: joint equal :-)Britt WatwoodPaul CMichele MartinBonnie KaplanLaurie Bartels (joint tenth equal)Christy Tucker (joint tenth equal)Shaun Wood (joint tenth equal)According to the terms of Scott McLeod's fantastic commenter award, this entitles the commenters in my top ten list to display the award medal on their blog.Very close to those were Tom Haskins, Andrea Hernandez,Tony Karrer, Rose DesRochers, Sarah Stewart and Nancy White, who all made equivalent contributions.There were many more amazing commenters who did not make this list. I pay a special tribute to those for the significant contribution they made to the discussions in Middle-earth this year.Andrea Hernandez tagged me at the beginning of this month and I didn’t pick this up until very recently. Her request was to create a Wordle from my blog’s RSS feed, to comment on it, to tag others and to link back to Andrea’s post, The Wordle Meme.I must say that I got a rather weird Wordle, for no matter how many times I tried, I always got a Wordle blimp and the word trust appearing as a separate display as shown above. I was surprised that trust was featured so prominently, though Andrea did say that Wordle draws from the most recent posts. Two of my latest posts were about trust.The rest of the blimp reflects what I’d expect, with the foremost words being learner, time, people, resource and resources.The contributors tagged in this post are invited to participate in the meme of their choice. Details can be found at Life is One Big Top Ten and The Wordle Meme.