Architecture of Ideas

Learning Happens in the Margins

2009-10-12T11:20:46-04:00

She rolled her eyes and exclaimed, “He wants us to annotate every page, and I have no idea what he wants. This book is so complicated. Why can’t he just tell us what we need to know for the test?”

I replied, “Because deep learning happens in the margins.”

So many students come to us today with the expectation that they will sit in our classrooms as teacups on a tray waiting to be filled, consumed, and filled again. In his provocative and insightful book Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, Clayton Christensen argues that our students lack, for a variety of reasons, the extrinsic and ever-more-important intrinsic motivation required to be successful learners.

How do we as teachers (and parents) inspire our students to be self-motivated and engaged learners? Let’s consider two approaches:

(1) Stop doing it for them.

As my co-facilitator Brandi Sabb (Instructional Coach at Grady High School) and I discussed when considering the work of the 21st Century Classroom cohort, our fellows need to experience our “classroom” as empowering, student-centered, differentiated, and certainly not a “sit and get” training session. It requires a questioning approach, technology tools, individualized learning contracts, and group collaboration. It is much harder work to construct this PLC model than to design and deliver content. However, learning not training is happening here, and we believe the ultimate demonstrations of that learning will be richer, more varied, and “stickier” (hat tip to Malcolm Gladwell’s Tipping Point and the Heath brother’s Made to Stick).

(2) Find out, and nurture, their interests.

A teacher sent me an email yesterday asking for how best to respond to the eager 6th student who asked, “Can we blog on other stuff or just when it is assigned.” I smiled. This on the heels of watching eight high school students show up at 7 a.m. on Friday for an opportunity to work with us and a PhD researcher to build an iPhone app for K-12 educational use. Both of these examples demonstrate student interest-their intrinsic motivation to write, collaborate, create, construct, critically think—all skills we are after—in a context they find relevant, authentic, and meaningful. (And, neither of these will be for “credit.”)

Brandi and I are trying to approach our cohort with this in mind. Each of our 21st century classroom fellows is a bright educator with a unique background, set of interests, pedagogy, and technology skills. We are experimenting with the use of group and individual “learning contracts” with the hope these will not only help us guide the learning, but identify and leverage the intrinsic motivation and interests of each individual, and maximize group and individual achievement. As we confer with each of our fellows on their contracts, it is exciting to see the range of interests and potential outcomes of their work this year.

Learning happens in the margins.

Classroom and school transformation for 21st century learning will not happen overnight. It is not prescriptive, and I have yet to find someone or some institution that has all the right answers. More student-centered learning, the need to differentiate, authentic experiences, and the successful integration of computers and other technology tools require much shifting of practice. (And we have not even touched on curriculum!) However, the hard work going on in the margins, with students and within our cohort, will help us construct our ideas, pilot new practices, reflect…and learn.

(Note: This article is scheduled to appear in The Westminster Schools' Center for Teaching fall publication.)

Image Credit- margin: 0; by Manuela Hoffman (Creative Commons License)

What Does It Mean To Be Well Educated?

2009-10-07T13:13:09-04:00

Alfie Kohn's book titled What Does It Mean to Be Well Educated? is a worthwhile read for educators as we consider transformation of our learning institutions. A compilation of essays, Kohn's book takes on standards, assessments, and child psychology.

In this article summarizing some of his thoughts on this topic, Kohn deliniates some of his vision including a backwards design model and interdisciplinary studies. I'm sharing this particularly for the Dobbs 21st Century Fellows who visioned from day one (see uncut video footage at bottom of the day's minutes) their 21st century schools as interdisciplinary pods structured around essential questions.

This topic of what it means to be well-educated underlies all we do as educators, yes? It is inherent in our discussion of education's purpose. If we believe in interdisciplinary studies and a Understanding by Design model, then how do we break down our embedded discipline-centric models of education ? Is that possible? And, to what extent to we agree or disagree with Alfie Kohn on what it is to be well-educated? How would you define it?

Thinking Things

2009-10-06T22:23:44-04:00

Image Credit: t hinking about fish by elisabeth

I am late to my blog posting this week. The past five days have been filled with lots of opportunity to reflect but little to write while in the throws of extreme highs and lows- a special birthday celebration, the death of a close family friend, and the not-always-good times of being a parent. Ironically, my 16 year-old daughter's weekly paper for her honors English class required interviews over the weekend on the existential question of joy and suffering. I may be late to my writing here, but I am not wont for "thinking things."

Thinking things. One of the key concerns I have as an educator and a parent is how little we ask our students and children to do this thing called "thinking." We have conditioned them to react,respond and fill in the blank, but we have done little to prepare them to "figure it out." In our rush to get to the next thing on the daily calendar filled to the brim or the next content area in a mile-wide and inch-deep curriculum we do all the heavy-lifting. And, we wonder why we are all so tired and why they do not know "what to do next."

Someone shared with me recently the appall of an older surgeon when accompanied by the new crop of residents. His observation was that the residents were plenty "book smart" but did not know how to think about the case at hand, did not know "what to do next" when it was not a clear case calling for step 1, step 2, step 3. They did not know how to think in the real world.

Is there really such a resistance to thinking? Are our students and children incapable of critical thinking, especially if they are not our "honors" or "AP" students? I think not. I think, I believe, and I have faith that each child has the ability to think, has indeed something important to share, can make important connections that will shed new light on a subject...but, only if.

If...

we give them the space, the time, the opportunity and the expectation to think.

If ...

we do not do the thinking for them.

In addition to wanting my children and our students to be critical thinkers, I believe deeply we need to ask them "what are you thinking" in the context of caring about them and their well-being. I think it is critical for us to stop and think, and make evident, that we care enough to ask them-without an agenda-"What are you thinking?" I want them to know that they are valued as people, that what lies in their minds is important, and that I care enough and will offer a safe place for them to share their thinking.

So, what am I thinking? We will have students who are critical thinkers when we make the effort first to critically value the thinker.

And, my response to the interview? With some critical thought, and temporarily suspended teenage "you can't possibly have an answer for this," I suggested to her that joy and suffering are handmaidens, and shared my stories of how I had found that to be true. Reading her paper just now, these questions that I and others have not answered for her but instead responded to offering different perspectives, have honored her and called upon her to think deeply and critically. That is what I want and hope for all our children and students.

Don't Touch The Mouse

2009-09-27T19:30:48-04:00

"Tie your arm behind your back if you have to, but try not to take over mousing... This is one of the hardest things for me to do, but also one of the most important. When people mouse they learn to do things themselves, when I do it for them they learn to watch me do it."- Liz Davis, Director of Academic Technology, Belmont Hill School, Massachusetts

Making the shift from "teaching to" to "educating" or more "student-centered learning" can be hard for some of us. And, as much as I believe in--and have learned best from being in the company of those who do this so well--I recognize more and more how my enthusiasm for what I know either a) intimidates or b) robs one of the opportunity to discover and become enthused for themselves. I see a huge growth opportunity for me to "let go of the mouse." I mean, after all, the mice keep changing...

Learning is about discovery. It is a process. And I will not let my own eagerness and excitement, all that I know, get in the way of what I can learn, and what others can learn, together. Will you?

When You Can't Build From the Ground Up

2009-09-23T14:07:36-04:00

Finally last evening I completed my first read through of Chris Dede's 2007 White Paper for North Caroline State University's Friday Institute. As someone who is feeling ever more comfortable with my own understanding of what good education looks like and what learning environments provide the best opportunity for students to think, create, collaborate, and contribute, I have to say this paper on Tranforming Education for the 21st Century : New Pedagogies that Help All Students Attain Sophisticated Learning Outcomes (Download Dede_21stC-skills_semi-final) makes me think any "chip at the traditional school block" is light years from what it will take for our students to thrive and compete in the 21st century. Why? Because on par, I don't see enough rigor, sophisticated problem-solving, or complex communication in our classrooms--even with some of the "world to the desktop" methods employed-- that Dede argues are fundamental for a 21st century worker and citizen. And, if I have a pretty good understanding of the current information and communication technologies relative to an average teacher or administrator and feel a little overwhelmed by the shift required, then is it reasonable to assume any school can make the kind of transformational shift recommended in Dede's paper?

Don't get me wrong. I am just a little overwhelmed. But, in agreement? Yes. Absolutely. Just for starters, here are a few key points/observations Dede makes I agree with:

"(E)ducational systems must transform their objectives, curricula, pedagogies, and assessments to help all students attain the sophisticated outcomes requisite for a prosperous, attractive lifestyle based on contributions in work and citizenship." (Dede, 3) (Emphasis mine.)

Knowledge and skills are intertwined and we must teach content knowledge and process skills together; we must teach "understandings" with the actualization of those understandings being "performances." (Dede, 4)

Technology integration in schools has been very basic-mostly an emphasis on productivity (email), access (broadband Internet) and asynchronous communication (email and discussion boards).

The rich opportunity innovations in ICT afford businesses and schools are indeed relatively untapped, especially in light of the power for "individual and collective expressions, experience and interpretation." (Dede, 6)

The sociological shifts underway because of ICT innovation-"distributed thought, action, and sociability"--are producing "electronic nomads wandering among virtual campfires" (Mitchell, 2003). Rightly or wrongly, but certainly without abate, our personal interactions are delocalizing. (Dede, 7)

The capacity of machines to manage routine tasks implores us to develop expert thinking and complex communication skills. (Note: Dede notes rightly this does not mean that the development of routine cognitive skills is unnecessary. Rather, he argues this foundational knowledge should not be the end goal but a means to a more sophisticated end. (Dede, 8)

The current school framework, with its emphasis on high-stakes tests, 45 minute classes and discrete knowledge and skills development, will need to change with the more 20th-century methods deemphasized and the expert, problem-solving skills intertwined with content promoted. (Dede, 23)

But. I come back to the question:

How do we shift the environment our students need to learn and prosper in the 21st century if it is a) s0 foreign from what we have right now and b) most achievable with a heavy infusion of ICT skills and correlated pedagogy that so many teachers lack? (Note: The powerful opportunity that River City and Alien Contact!* he presents alongside our current experimentation with "world to desktop" learning excite me to no end, and yet will be so intimidating to so many teachers!)

As a school leader, and someone who is helping guide the work of a 21st century classroom PLC, I struggle with how to best prepare our schools--not just my own school's, but all schools'-- for the shift required. For the kind of transformation Dede argues for, and I support, you need teachers, administrators, parents, college admission offices, and our government to "get smart." They need to understand where we are headed, come to some consensus on how to get there, and--since ICT is at the route of so much of the change--then all stakeholders need some understanding of the tools we'll use to get there. How do we propel this vision when all we read about are the new "National Standards" and hear that AP and the College Board are helping design "new tests" of the "new standards"? I cringe to think where we are headed. How will these new standards and correlating tests assess whether our kids can think, collaborate, and communicate as they navigate face to face and via mediated discourses with a diverse population to solve complex problems? There is nothing routine about where we are and where we need to go. Again, I agree with Dede.

So, although I find myself lamenting the huge mountain in front of us, I'm asking myself what my next step will be. If I cannot "build from the ground up" then how can I chip away most effectively?

I will be looking at River City MUVE and Alien Contact! as examples of immersive, virtual learning environments to see how they might fit into a traditional school's effort to shift towards more "21st century learning." These are middle school platforms, and therefore there is a little more openness to experimentation than our high school teachers hanging by APs and SAT scores. (Although, Dede argues well that what we've taught in a 20th century modality, and as distinct knowledge and skills, will be learned more efficiently and effectively in such immersive environments.)
I will continue to look at other non-virtual learning environments like Science Leadership Academy- a place that has all the access to "the world" but has built such a rich, immersive community of inquiry, critical-thinking, communication, collaboration, and problem-solving among its faculty and students.
I will continue to look for opportunities with our own faculty to explore new ideas and pedagogies as well as different, and differentiated, means of building their comfort with the ever innovating realm of ICT. As Curby Alexander so aptly noted in his recent comment on Banning Pencils:

"In education, we talk a lot about differentiating instruction for students, yet teacher professional development is rarely, if ever, differentiated based on where teachers are in their careers, background with technology or teaching style. Perhaps a place to start is to thoughtfully consider the different reasons for teachers’ resistance to technology and meet them wherever they are."

I will keep visionary and practical articles in front of our academic team, headmaster, and technology department so we can continue to address the shift, what learning needs to look like, and build a dynamic approach in partnership with our faculty.
I will continue to share and learn alongside the 21st Century Dobbs Fellows and my virtual (sometimes face to face) learning network, and write and reflect more regularly.

What do you think? Does this shift overwhelm you? What do you think of Dede's argument and the role of ICT? What are your next steps-for yourself, your school, your learning?

Not many of us get to start from the ground up. So, where will we start?

*River City is a MUVE (multi-user virtual environment). Alien Contact! is an AR, augmented reality, game.

Image Credit: We may just go where no one's been before by toastforbrekkie under Creative Commons License 2.0, accessed on September 23, 2009

What We Do Not Know

2009-09-17T14:29:21-04:00

"We fear things in proportion to our ignorance of them."-Titus Livius

Less is not more when it comes to constructing knowledge. What I know, or do not know, informs what questions I ask, what ideas I have to share, what choices I make, what pathways I forge with the world-pathways for myself and sometimes for others. Educators carry a great burden "to know" as we are responsible for helping forge pathways for so many.

In his post Banning Pencils? Willy Kjellstrom presents a situation where that which we do not know forces decision-making based on fear and worst case scenarios. Specifically, he asks us to consider how schools can make effective policy decisions around the adoption of emerging technologies if they focus only on how the tools might be misused. What are the considerations then for adopting or banning certain technologies? And, in light of the "often unrecognizable, misunderstood, or unrealized" curricular/pedagogical benefits, how can a proper vetting of the opportunity be assured? Here is my quick take on some important considerations. However, I want to emphasize the most important consideration is approaching the choices confidently as "educated educators," not as narrow-minded, limited view, fearful people. It is the construction of knowledge we model alongside the other stakeholders that will lead to thoughtful, reasoned policy decisions.

Considerations

Access
- For whom is the technology intended?
- Are there age restrictions or developmental issues relative to student use?
- Is ubiquitous access required? At home? At school? 1:1?
Risk Tolerance
- What is the mission of the school? How progressive is the institution?
- What is the attitude towards experimentation? What happens if it fails?
- What are expectations of the stakeholders?
- Could the adoption be piloted with a discrete subset of the school population?

Cost

What is the cost to the school? To the student? Hard dollars? Time?

Management and Assessment

Who will be responsible for the adoption and roll-out?

How will that process be managed?

How will implementation and use be assessed? What will be assessed? Who will access it? When?

Tool and Transformative Use

What do all the stakeholders know about the technology?

How has the technology been used to date? (Inside and outside education) By whom? Where? What purpose? What conditions?

How would adopting the technology be consistent with the school's mission/philosophy and strategic vision?

Where in the curriculum might this technology "fit"?

What is the pedagogy required to support its use as a learning tool?

What education (or as applicable, professional development) is required a) of the teachers, b) of the parents, c) of the administrators, d) of the students to support the use of the tool such that the affordances are demonstrated and drawbacks minimized?

How can we educate our community to tip the scales in favor of transformative use?

Some recent local policy decisions are good examples of generally thoughtful, reasoned approaches. One case involves the use of Facebook by middle school students. Though sound educational uses of the tool (or others like it*) could be identified, the decision was made not to support its use in middle school based on the stated terms of service. (Their age limitation is a minimum of 13 years old and in high school.) Another case revolved around student cell phone use with the decision to generally prohibit it during the school day. The obvious drawbacks reigned high in this decision (the pervasive "fear" of potential cheating, student distraction, and classroom disruption); however, the decision rested largely on the school's current inability to support and utilize the tool productively in an educational context. In spite of this general ban, the door is open for discrete opportunities when the phones can serve an educational purpose. For example, teachers wanted to gather concrete data from students at the end of a unit on Africa about what students believed were the most important issues facing Africa and what organizations were worthy of their time and support. With support of the principal we were able to employ a relevant, emerging technology application (cell phone as clicker) to collect this data. Therefore, in addition to 150 30-second reflections on a Voicethread, we used Poll Everywhere and cell phones to "text our vote" and get a clear picture of their collective mindset. Needless to say, the students were engaged and voiced their appreciation to the principal for days...

The list of emerging technologies (not the least of which are the myriad of connective and social web 2.0 tools) and vast innovation present educators with unlimited opportunities for educational use and challenging decisions to make. If educators will choose to model an educated mindset-one where we do the hard work of being aware of the technologies;committing the time to learn and practice;and approaching each situation with a reasoned approach;-then we will honor the charge we have as educators "to know" and lessen the chance we forge pathways fueled by ignorance based on fear.

*Learning to communicate safely, appropriately, and effectively in an online network is valued. The school is employing Ning networks as age limitations permit and examining other networks for pre-13 engagement.

Want Me To Learn?

2009-07-02T16:48:27-04:00

Brown eyes wide with expression he pushed my hair aside. He paused, momentarily curious about the silver bangle earring he had discovered. Undeterred and settling on just the right angle to insure I could hear him, he exclaimed "That one is Lightning McQueen! He's the star of the movie and my #1 favorite. And..." The scene was repeated with every new picture.
This was my introduction to Drew, a four year old little boy sitting on my lap at a big grown up dinner. Over the course of the evening he shared his prized possession: a picture book of all the Cars characters. As the evening went on I learned a lot about this little boy's passion while we talked, listened, laughed and shared our ideas.

Whisper by Brian Scott (from Flickr Creative Commons, accessed July 1, 2009)
Why is it that we grow up and forget the rich learning that comes from the stories we share, the process of discovery, and the freedom to ask questions? Where and how in our lives and in our schools do we build the relationships that offer a safe place to tell our stories, ask questions, and grow our learning?
As I reflect on this week's NECC experience in DC, I am so clear on one fact: The pathways to deeper learning are forged in relationships and in intimate settings where ideas and experiences can be shared not "taught." I'm fortunate to have experienced this it in the pre-NECC weekend with Sheryl Nussbaum- Beach, Will Richardson, community leaders, expert voices, and cohort organizers of PLP. And from what I have heard I would have found it this year at EduBlogger Con. (What a great improvement over last year!) I found it in Blogger Cafe, in the hallways, watching FIFA soccer, and over dinner. And, rather serendipitously I found it in the Poster sessions- a tucked away space where students and teachers shared their ideas and their successes and in conversation we could grow or evolve an idea of theirs-or mine.
Yes, there was the rare moment where a skilled presenter and educator was able to bring me into the story offering opportunities for me to think, reflect, and apply. I was engaged, and therefore I was able to participate. I was not doing the speaking; I was listening. I was part of the story, my mind was active and I could envision along with the presenter beginning to re-imagine the story in my own context. What made such a presentation effective? Well-chosen visuals, a focus on pedagogical goals, and stories of how something worked- with just enough room for me to breathe and craft for myself what that might look like. I was not given a step-by-step how-to or a bulleted list that could not develop as a picture in my mind.
Gary Stager, in his on-par brilliant presentation during the Tuesday morning debate, painted a picture of what learning should look like as he argued against the kind of educational experiences the vast majority of our students receive. His choice of words and delivery told a story that was far more important than the question he was charged to debate. His argument was not about bricks and mortar vs. online learning. His argument was for providing relevant learning environments that are not as much about physical place as about relationships and safe places (at home and at school) for students to be active participants in creating a story that has meaning for each of them individually. As Stager said, "the blame (for what isn't working in our schools) lies in the bankruptcy of our imagination." We can imagine something much better than this! And our children should be given opportunities to imagine and create as well.
I don't know if I'll be at NECC next year. Why? The conference is not formally designed for modeling the pedagogy; the presentations/workshops as a whole are more about "stand and deliver" products/tools versus "engage and inspire" process. I yearn deeply for a place to talk (beyond the hall and cafe) about teaching and learning in the 21st century, imagination and creativity, and the various approaches to what this looks like for a school and how to scale this for a re-imagined educational system--I don't want to learn about another wiki in a classroom. Sure, some people need to learn about what the tools are and how they work, but it about the harnessing of the tools to offer more authentic learning experiences for our students-a place for them to be invited into the story, activate their imagination, participate-that interests me.
For the learning in the halls, cafes, boat rides, and dinners-thank you. Thank you to so many people for your stories, ideas, rich imaginations, and diligent work on behalf of learning and our students. (The list is endless, and I'm afraid I'll leave someone out...but please know that you are each appreciated.) You are my learning network, and I am grateful for you. And, of course, a special thanks to Drew for reminding me of how fun it is to learn and share our learning with one another.

What's Tickled You Lately?

2009-02-25T17:14:56-05:00

Image Credit: purple_feather by wiccked on Flickr
Some family trips bring...well...a little too much family. Like the trip when everyone has to share a room because you're staying only one night and no one sleeps a whole lot? You know those trips. Well, it all started with that kind of family trip. Early one morning, stepping out of what would soon feel like the communal shower, I heard my cell phone rumble on the counter. Toweling off it rumbled again...and again...and then again. "Mom, your cell phone is going crazy. Can't you please turn it off," my college-hunting junior exclaimed. "Seriously, mom. What is up with you and your phone," the younger, quite annoyed little sister added. And, then, my husband turned the corner in time to add his two cents: "Oh. Just ignore it. It is just someone tickling your mom."
And so my family was introduced to Twitter.
I've long since turned off those notifications, and I've given up on converting my family. But, with nearly 2000 updates and some 250 following and 400 followers I guess you could say I'm still enjoying the tickling. And, that's about what Twitter boils down to-a tickle. It may be an idea, a quote, a link, an inside joke or a little collegial bantering. It is not a wiz-bang learning tool or a complete filter. But, in the scrolling 140 character bits I connect and some of my learning pathways are forged.
During the month of March several educators and I have decided to have a little extra fun in the tickle chamber. It started out as a back-of-the-napkin brainstorm over nasty Canadian scotch with @dkuropatwa and @datruss at BLC this past summer. How could we share with our educator friends the value of Twitter to build a meaningful network? And how might we have a little fun doing it? An idea was born. We'd agree to spend a month this spring re-tweeting favorite tweets with a special tag and encouraging others to join us. Now with the help of @budtheteacher, @lizbdavis, @suewaters, and @hhg--and many of you who've agreed to help announce this--we are pleased to announce:

#Gr8Tweets for the Month of March

During the month of March we'll be re-tweeting some of the favorite tweets we find each day, and we hope you will as well. The plan is simple: Just mark your tweets with a #gr8t or @gr8t and we'll collect all the gr8tweets via RSS on the gr8tweets wiki. Here you'll find the most recent gr8tweets as well as a link to all the gr8tweets collected throughout the month. You'll also find some resource links to help you understand Twitter as well as a Google form to add your name, Twitter ID, and interests to the growing spreadsheet of educators.
To get you started I took a quick snapshot of my recent Twitter favorites. Take a look, and then get ready... we hope come Sunday you'll begin sharing yours. #gr8t!

What is Real?

2008-12-28T14:40:08-05:00

"Someone find her a real seat, okay"?

I come back to this image from time to time because I like it and I'm frustrated by it. It speaks to me, but I cannot seem to put its meaning into words. Until now. A couple of evenings ago I was sifting through the some 20 comments on the photo and I stumbled across this one: "OMG, someone give her a real seat, okay." And, in that moment, something resonated deeply within me. All kinds of questions came to mind: Why does such an image evoke fear in some people? (Natural human tendency for what is known, what can be controlled?) What is a "real seat" anyway? Who defines the "real seat"? Where might she find said "real seat"? A "real seat" in a classroom? A "real seat" in the workplace? A "real seat" in her family or relationships? A "real seat" in the global Hot, Flat and Crowded global society?
What is real? More importantly, what is "real" for her?
And who is going to step out there with her, putting their own fears aside to support her interest and provide some guidance for her risk-taking so that she can find her "real seat"?
_____________________________________________
Credits
Image: Hitchin' A Ride by H.A.P.
Comment: From Foolycooly0409 on Hitchin' A Ride

One Image, One Line

2008-07-12T01:20:39-04:00

Taking a cue from David Jakes and Dean Shareski's presentation at NECC, I started thinking about how we might craft an educational change message that is more accessible to the general public. Early conversations about what the change is and the mechanics of change are underway here and here. But what is that "front piece"? Where is the eye catcher? How do we get the attention of the public and this campaign and that campaign so that the conversations and hard work can begin? If we were to launch a public service campaign today--put a "face"' on that change-- what would it LOOK like?

I was on a mission today to begin visualizing my thoughts. Here are a couple of first attempts that are not meant to be definers of change, but rather front pieces that might enable the conversation. And I want to know, what do you visualize? Perhaps this should be a meme tag...any takers?

P.S.: A big shout-out to Willy for sourcing "Hitchin' A Ride."

Let the sky be her limit.

Compliments and Attributions to:

1. Hitchin' A Ride by H.A.P on Flickr. Uploaded July 3, 2007. Accessed July 12, 2008. Creative Commons License 2.0 Attribution, Noncommercial, No Derivatives
2. dkad through broken glass by two stout monks on Flickr. Uploaded June 15, 2008. Accessed July 12, 2008. Creative Commons License 2.0 Attribution, Noncommercial