On Saturday, 1/19, we held the first Michigan Flipped Learning conference in Byron Center, MI. We recorded as many of the sessions as we could, so I’ve linked them all below. They were recorded with Google+ Hangouts On Air, so some of the audio and video might be a little less-than-HD, but the resources are valuable nonetheless. I’ve also linked public Google Documents created with links and other notes from the sessions. Feel free to share these resources with colleagues that may be interested in Flipped Learning.

Morning Keynote – Keynote Slides

Flipped Learning 101 – Notes Only

Flipped Learning in Science Discussion – Notes

Flipped Learning in English Discussion

On Saturday, January 19, over 150 educators from across Michigan and northern Indiana are converging on Byron Center High School to spend the day talking about Flipped Learning. The event is free, and I’m excited and proud to be a part of the planning and running of the conference.

We’ll be streaming various sessions throughout the day using Google+ Hangouts On Air. This means you can watch live during the session or you can go back later and watch an archived copy. The sessions will be broadcast by the presenters (see below) and all of the videos will end up in a playlist on the official MIFlip YouTube channel. The segments being streamed are highlighted in yellow on the document.

You can also follow the learning with the #MIFlip hashtag on Twitter all day.

[UPDATE 11:17] – This sessions link (as well as the one above) takes you to the conference schedule. Hyperlinks are being added to the document so you can easily navigate to the proper YouTube channel for viewing live.

You may have missed this story out of California last week.

A student brought a shotgun to school with the intent of killing some other students who had bullied him. He shot one student, and two other students and a teacher were injured. What the headlines missed is that the teacher and a colleague managed to talk the student into giving up his weapon.

No other shots were fired.

The shooting is a tragedy, but the real story here is that, contrary to what the NRA says, there are other ways to stop people with guns.

These teachers are heroes because they risked their lives to protect the victims but also to protect the life of the shooter. Relationships are the way to protect our students, not more guns.

I did a webinar yesterday afternoon with Marc Siegel, Deb Wolf, and Ramsey Musallam on the various ways Flipped Learning can be incorporated into a science classroom. We spoke about changing mindsets, thinking about mastery learning and standards based grading, and using video tools in class along with other ideas and tips.

Ramsey spoke near the end of the broadcast about using inquiry learning in his Explore-Flip-Apply method. I asked him, “Ramsey, how do you train your kids to work well in an inquiry environment? I’m not sure mine could handle that from day one in the semester, so what do you do?”

Ramsey came back by saying, “Actually, I drop them right in from day one. I don’t really train them in anything at all. Kids have an innate curiosity that we have to tap into in order to fully engage them in the content.” (Or something along those lines.)

Now, let me preface this by saying I’ve heard Ramsey say this over and over as I’ve gotten to know him. But, I never really put any faith in my students.

I decided to take it to heart. Today, I had an entire lab planned out with procedures, data tables, and follow-up questions. I knew what my kids would do, and they would fill in the blanks and then move on. I decided to scrap the entire lab and go with one statement:

I have a sample. It has water attached to it. I need to know how much water it contains.

The only question I asked them for this lab is: “What percent of my sample is water?”

I didn’t have enough faith in my classes. I didn’t really trust them to do anything like this. I was proven wrong this morning. For you science folks, our average error from the first two classes is two percent. Two. My students have encouraged me, and from what I’ve observed, they’ve felt proud of their work. They were so excited to hear how close they had come. I haven’t seen energy like this in a while.

I’d lost sight of the excitement that should come from science…from discovery. I’d lost sight of the process because I’d focused too much on the end result. I can talk about the process, but I need to have them go through the process.

My students can now explain how to find the mass percentage of part of a compound. They can do it better than if I had stood up or recorded a video and taught them. Tomorrow, we’ll involve mols somehow and see what happens.

Hopefully, my students will begin to feel more trusted and more empowered in the process.

I want to propose something crazy: I think we talk too much about education technology. I’m guilty of it, and it’s been weighing on me over Christmas break. Maybe I’m projecting some of my concerns out there, but let me explain a little bit.

2012 seemed like an edtech explosion to me. Every week, I would hear about some new tool that lets teachers and students do this or that, which is great. But all of the focus was on how the tool will revolutionize or change your teaching. The problem I have with this is that too many people are falling into the trap of trying to teach to the tool, rather than using the tool to teach.

There is a major distinction that needs to be made: pedagogy must be the focus of any teacher improvement plan. What is our philosophy of teaching and learning? How do we approach instruction and assessment? What content is important? How will we work with students to support learning? Then, at the point where we are supporting learning, when the ground work has been laid, we can begin to look into technology. I am saying this as a confessed non-practicer (at least consistently) of the workflow.

I’ve fallen into the trap of seeing something awesome and trying to squeeze it into the class for the sake of using it. There is no lower connection for me, so meaningful use doesn’t translate to the classroom space.

What I’m hoping to see (and participate in) are blog posts and articles that walk readers through the process of choosing a tool. What goals are you trying to accomplish? How does that tie into your learning process in the big picture? How are students supported? How is your process supported? How did that tool meet or not meet those goals?

We’ve got the resources and we’ve got the product reviews. It’s time to start putting them to better work together.

As part of my stress detox, I’ve begun dabbling a little more in #ds106 creative work. I did this right as the GIFfest started on the ds106 hub, so I decided to jump in.

So behold, my very first animated GIF:

This is a repost of an article I wrote for Brett Clark’s 12 Days of Dreaming series.

f you have kids, know people with kids, or work with kids, you know that they will face some painful days as they grow. First comes teething, which I’ve heard is a nightmare. Then, the awkward pubic years when bones are stretching faster than the brain’s balance centers can keep up. Years pass, our joints begin to ache when the weather changes, and we can’t heal up from injuries as fast or as completely as we used to.

The business of growing is difficult.

But, through all the pain, we learn a valuable lesson: pain and growth have to come together to be meaningful.

I don’t know many cyclists that learned to ride a bike the first time their parent let go of the seat. A scraped knee from falling off of a bike helps us learn that balancing is much easier when we’re moving forward. As we move through the pain of growth, we come to expect better things when it’s over.

Schools are a prime example of pain and growth. Students, you have stories about working through very difficult classes. Teachers, what about the student that tested you every day of class? Administrators, you can tell us about the first year teachers that have come through your building.

Pain is an indicator of growth.

Education is in a painful place right now. Schools and governments are polarized against one another over education. We are being blamed for many social problems, and there isn’t much trust in the state or federal leadership. Teachers are fearful for their jobs and the role testing will (or won’t) play in how we are evaluated.

Within the frustrations and the stress, though, we have an opportunity to implement better schools.

It is our responsibility to model growth to our students. Brainstorm with your colleagues on how to implement changes. Work with student advisory groups to solve problems. Encourage someone more frequently than you complain about a particular circumstance.

The attitude shift begins with recognizing that if there is no pain, there is no growth..

Don’t be soured by painful situations. Recognize the opportunity for growth and focus on the goal rather than the immediate. There is no silver bullet for any single problem. But, we can turn a lot of silver BB’s into a comprehensive solution.

Let us know in the comments what growing pains you’re having and what you’ve learned as you’ve worked through them.

Today, I came to the realization that I’m approaching burnout, and that I need to do something to stay healthy for the break and the second semester.

I’ve also learned this year that I need a creative outlet to stay healthy, which is problem numero uno. I haven’t taken time to truly be creative since the summer. So, I’m turning my needs around to help push the creativity of my students. (I don’t think this is unethical, but if you do, please let me know in the comments).

I have a split elective class: one half is working on web design, and the other is working on photo editing. Both groups are doing a similar assignment, pulled from the Digital Storytelling: 106 archives. The web design side is hijacking the HTML of a website to tell a different story. The photo editing kids will be redesigning an existing website’s logo using GIMP. I will be doing both projects along with the kids so we can continue to learn together.

The final deadline is January 12, but I’ll begin posting finished assignments as they begin to roll in from the students. I’m hoping that as I dive into working with students, I’ll begin to feel a little more relaxed and less burnt out. If you have other ideas on how to beat burnout, I’d love to hear them in the comments.

Featured image photo credit: Skley via photopin cc

My wife showed me this video the other night. If you haven’t seen it, consider taking thirty seconds to watch it. I’ll wait.

At the time, I was entertained. The ending really surprised me, and the video itself was engaging. But, as soon as it was over, I wasn’t thinking about buying a refrigerator or dishwasher any more than I had been before the clip.

How often are our classrooms like this? For me, I’m constantly asking myself whether or not a particular tool or activity is a gimmick (edutainment, if you will) or if it really has substance. There’s a very fine line between the two, and I’ve definitely been duped in the past.

To determine if its going to make a long-lasting impact, I have to be able to connect it to the unit-at-large. How will the tool or activity come full circle from the initial hook? I think Dan Meyer does this better than anyone I know with his Three Act Math website. He begins with a short video or image that prompts a question from the students. Teachers then work to scaffold through the questions to help students build meaning. I’m amazed at not only how thorough his work is, but also that he shares it for free. (For proof that these aren’t gimmicks, check out Dan’s post from December 12.)

In science, I need to make the move to labs before instruction. Terie Englebrecht wrote a short post earlier this week about how she’s moved to labs before instruction. Students move through the unit having been exposed to the “real” part of the content. I stink at this, and as I work on bring labs to the front of the cycle, I need to really make sure to build a program that feeds back on itself.

If you have ideas or suggestions on how to accomplish this, I’d love to hear about them.

` <http://www.flickr.com/photos/13524378@N03/2397881577>`__I’m going to take a hiatus from Twitter.

I love sharing learning with my network. Lately, Twitter has become somewhat of a frustration for me. Being involved is great, but I think it also narrows my vision and I begin to focus on fitting a particular mold or norm based on what my network is doing at the time rather than trusting my own decision making and direction.

In all honesty, some of this has to do with a lot of the discussion surrounding Flipped Learning. With so many ideas, arguments, and questions flying around, I feel like I need to take some time and personally reassess what I do daily in my room. I need a working definition, and to do that, I need time to myself.

I will still be writing email and possibly a blog post, so you can still get in touch with me. But as for Twitter, we’ll talk later.

Photo credit: mfilej on FlickrCC

I want to preface this post by saying that in my perfect world, we wouldn’t grade at all. But currently, that isn’t my reality. I will continue to do the best I can with the rules and requirements placed on me.

We have progress reports coming up this week and as I was sitting and staring at my spreadsheet, I began to think about grading again. Let’s get deep.

One thing I love about my teaching is that I’m committed to Standards Based Grading as part of my Flipped Learning implementation. It communicates ideas and progress much more clearly than traditional grading practices do.

Essentially, there are two kinds of students in my class: those with an A and those with an F. Now, without getting too political about grades, I want to say that I really like the way my book plays out. Here’s why.

First, I don’t have to rationalize all of those middle areas. SBG eliminates point-grubbing because you’re marked on your ability to demonstrate your understanding in any way you choose. It is a binary system (for me, at least)…you know it, or you don’t. Therefore, any student who can demonstrate their understanding of a concept automatically is marked with a 100%.

Second, as the teacher, I do not feel like I have the right to assign a letter that describes a student’s learning other than a simple yes or no. I want my students to be able to explain the nuances of their learning, not hear it from me. This happens with reflection and discussion as we go through the problem-solving and application process in class.

Third, it simplifies my life. I’d rather not focus on grades at all. When I’m constantly hunting for points for students (“Why did I get an 18 instead of a 19?”), I cannot focus on supporting their learning. The student is also not focusing on learning. Grading with a binary system helps keep the conversation on skills and demonstration, not completion for points.

Finally, the conversation about grades changes with parents. We don’t discuss which assignments their child can turn in to improve their grade. We can focus on what learning strategies might work best for their son or daughter. School becomes a place where teachers are supporting learning rather than just somewhere to go and work for the day.

How do your grades communicate learning to parents? I’d love to hear more examples in the comments.

I don’t mean the “point” of learning in why we need to learn. I mean the actual cognitive place we must find in order to learn.

This year has been the hardest year of school I’ve ever had. I fight battles every single day with students over the simple act of thinking. I have had some begin to see the value, but 90% are still pushing back on nearly everything we do. If you were to come to my room, I think the most common phrases you would hear are “Bro…” and “I don’t know.”

Will Chamberlain had some thoughts a few weeks ago about the “I don’t know” response. It is resignation. It is a student openly stating that they are not going to put in the effort to think about a question or problem. And it is totally acceptable in our schools. Rather than abolishing “I don’t know,” teachers and schools traditionally respond by giving the answer.

I think the point of learning is when students feel challenged and supported at the same time. This balance comes from every teacher, administrator, and student in the building working toward the same goal. The point of learning is the hardest part of school because it is in an educational “sweet spot” where everything is working together the way it is meant to.

When you’re trying to reach that point, these are a few things to consider:

1. Does your space communicate the physical aspect of learning? Is your space open, flexible, and inviting? Or is it static, “cookie cutter,” and bland? If we can adapt our space (I know we all have limitations) to accentuate learning rather than compliance, you’ll begin moving in the right direction.
2. Do you meet the needs of your students? As teachers, we have an eye for what our students are proficient and deficient in…we use formative assessments to judge progress and make changes if necessary. What we can’t do, though, is read our student’s minds. Ask them questions. Have them reflect on their learning. Make learning a discussion rather than an announcement.
3. Do you work alone, or are you connected? The most important piece of working in a school is being connected with your peers. Find someone to work with as much as possible. Eat lunch together, plan together, form goals together. The accountability and the support will help you do your job better. At the same time, consider forming a digital PLN through Twitter, Ning networks, or even your professional organization (NSTA, NMCT, etc). No two points look the same. What is yours like? Feel free to share how you overcome some of the hurdles in the comments.

photo credit: ogimogi via photopin cc

Schools and children are dictated by the bell schedule. Classes are 57 minutes, except for math and English, which are 87 minutes, because they’re tested at the end of the year. You have three minutes to get to your next class, where you then wash, rinse and repeat.

Unless we can break the cycles that drive our schools and really model the real world, we cannot have meaningful reform. Ask any professional. Their days do not come in neat chunks of time. Our students are not taught these skills and that hinders many as they head into a world that expects some basic life management out of them.

“21st Century Learning” is becoming synonymous with “[tech tool] in Kids Hands,” which is way off the mark. Yes, they need to be trained on technology, but we can’t stop there.

To me, a true 21st Century School would have flexible schedules, much like college. Teachers would have blocks of time for class and blocks of time for office hours. Students would be free to come and go as they needed, scheduling extra appointments on their own. Attendance would be tracked, and they would need to meet a minimum number of class hours each day or week.

In Indiana, we’re required to have six hours of learning a day. Learning, though, is often limited to classes. Any teacher worth their salt knows learning is much bigger than that. A true 21st Century School will have internship opportunities in place where students can focus on what they want to do, or take a range of opportunities to help narrow their ideas down. We cannot measure learning by seat time alone because usually, the greatest learning happens when we’re not in a seat.

We’ve lost sight of the value of flexibility. We can’t be flexible with schedules because student’s aren’t responsible enough to take them seriously. But, we can’t teach flexibility because there isn’t time in the mandated schedule. It’s a horrible Catch-22 that is holding American schools from making serious improvements. I say its time we begin to let go a little bit and really put our words into action.

photo credit: ASurroca via photopin cc

This Halloween, I did a demonstration in chemistry that’s usually called “*`Genie in a Bottle <http://youtu.be/u7nrQ6dNsXM>`__*.” This year, I decided to tell a short parable along with the demo. I’d like to hear your thoughts in the comments.

This may be the longest stretch I’ve gone without writing anything on the blog. My last post was on September 26th, and for various reasons, I haven’t been able to add any new content. Now, because I know there are throngs of people waiting with bated breath to see what happens next, this is more of a digest of the past month in an effort to clear my head of the many things that have been floating around.

Homes – My wife and I are trying to buy a house. If you’ve gone through the mortgage process, then I’m guessing I don’t need to say much more. In between trying to explain why I don’t have a credit history and talking about interest rates, I barely have enough brain power to think about what it actually means to buy a house.

Flipped Learning – I have officially joined the board of the Flipped Learning Network, the not-for-profit organization that organizes and manages different events surrounding flipped learning. I’m enjoying it a lot, but it is a big addition to my already busy schedule at school. On that note, however, I’m beginning a bigger social media presence for the FLN. Follow us on Twitter for periodic updates and announcements surrounding flipped learning.

School – For whatever reason, this school year has seemed more busy that every other year, including my first year. Perhaps it is everything else I’m involved in, but I’m working harder in school than I ever have in the past. I’m still trying to use a simple standards-based grading system with my students, and we’re continuing to work together to iron out problems. I’m also in the midst of transitioning my web design class to a computer applications class in which students can choose different foci or tracks to pursue. Rather than focusing on web design, they’ll be able to work on photography or photo editing, video and film, music composition, or web design. I’ve been curating content and I’m nearly ready to begin organizing into a syllabus and path for them to follow.

Hopefully I’ll get back to writing again someday. Thanks for continuing to read and interact with me on Twitter. You’re all a fantastic help, and my learning wouldn’t be nearly as rich without you.

Every day, I carry a small black journal around to jot down thoughts, changes, and quick reminders to myself. It’s something kids find intriguing for some reason, possibly because I let them read it if they want to. They’re surprised to see how often I think about school and how much I write down about the things they’re working on.

What I haven’t done, though, is carry long-term thoughts around with me from year to year. I have day to day observations and reflections, but those are very quick snapshots of isolated instances, classes, and students. I head into new school years with the past year fresh in my mind. Students working well in a self-paced environment, collaboration is normal, and they are cooperative learners. At the end of the year. I need to start a book of reminders to check at the beginning of each year. I’m going to title it:

I had a really rough start to the week. I really began to notice the “self-pace = no pace” mindset taking hold in some of my students. It was taking some students 20 minutes or more to even get their materials out, despite constant reminders and checks. I really wanted to switch gears and go back to teaching with worksheets, grades, and no choice. It would have ended my headache, at least for the day, but I would have been compromising my philosophy of teaching and learning.

George Phillip is a middle school flipped history teacher in the area and he invited me out to dinner last night to talk flipped learning.

We talked open an honestly about what struggles we were having. How do we motivate students? How do we really manage the transfer of responsibility back to the kids? How do we keep them accountable for their tasks and for the learning itself?

We agreed on three things, which led me to these three questions for learning:

1. What tasks have you completed recently? – Learning takes a variety of activities and practice opportunities, especially when the learning is abstract, like chemistry. I don’t require that my students do worksheet A or B, but I do expect them to complete something to practice the skill or concept. This is very low-level accountability for the kids.
2. What have you learned recently? – Reflection is critical to learning. I wrote earlier about using Google Forms to reflect, and I’m going to keep those, but I think I need to go deeper. This question links back to my performance objectives (or standards) for each chapter. Students need to be able to articulate their learning in this portion. We’re moving into higher order reflection with this question.
3. What are you planning on doing next? – If I don’t have a plan for the day, it’s not going to go well. I want my students to think the same way about their learning. What does this particular objective lead into? How are you going to practice it? When do you need to finish? These are all questions that I used to dictate, but they’re also questions that we need to ask students if we want them thinking critically all the time. After George and I had been talking for an hour and a half or so, a complete stranger walked up to us and said,

Excuse me, I’m not trying to eavesdrop, but I couldn’t help but overhear what you were talking about. I just want to tell you that I really appreciate how seriously you take teaching. We need to have more dedicated teachers in schools and I wanted to say thank you for all the hard work you put in.

If you’re in a similar place today or this week, I hope you can take encouragement from this. We’re doing important work, and we can’t afford to forget what’s at stake.

Ramsey Musallam has great ideas about using Google Forms to assess a student’s understanding of a video after they watched it. I immediately began using his forms as a model to assess whether or not my students grasped the concept. It worked great, and I got a lot of valuable data in the process.

Last year, I did the same thing, but with a slightly different twist: I asked students to rate their comfort with a particular concept on a 1-4 scale. Then, they had to explain why they felt that way and what they could show me to prove their level of understanding. I did this for a couple reasons. One, I could target students that felt uncomfortable or shaky without calling them out in the front of class. Two, it totally changed the grading discussion in class.

Rather than assigning grades, I began discussing grades with my students. They would come with their assessment, and then I would have a very specific discussion with them about why they felt the way they did. More often than not, if they were able to explain their reasoning, show some evidence, and give a plan for improvement or extension, their assessment went right into the grade book. They didn’t feel like I was being unfair, and they knew the expectations for meaningful assessment would be their own.

First, I created a simple Google form. If you’re doing this for the first time, be sure to include a space for their last name and class hour for sorting purposes. I forgot class hour once, and it was a bear to work through.

Second, keep your ranking system on an even (2,4,6 etc) scale. In odd scales, kids tend to rank themselves in the middle. Sometimes this is because they don’t want to grade themselves too high or too hard. I don’t feel like I got 100% honest assessments that way. An even scale forces them to choose on the higher or lower end.

Third, the form doesn’t do everything. You need to be sure to talk with your students as often as you can…at least three times a week. Otherwise, they’ll begin taking advantage of the system because they figure you won’t be checking too often. It’ll save yourself some trouble.

Fourth, encourage them to set improvement plans and then reassess for a higher grade when they feel ready. It’s up to you if you want to wait for a quiz or other check, but I encourage them to reevaluate their learning frequently.

This year, I’m going to try and include the blogging process more. I might add a box for them to paste a longer, weekly reflection of their learning on their blogs.

The most important thing is to promote reflection in learning at every stage. Kids are trained from year one in school that learning happens in discrete little chunks that begin with something fun and end with a test. We need to work hard to change that mindset, and one way to do that is through promoting a regular self-evaluation like this one. It isn’t perfect, but it has worked well for me in the past and I’m hoping that you can take something away from this as well.

If you have another way to check student learning through reflection, I’d love to hear about it in the comments.

I’ve been thinking a lot about tools and space lately. What digital tools work well in my class? What analog tools are necessary for chemistry? What teaching tools work the best to communicate concepts to my kids? All of these questions led to: “What tools are essential for learning?”

Ira Socol and I have had some interesting discussions in the past regarding technology. I remember one of our first discussions was over what “technology” is. I focused on the digital alone. Ira came with the belief that everything we use, tables and chairs, pens, notebooks, are all a form of technology. Truth be told, I left that discussion feeling frustrated and a little irked that he focused so much on the “boring” stuff of schools. To me, the difference between a pen and pencil as tools made zero difference.

As I teach longer, I continually add tools to my arsenal. I’ll learn or develop new functions of spaces in the room. I’ll re-purpose my walls or my spare pencil box. We’ll use blogs rather than writing on paper. Or, other days, we’ll pull some paper out and write with pencils. The line between digital tools and analog tools is blurring every day. Which ones are essential? Which ones simply make the learning process more streamlined?

I have some thoughts:

1. No single tool is essential – I can teach with or without a whiteboard. I can make adjustments on the fly if need be. No internet? No problem…let’s sit in groups and discuss why water is neutral. The day we begin to rely on a single tool in teaching is the day we close our minds to improvement.
2. The space is more critical than the tools – I’m not saying all of our classrooms need to look like Will Chamberlain’s. (On a side note, you should really check his class out. It’s awesome.) But, our spaces need to encourage learning. Varied seating arrangements are a big plus. If your desks can move, then move them around. Don’t let them get stuck to the floor from immobility. Encourage kids, even high schoolers, to fill the walls with art and their own work. Give them room to fail with dignity and learn with support.
3. Supportive environments are more critical than space – While the space is important, I definitely recognize that some spaces are not flexible at all. Instead, build an environment that celebrates breakthroughs in learning. Emotional and physical safety are extremely important, but I think we forget about cognitive safety. So many kids are afraid to take guesses because they’ve been trained to be right. all. the. time. It’s unrealistic and any teacher worth their salt knows that. Foster a cognitively safe environment so students can see the value in being wrong once in a while.

Don’t get me wrong, I definitely have some favorite tools that really make teaching easier and more fun. Changing class up with digital and/or analog integration is a responsibility, not a gimmick. Don’t get too bogged down, though, by relying too much on your bag of supplies.

I’d love to hear about what you use in your teaching in the comments.

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photo credit: Double–M via photo pin cc

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Monday, September 10th is the 25th weekly #flipclass chat. After beginning back in March, we have had a great team of moderators form and had increased participation on a weekly basis.

One thing we discovered this summer was that live discussions using Goole+ Hangouts On-Air were a great way to bring in experts in flipping from all over the world to discuss best practice and give tips on how flipping works for them. Stories are one of the best tools for learning, and we want to continue to embrace your stories.

For this broadcast, we’re going to highlight classroom norms that work well for us. The beginning of the school year is a time where we get to know kids and learn about our class cultures, but it is also a time to build good habits and set community expectations. When you change the way you think about teaching and learning, that process can become very difficult. We’re hoping to give a broad view of teachers who want to share what norms work for them. At the same time, we’re all looking to learn some new tools from others.

While we can’t all spend time together in the hangout, the audience will have an active role in the discussion. After brief introductions, I will serve as the voice of Twitter to the panel to encourage some Q&A and continued discussion.

photo credit: kino-eye via photo pin cc