Friday, December 9, 2016

#IMMOOC 4: Open Up and Say . . . Culture!

I’ve fallen way behind in #IMMOOC, but I still intend to finish. Although this MOOC ended over a month ago, I plan to finish the last two parts of it and to share my reflections as I conclude this wonderful learning experience.

As I read Part III of The Innovator’s Mindset, I was once again struck by how many things resonated with me. I feel like every time I read a new portion of this book I’m flooded with thoughts about the possibilities of school and ideas for how we can improve the learning experiences of children and adults. Many of these ideas are not new, yet hearing them in this context, paired with new thoughts, creates an inspiring action plan for innovating our learning experiences. Part III of The Innovator’s Mindset focuses on leading in a way that unleashes people’s talents. As leaders we need to recognize the strengths of those we serve and determine how we can create experiences that allow people to utilize their talents. By doing so we can lay a foundation for innovation that will permeate the culture of a building and have lasting effects on the lives of all involved. I like that, although written primarily for those leading adults in an educational setting, these ideas could also be applied to our work with students. Many of these same thoughts can help us establish an innovator’s mindset in the children we work with in schools and can help shape the culture of our classrooms.

Lay the Foundation for Innovation Sketchnote
Duckworth, Sylvia. 5 Ways to Lay the Foundation for Innovation. Digital image. Flickr. N.p., 12 Nov. 2015. Web. 9 Dec. 2016.

The sketchnote above by Sylvia Duckworth introduces the themes covered in Part III of The Innovator’s Mindset. Each of these topics left me with many aha’s of agreement and helped me see new ways of unleashing talent to promote innovation within our educational systems. Every chapter spoke to me in its own way, but I was especially struck by the possibilities of embracing an open culture. Much has been said about the isolating nature of teaching. We spend the majority of our time in a room with few, if any, other adults. This can feel very isolating, but, as George says in The Innovator’s Mindset, isolation is now a choice. In the past we could try to interact with the teacher next door or someone down the hall and occasionally we might even interact with a like-minded colleague in another building or meet someone at a conference that shared our views on educating children. Today we all have the capability (and even the responsibility) of connecting with other educators.

This is something I was not always good at when I was in the classroom (after 15 years as a high school history teacher, I left the classroom a little over two years ago to become an Instructional Technology Consultant). I initially resisted joining Twitter because I viewed it as one more thing I would have to check and I didn’t think I had time for that. I was also hesitant to blog or share things I was doing in my classroom because I didn’t feel my work was worthy of being compared to all the “experts” posting great ideas online. I often searched websites and blogs for lesson ideas, resources, and technology tips, but I was not actively connected.

In January of 2012 I joined Twitter to see what it was all about. I looked around for a while, but I did not tweet anything or follow anyone. After this brief flirtation, I abandoned Twitter for the next year and a half. Then in January 2013, I took what I perceived as a big leap, I began blogging (my first post was To Blog or Not to Blog . . .). I was not always the most comfortable sharing, but I decided it was important that I share some of the things I was doing in my classroom. I don’t know that many people ever saw anything I was writing, but I began to realize that writing about things I was doing in my classroom helped me to reflect and refine my practices. Then in August of 2013 I took one of the bigger steps I have taken to improve myself as an educator, I came back to Twitter and this time I stuck with it. I realized it was very inspiring to see things other teachers were doing in their classrooms and to interact with like-minded educators. I still did not always share a lot, but I certainly gained a lot. Over time I have increased what I share and I have become more connected.

Twitter has been one of the best sources of professional development I have encountered. In the beginning I did a lot of lurking before slowly interacting more with my growing PLN. Throughout my time on Twitter I have been very happy to find many like-minded educators who share my views on educating children. This has inspired me to become better at my job and encouraged me to take risks and try new things. I think this is one way we can nudge other educators to take risks, try new things, and become more innovative. The open culture established by Twitter and other social media tools allows us access to people and ideas from around the world. We have a responsibility to demonstrate to students how we can use these connections for the advantage of everyone involved. Our students live in a world with ever increasing online interactions and we must teach and model how to use this for the advantage of all.

Sharing GIF
Dee, Linda. Here Floof, Sharing Is Caring! Digital image. Imgur. N.p., 7 June 2016. Web. 9 Dec. 2016.

I love the idea of school hashtags and teachers sharing one thing to this hashtag every day. This encourages sharing and competitive collaboration that will benefit everyone. It also provides an opening for more educators to become active on Twitter and to expand their PLNs while creating meaningful learning experiences for themselves and their students. The community created through this type of collaboration establishes a culture of learning that will reduce teachers' perceived vulnerability in sharing the great things happening in their classrooms.

As George Couros states in The Innovator’s Mindset, we must disrupt our routines and think differently to be innovative. Twitter and sharing through an open culture are a great step toward new, ever-changing routines that help us innovate in a way that pushes our learning toward the ultimate goal of better meeting the educational needs of our students. I took the leap toward sharing through a blog and connecting with educators on Twitter and I am definitely better for it. I strongly feel that being connected can help educators improve their craft more than almost any other thing they can do.


Tuesday, December 6, 2016

Finding Jewels in an Oyster - Pearl Harbor Lesson Ideas

With tomorrow being the 75th anniversary of the attack on Pearl Harbor I’ve been thinking about strategies for teaching the “day of infamy.” My goals in teaching about Pearl Harbor have always been for students to discover the reasons for the attack, to recognize the shock and fear many Americans felt as a result of the attack, and to realize that despite its devastation, this attack did not cripple American efforts, but instead united the country behind the war effort.

Alston, Charles Henry. "REMEMBER PEARL HARBOR - WORK - FIGHT- SACRIFICE!!" / "WE'LL REMEMBER - AND BY GOD, YOU WONT FORGET!!" Digital image. Wikimedia Commons. N.p., 7 Oct. 2011. Web. 6 Dec. 2016.
It is essential for history teachers to include primary sources in lessons to give students a chance to experience the role of a historian. Primary source analysis provides an important opportunity for students to practice critical thinking skills and to learn how to piece together information for themselves. I’ve utilized several different approaches for teaching Pearl Harbor with primary sources, but one of my favorites is simply asking students to analyze sources to determine why Japan chose to attack the United States. This creates a sense of a mystery for students as they attempt to discover the reasons for the attack.

I have searched and compiled primary source sets in the past, but there are many pre-assembled primary source sets available on this topic. I enjoyed using the set put together by the DBQ Project as part of their Why did Japan bomb Pearl Harbor Mini-Q (although this does require purchase of the mini-q). I find that DBQs are an excellent way to gather primary sources for class activities. The sources in DBQs are already excerpted to a short, manageable size and can easily be adapted to a number of classroom lessons. A quick search for “Why did Japan attack Pearl Harbor DBQ” yields many results with a number of valuable primary sources that can be used with the DBQs they were compiled for or for other classroom activities.

I also like to have students analyze firsthand accounts of the attack. I want my students to realize that history involves real people who aren’t all that different from them. Eyewitness accounts help to reinforce this reality. One such source is Ginger’s Diary. I like this account because it is written by a 17-year-old girl, making it something students can relate to.  Essential Pearl Harbor includes several other similar accounts, this website also has a number of other valuable resources for teaching about the attack on Pearl Harbor. Remembering Pearl Harbor includes accounts of sailors who witnessed the attack. Thanks to Richard Byrne, I just discovered The 1941 Project, which is an interactive map featuring stories of survivors of the attack.

Student analysis of these firsthand accounts may be done in a variety of ways. Depending on the dynamics of a class, I might have students simply read and discuss these sources. Other times we’ve compared and contrasted different views of the attack, and still other times, I’ve asked students to read firsthand accounts and write an entry as if they’ve just witnessed the attack. This allows them an opportunity to be creative and express feelings similar to those they’ve read about. 

Unknown Navy Photographer. A navy photographer snapped this photograph of the Japanese attack on Pearl Harbor in Hawaii on December 7, 1941, just as the USS Shaw exploded. Digital image. Wikimedia Commons. N.p., 2 Nov. 2007. Web. 6 Dec. 2016.
I also like to use activities similar to the deliberative strategies that are common in the Choices Units by Brown University. I like these activities because they generally require students to take on a role and/or a specific perspective as they view a key decision or event in history. Students must analyze and synthesize information to support a point of view. In this case, I ask students to imagine they are part of a congressional committee tasked with investigating the attack on Pearl Harbor. I divide the class into groups and assign each group a topic to investigate as they prepare to testify before the committee. Groups include a report on the attack itself (what happened), why Japan attacked, did FDR know about the attack, did Churchill know about the attack, and was the attack a success. Additionally, one group takes the role of committee members and they must develop questions to ask each group as they testify.

Today I discovered another good lesson for teaching about Pearl Harbor. In Pearl Harbor & Hawaii during World War II, students predict why Japan might have attacked, conduct research on the attack, and take part in a Google Expedition to gain background knowledge on Hawaii. Students then use My Maps to create an interactive map illustrating the attack. This is obviously a more involved and more time consuming lesson plan than some of the ones I mentioned above, but it seems to do a nice job of incorporating different skills and utilizing technology to create a student-centered lesson. I like the inclusion of Google Expeditions (Expeditions is a virtual reality app that allows users to view 360-degree panoramas, creating an immersive experience that makes users feel as if they have travelled to different locations. This app can be used with or without virtual reality headsets, such as Google Cardboard.). I also like the integration of My Maps, which I discussed in Finding Your Way - Using Google Maps in the Classroom.



Thursday, October 20, 2016

Vision, Culture, & Conversations - #IMMOOC Week 3

I’ve had an amazing few weeks of learning that caused me to put a lot of thought into what school can be. In addition to reading Part II of The Innovator’s Mindset and viewing Episode 3 of the #IMMOOC YouTube Live Sessions, I also attended the Iowa Technology and Education Connection (ITEC) Conference last week. I always enjoy the opportunity to learn from presenters and participants at conferences. I found this year’s conference very inspiring as I attended many different sessions that made me think about how we can innovate to better meet the needs of our students. Presenters like George Couros (@gcouros), Pernille Ripp (@pernilleripp), Chad Kafka (@chadkafka), Robert Dillon (@ideaguy42), and more pushed my thinking and helped me dream about the possibilities of education. I was impressed as I learned more about Iowa BIG, a project-based high school built around the ideas of student passion, authentic projects, and connections to the community.
George Couros signed my copy of The Innovator's Mindset at ITEC
Throughout all of these learning opportunities, I kept coming back to the themes of vision and culture. I truly believe that vision and culture go hand in hand. A staff that has a shared vision in which they truly believe, will establish a culture of learning (for educators and students). This reinforces the importance of involving all stakeholders in establishing a vision. Everyone affected by the vision needs to have a say in its creation and should be able to explain how it translates into the classroom and learning.

This simple step of allowing voice (whether in creating a school-wide vision or one for your own classroom) can have a profound effect on the buy-in of all stakeholders. This can be one of the first steps in establishing a collaborative culture of learning. Inclusion of all stakeholders in this process helps to build trust and is the first step toward empowerment of learners. This allows for the development of a culture where learners (whether teachers or students) feel supported in taking risks and feel that their voice matters. Leaders must then continue to develop relationships and allow learners to meet their own needs through the procedures that are in place.

This week's #IMMOOC challenge was to make a meme related to this week's learning
As I read The Innovator’s Mindset, I was struck by the power of conversations. This theme was also prevalent in my sessions at ITEC and as I listened to Kaleb Rashad on the YouTube Live session.  I realize this may seem like common sense, but I kept coming back to the importance of meaningful conversations that involve teachers, students, parents, and community members about what all of us see as the purpose of school. George’s comparison of school vs. learning got me thinking that few people would disagree with his assessment of learning and that many would also not argue about the realities of  school. However, I think many people have not put a lot of thought into the disparity between the characteristics of school and those of learning. This leaves us to discuss how we can narrow the gap between the two. Educational leaders must promote these meaningful discussions that can be impactful for the educational process. Resources such as the characteristics of school vs. learning, the “what if” questions from chapter 7 of The Innovator's Mindset, and documentaries such as Most Likely to Succeed can provide excellent conversation starters to help us push the envelope of innovative educational practices.

Duckworth, Sylvia. "School vs Learning" 10 March 2015. Online Image. Flickr. 18 January 2015. <https://flic.kr/p/qRgiYR>
Beginning these conversations promotes a move toward a more unified vision of action that goes beyond a written vision statement. As more voices feel empowered to contribute to this discussion, culture will begin to shift and the focus will truly become about what is best for learners.  I certainly do not believe that discussions alone will create idyllic learning environments, however, I feel that a process that involves everyone in a discussion about schools will help establish a culture that puts learners first. This is essential for innovation in education, as I believe culture is the biggest determinant of success in schools.



Friday, October 7, 2016

Inspired to Innovate - #IMMOOC Week 2

Week two of the Innovator’s Mindset MOOC (#IMMOOC) involves a study of Part I of The Innovator’s Mindset and a YouTube Live session featuring Shawn Clark and Brady Venables from Saluda County Schools in South Carolina (check out their blog, Classroom Confessional). As I read Part I and watched the YouTube Live session featuring Brady, Shawn, George, and Katie, I began dreaming about what school could look like.

I started thinking about how we can create a school system that gets kids excited about learning rather than dreading each day of school. I excitedly considered ways we can change the structure of learning to better meet the needs of our 21st century learners and prepare them for the world they will face, rather than the world our grandparents faced. I began thinking of examples like High Tech High, Iowa BIG, and ideas such as those from the documentary Most Likely to Succeed. Thinking like this gets me excited about the possibilities of education, but the excitement then fades as I consider the realities of our educational system and its place within our larger society.

The pragmatist in me recognizes the realities of our data-driven system that emphasizes test scores in measuring the successfulness of schools and teachers. As George Couros states in The Innovator’s Mindset, “we have taken the most human profession, teaching, and have reduced it to simply letters and numbers.” I see teachers that are struggling to keep up in the current system and thus unlikely to try new ideas. I see administrators pressured by outside voices that want schools to do more and more for students while maintaining our 19th century paradigm of how school should look. I see parents and community members who want what’s best for their kids, but are stuck viewing education through their own experiences and thus view more school (more and longer days) and more homework as more rigorous. Too many people in our society are stuck in the factory model of education that no longer applies to our students. There is no need in today’s world to drill students on facts. I agree that a certain level of factual knowledge is important to be culturally literate and creates a base upon which further learning can build, but the days of school being about learning facts are gone. Our students have a machine in their pocket that can produce more facts, faster than we could’ve conceived during our days in school.

As I dream about the possibilities of education and then crash back to reality, I finally settle somewhere in between. This week’s activities helped me to more fully develop some of the thoughts that have kept me involved with education despite my rollercoaster of emotions. I enjoyed the emphasis on innovating within the box. As I read about this concept, I realized this is something I have done throughout my time in education. I have never been involved in a school that truly went outside the box, yet innovation can take many forms and doesn’t have to involve blowing up the existing structure (even if we would like to do this at times). As we work within the tightly constructed box that is our educational system, we must continually ask the why. I agree with this week’s reading that the why of education is to develop learners and leaders that will create a better present and future. As long as we keep our focus on this goal, we can innovate within the bounds that exist in our educational realities. This means we all need to focus on the creation of a new and better way of reaching the students we serve. We must improve upon existing practices to allow us to meet the needs of our students. Working toward this end will allow us to grow in our profession, our methods, and our own personal learning, while adapting our practices to better meet the needs of those we serve.

Pezibear. "Untitled." 14 December 2014. Online Image. Pixabay. 7 October 2016. <https://pixabay.com/photo-746931/>
Katie Martin reinforced this idea by stating, “It is becoming increasingly clear that we don’t necessarily need to transform the role of teachers, rather create a culture that inspires and empowers teachers to innovate in the pursuit of providing optimal learning experiences for their students.” George uses this quote in The Innovator’s Mindset to reinforce the point that innovation does not require transformation. We must simply change the way we look at things. Innovation can come from invention (creating something new) or iteration (changing something that already exists), but it requires us to open our thinking to new possibilities.

The biggest change that needs to happen is putting students, rather than teachers, at the center of the classroom. For too long we have existed in a teacher-centered model of education, but we want students to do the learning. This brings me to another theme that continually popped up throughout Part I of The Innovator’s Mindset and in this week’s YouTube Live session; empathy. Educators must put themselves in the shoes of their students. Consider what it is like to be a student in your school or your classroom. How would the methods, routine, and culture of the school feel to a student? And, more importantly, how can you improve this?

To create a learner-centered classroom and to promote empathy in our views of school, The Innovator’s Mindset suggests the following critical questions to help us create new and better learning opportunities for our students:
  1. Would I want to be a learner in my own classroom? 
  2. What is best for this student? 
  3. What is this student's passion? 
  4. What are some ways we can create a true learning community? 
  5. How did this work for our students? 
As illustrated above, innovation does not have to involve expensive technology, we don’t have to scrap our existing system and start from scratch, it does not have to be something no one has ever done, we simply need to look at things from a new perspective and apply it to the needs of our students. This is what the innovator’s mindset is all about, a mindset that allows us to look for new ways of working toward our why - developing learners and leaders that will create a better present and future. As long as we are always asking ourselves, what’s best for students, and working to achieve this end (even within limitations that are outside of our control), then we are being innovative.

This seems like a simple proposition, but it will not always be easy. People do not like change, even when they know deep down that it is for the best. Others will question our adaptations of the existing system. Students may even want to go back to the old methods. We have trained students to be “academically compliant.” They often enjoy the simplicity of not having to think too deeply and of there always being a correct answer that can be found from a textbook or a lecture. However, is this what is best for them? If we truly think we are right, then we must stick to our philosophy and not allow a few naysayers to derail our efforts to improve the educational experiences of our students.

Those who promote change and embody the ideas of the innovator’s mindset exhibit the following characteristics as illustrated by Sylvia Duckworth.


Duckworth, Sylvia. "8 Characteristics of the Innovator's Mindset." 10 March 2015. Online Image. Flickr. 5 October 2016. <https://flic.kr/p/rh9vco>
As George states, “When forward-thinking schools encourage today’s learners to become creators and leaders, I believe they, in turn, will create a better world.” So ask yourself every day, how can I improve the learning experience for my students in order to develop learners and leaders that will create a better present and future. By following through with this thinking, you are innovating and making a difference in the lives of our young people.

I want to thank Brady, Sean, Katie, and George for helping to push my thinking while at the same time keeping me grounded. I love the opportunity to dream while recognizing how to adjust these dreams to the current realities of our educational system.



Monday, October 3, 2016

#IMMOOC: Introduction: Moving Minds to the Opportunity Of Change

After a few hectic weeks of work, life with kids, and a move to a new house, I’m finally getting started with The Innovator’s Mindset MOOC (#IMMOOC). As I blogged about last week, I’ve followed George Couros for a while now and I’ve had his book (The Innovator’s Mindset) on my list of books to read, so I was excited to hear that he and Katie Martin are facilitating a MOOC based on The Innovator’s Mindset.

Teach Like a Pirate - Dave Burgess Speaking. Digital image. 
Teach Like a Pirate: Dave Burgess. Dave Burgess, n.d. Web. 30 Sept. 2016.
Each week #IMMOOC will feature a YouTube Live Hangout with a special guest speaker followed by conversation and questions with George and Katie. As I play catch up with #IMMOOC, I watched the recording of the first week’s YouTube Live session featuring Dave Burgess (@burgessdave). I first learned of Dave Burgess in 2009 when I attended a session he facilitated at the NCSS Conference. “Outrageous Teaching: U.S. History Edition” was unlike any conference session I had ever attended. Dave entered the room dressed in pirate regalia and proceeded to teach/entertain the audience with magic, props (including a woman’s bra - #tlap fans will recognize this as the taboo or mystery bag hook), and audience involvement. Dave’s energy and passion were infectious and very inspiring. I left this session feeling like I had to find a way to increase the engagement of my students. I became even more intrigued a few years later when I learned that Dave was publishing a book, Teach Like a Pirate, and he was developing his own consulting and publishing company. Dave’s company has gone on to publish excellent educational books, such as The Innovator’s Mindset.

Dave’s portion of this week’s YouTube Live Hangout focused on doing whatever it takes to engage and teach kids. As educators we need to embrace our purpose as life changers who raise human potential. To achieve this end, we must be willing to think outside the box to engage students and create buzz for learning (and perhaps be innovative, hmm . . . does this relate to The Innovator’s Mindset??). Listening to Dave is inspiring and his energy is infectious, but as strange as it sounds, messages like Dave’s and George’s can be disheartening. We, as educators, listen to and read these amazing messages, then go back to our schools and see change perceived as an obstacle rather than an opportunity. Dave addressed this reality and offered reassurances that change does not happen all at once and cannot be a top-down directive, but rather must be a grass-roots initiative that starts with a few committed individuals. I loved Dave’s analogy that effective change is like a snowball, you must start small and as momentum gains, it will grow. This is a great message; we need to focus on those who want change and ignore the negativity from others. This builds a base of support for trying new things and as others see the effectiveness of these ideas, momentum will grow and the push for change will gain energy. Dave closed his portion of the Hangout by encouraging educators to share their journey. He stated that we have a moral imperative to let others know how we are engaging in innovative practices. This helps the snowball gain momentum and can help educators all around the world.

George and Katie followed Dave with a fast-paced discussion of topics related to the Introduction of The Innovator’s Mindset. Much of the conversation focused on adjusting our educational practices to the current realities of the “real world” that schools so often use to try and justify outdated methods. The “real world” involves skills and achievement over aptitude and includes learning environments that are comfortable and collaborative (picture Starbucks), rather than a factory model of teacher-centered learning. We need to teach students to value learning rather than jumping through hoops to achieve a grade. This also means that we need to not only acknowledge, but incorporate “real world” tools such as Google, YouTube, Twitter, Instagram, etc.

As I watched this Hangout and read the Introduction to The Innovator’s Mindset, I was continually struck with some of the same ideas. Change can open up a whole new world for us and our students, but change is difficult. Many of my thoughts on this topic can be illustrated by the “Be More Dog” video from O2 that was referenced in the Introduction of The Innovator’s Mindset. Sometimes we fall into the trap of teaching like teachers have always taught, but by making the decision to try something different we can open up a new world of possibilities. Although this sounds good, it is not such an easy proposition. This involves changing our paradigm of school and maybe even of what we consider innovative.


If we continue to view the purpose of school as the acquisition of knowledge, then change will not occur. We must ask ourselves what do we care about in schools? This question determines the course we take as educators. I loved the phrase in The Innovator’s Mindset that we need to inspire students to be better people because of their experiences in school. This is what I see as the purpose of education! This can take many different forms, but it ultimately comes back to always doing what is best for kids, even if it does not look like our experiences in school (which it shouldn’t, the world has changed, so should school). In order to make education relevant to our students we must embrace change and the opportunities that are available in today’s connected world. Find a way to inspire your students and to spark their curiosity for learning, wondering, exploring, and becoming leaders. As George states, “If students leave school less curious than when they started, we have failed them.”

Hogan, Aaron (@aaron_hogan). "'If students leave school less curious than when they started, we have failed them.' #InnovatorsMindset via @gcouros." 12 January 2016. Tweet.

We must also consider that innovation is incremental. We do not have to scrap everything and start anew. Most educators are innovating on a daily basis, they just don’t view it that way. Every time you try something new to reach a student, you are innovating. Every time you try to connect students to a new resource, you are innovating. Now we all need to build on our existing innovations and keep pushing ourselves one step further and move from your point A to your point B. Start small by taking one or two measured risks in your classroom and build from there.

With this thought, I want to encourage teachers everywhere to be more dog. Don’t act the way teachers always have, do what you think is best, be adventurous, embrace change, and open up a new world for yourself and your students. As you seek the bone to motivate your students, connect with other dogs and spread your ideas, not just for adjacent possible, but for adjacent powerful! Start the snowball rolling!



Monday, September 26, 2016

I’m a MOOCing with #IMMOOC

Campbell, Heather (seriousgiggles). "Have you read The Innovator's Mindset by George Couros? . . . " Instagram, 4 June 2016, https://www.instagram.com/p/BGQlqhqsTO5/.

“Change is an opportunity to do something amazing.” This simple sentence can have profound effects if taken to heart. Humans often fear change. We like the comfortable and the predictable, but if we are willing to embrace change and view it as an opportunity rather than an obstacle, then we can promote positive change that will benefit ourselves, our students, our schools, and our entire society.

As our world continues to change and evolve, we as educators must adapt. Our students are raised in a connected world with access to previously inconceivable amounts of information. In this reality, the acquisition of knowledge is no longer as important as the ability to process this information, to apply it to new and different situations, and to discern not only what is reliable, but also what is applicable. For many educators this requires a paradigm shift. Many of us attended schools where increasing factual knowledge was one of the primary goals. However, if we approach our students’ education with this goal, we have failed them.

 The Innovator's Mindset Book Cover. Digital image. The Principal of Change
George Couros, 25 Oct. 2015. Web. 26 Sept. 2016. 
This is one of the tenants of George Couros’ recent book The Innovator’s Mindset. I have followed George on Twitter (@gcouros) for a while now, which was one reason I wanted to hear him speak at ISTE in the summer of 2015 (my reflection of this conference includes many references to George). I agree with many things George says and The Innovator’s Mindset has been on my list of books to read for a while now. For all of these reasons, I was excited when I recently learned that George and Katie Martin (@KatieMTLC) are facilitating a MOOC based around The Innovator’s Mindset. I recently took part in my first MOOC and I’m excited to be a part of The Innovator’s Mindset MOOC (#IMMOOC) to learn from George, Katie, and all of the other participants.

I’ve been in the process of moving recently, so I’m a little late getting started with #IMMOOC, but I’m excited to get started and to learn about promoting a mindset that not only allows for, but embraces change.