Fear underpinned by nostalgia? Opinions of what the Facebook generation need to learn

Do we really need children to go 'cold turkey' from their mobile devices? Is there a requirement for 'book camps' with printed materials only? Is there a middle ground for the Internet generation? Or do we need to re-think many of our biases about how we feel learning is 'done best'?

As I listened to the following podcast (What does the Facebook generation need to learn? - MP3 - from 2011) some of the points of view expressed felt to me like fear, that was underpinned by a sense of nostalgia.

Some aspects of learning and life  have fundamentally changed since some of the world became 'connected'.

Siemens (2004) identifies behaviorism, cognitivism, and constructivism as the three theories of learning most often used to inform the design and creation of learning experiences. These theories, however, “were developed in a time when learning was not impacted through technology” [emphasis not in the original] (Para. 1). Instead, Siemens argues, we need to think about the flow of information in our current knowledge economy as the flow of oil through an oil pipe in an industrial economy - the difference though is that “the pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today‟ (2004).

As you might have guessed from the name connectivism is based on the idea that all learning starts with a connection. The connection can be neural, conceptual, and/or social (Siemens, 2008), and learning is held to be “the ability to construct and traverse connections” (Downes, 2007). In other words, a learner makes sense of existing knowledge and reinterprets it in a way that fits within their existing knowledge framework, and in the process connects, disconnects, and reconnects “knowledge fragments through knowledge creation” (Littlejohn, 2011, Para. 3). To help facilitate connections and information sharing while encouraging life-long learning in the individual as well as the group, learning occurs within learning ecologies, communities and networks (Siemens, 2003).

Framed within connectivism, formal education systems appear flawed, because they are “trying to achieve a task (learning) with a tool (teaching) in an artificial knowledge construct (course) (Siemens, 2005, Para. 1).

So - return to the debate - I really don't feel it's about whether we should be denying young learners access to mobile devices. Rather it is a two-pronged momentum that is required; the first is a focus on encouraging learners to critically think about how they are using their device, building their relationships, and how they are constructing their understandings. And the second is to take a long hard look at the underlying biases that are informing the opinions of the folks in charge of making education policies, and shaping learning experiences on a day-to-day basis.

Your thoughts?

The debate panel included:
Chair: Dr Anthony Seldon, Master, Wellington College
Panel to include: Dr Sarah Churchwell, Senior Lecturer in American Literature and Culture, University of East Anglia; Professor Niall Ferguson, Harvard University, LSE, Author, ‘Civilization’ and Columnist, Newsweek; Harvey Goldsmith, Chairman, Ignite; Jenni Russell, Commentator, The Sunday Times, The Guardian and London Evening Standard

References:

• Littlejohn, A. (2011). Collective learning and charting. Retrieved November 6, 2012 from http://littlebylittlejohn.com/collective-learning-and-charting/.
• Siemens, G. (2011). Sensemaking artifacts. Retrieved November 3, 2012 from http://www.connectivism.ca/?p=336.
• Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning 2(1). Retrieved on 5 November 2012 from http://www.itdl.org/Journal/Jan_05/article01.htm.
• Siemens, G. (2006). Connectivism: Learning theory or pasttime for the self-amused.  Retrieved  5 November, 2012, from http://www.elearnspace.org/Articles/connectivism_self-amused.htm. 
• Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Paper 105: University of Georgia IT Forum. Retrieved July 1, 2001, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
• Siemens, G. (2005). Designing ecosystems versus designing learning. Retrieved November 7, 2012, from http://www.connectivism.ca/?cat=8
• Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved February 6, 2007, from http://www.elearnspace.org/Articles/connectivism.htm
• Siemens, G. (2003). Learning ecology, communities, and networks: Extending the classroom. Retrieved February 28, 2007, from http://www.elearnspace.org/Articles/learning_communities.htm

Image: Young girl with smart phone. cc licensed ( BY ) flickr photo by "PictureYouth": http://flickr.com/photos/45688888@N08/5915484733/

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Somewhere to learn about hashtags and how to tweet @ without getting all tangled up...

Image via WikipediaA day or two ago I received a couple of questions from a friend, Yvonne Hynson, about Twitter: "Can you point me to somewhere to learn all about these hashtags and how to tweet @ without getting all tangled up! Please... I am really enjoying Twitter and finding it much more useful than Facebook for finding out ESOL stuff. Just don't understand all the other stuff next to the tweet!" So, I decided to collect together a couple of resources around Twitter, and some of the basics around using it.

  In a nutshell, the # symbol is called a 'hash tag', and it indicates a key topic that you might want to find out about, and you'll also be able to find the trending topics on the right hand side of your Twitter page. I've included a video below where facebookmari explains it way better!! The @ symbol is used with a Twitter user's username e.g. mine would be @howen. It indicates a reply, mention, and / or a re-tweet, and is a form of providing links in a conversation, as well as being a type of attribution if you are sharing a resource or comment. It means that other people can also join the conversation, especially if you use a combination of @ and a hash tag. For example, I might see a great resource from @playnice about #elearning - the two symbols mean that I can re-tweet her link and other folk know that playnice found and shared the resource, and that the topic is eLearning.

Image source

Clear as mud? Never fear - the following resources should shed more light on the basics of using Twitter.

• Really liked the clarity and simplicity of these attractive, very visual, resources, which the Daring Librarian describes as follows: "An at a glance cheat sheet, feel free to pass along, use, post all under Creative Commons - Share Alike!".
• This resource, The Twitter Hash Tag: What Is It and How Do You Use It?, provides a pretty clear overview of hashtags - what they are, and where they come from.
• Wondering what 'follow' means on Twitter? This resource clearly explains it.
• If you would like a wider overview of further features of Twitter and how to use it Brent Ozar (@BrentO) has written, and made available for free download The Simple Twitter Book.

[youtube=http://www.youtube.com/watch?v=aAHitI26MmE&w=420&h=345]

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• Using Twitter with your Students (oupeltglobalblog.com)

Digital Literacy and Web 2.0 – the Scenario of Susie

This is a mindmap and hypothetical scenario that tells the story of Susie and her use of Web 2.0 tools to conduct research for her assignments. The mindmap: Susie Web 2.0 Research is designed to give an idea of the complex web of information, ideas, sharing, evaluation and analysis that can go on (in an ideal world) when the potential of the Web 2.0 is exploited fully.

Information Literacy and Web 2.0 - The Scenario of Susie
 

Making connections: 10 TED Talks That Could Be Used As Course Titles

Literacy... (Photo credit: hazelowendmc)

Why do. people give so much time, thought, and often, effort to sharing, commenting, and participating in online environments - for free? An inherent desire to share and receive feedback? The great moment when you make connections across topics, or someone Tweets back a link to the answer you have been searching for? To be extended and challenged in your thought? For me, it's all these and much, much more.

A concrete example from today's work for me was the 10 TED Talks that could be used as course titles...the Committed Sardines 21st Century Literacy Project was shared by Vicki Hagenaar (here), a quick perusal led me to Ross Crockett's post referring to 10 TED Talks, and finally to the Edudemic ezine where Katie Lepi had written and posted the original article. She had been inspired by a Twitter conversation to write a post that combined the thought-provoking TED Talks with course design. Wheels within wheels! And all freely available as inspiration.


An extract from Katie's post reads:

Long story short, most [course titles] are still stuck in the dark ages. Biology 101? World History 1812-Present? These titles may seem like they’re accurate and fit but… they’re boring.
In an effort to give school administrators and teachers a guidepost with which they can rethink current course titles (what better time than in July, right?), I offer up the idea being shared on Twitter this morning: that we take a page from TED and offer courses using their naming schema. In other words, make the course titles sexier, the descriptions more attractive, and get students excited to attend a class before they even step foot in the classroom for the first time.
So, without further ado, here are potential course titles that are actual TED talks / TED categories. I’ve put the actual name followed by what course it could actually be below it. Click the big title to learn more about each topic.

Read more here>>>

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Stephanie Bader opens the "Curtain on Lurking"

This thoughtful, honest reflection about moving from a lurker to a more confident community participant was shared by Diana Ayling (here). In her post Stephanie Bader, reflects on the fear she faced when initially jumping into the development of her personal and professional learning network, and the steps she takes from a fearful first (and abandoned) attempt, to a fully fledged active member of social networks. It is reassuring to read Stephanie's account, and she also offers some great tips for folk who are just lurking in the wings, wondering how they might confidently take a meaningful part in the performance on the main stage.

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Opening the Curtain on Lurking was written and posted by Stephanie Bader on May 18, 2012 in Global Communities of Inquiry, 13 comments

Act One. The scene is a large conference room. Laptops and iPads litter the tables that stretch from one end of the room to the other. Black power cords snake vine-like over and around the men and women in numerous chairs. They seem to wriggle out from the floor and the table legs and the leather attaché cases, in search of outlets.

At rise, we meet our subject of interest, seated back left, third row. She is by no means a principal character, but merely plays a small part in the intricate backchannel chat ballet that will unfold the moment the presentation begins. She positions her fingertips, poised to weigh in on the discussion, and much to her dismay, the stage fright sets in. Without so much as a keystroke, she slinks into the scenery and then disappears out the backstage door.

Act Two. Three months later. Ditch the conference room, keep the laptop. Add an active Twitter account, a handful of posts on her newly-launched professional blog, and a healthy dose of confidence. Our lowly player has catapulted herself into a more noticeable role in a learning community that is a living, breathing protagonist in its own right: defining and redefining its character with every click. She is replying to discussions within her online learning communities, she is writing blog posts, and she is transparently sharing her successes and failures as a learner and as a teacher. She is even starting her own discussions that — to her genuine shock (and secret pleasure) — have elicited responses and taken on a threaded life of their own, leading to others learning from and with her.

With this, her eyes are opened and her approach to the role she plays in this ensemble is no longer self-centered, riddled with worry about sounding uninformed or being cast aside as useless. Now, she sees herself in the part she was truly born to play, a role into which she has been written and with which many can identify. She is connected to every other player in a way that allows her to be a source of knowledge as well as an active participant in the shared learning that occurs.

But, with newfound confidence and involvement comes newfound respect and, consequently, responsibility. Eager, she volunteers to write for the Voices From the Learning Revolution blog. I have credentials, she says. A backstage pass. Experience. A writing degree. I can do this, she says. I have found my voice.

And then suddenly it arrives. The stage fright. Again.

It’s me, Stephanie

Our player is me: Stephanie, a second-year fourth grade teacher and novice player on the teacher-tech stage. I could be any one of the many teachers on a similar journey toward becoming connected educators who value life-long learning not only for our students but ourselves. I would venture to say that we all experience bouts of stage fright at some point in our careers, from directors to actors to understudies. It is normal. Expected, even. We ask ourselves the same questions: What do I have to offer that someone else can’t supply? What good will my opinion do? Hasn’t my question been asked countless times before?

At first, these questions were left unanswered. This collaboration thing was hard. I was plagued with Lurker Syndrome, and I resigned myself to thinking that I’d spend the rest of the year watching and waiting, letting this valuable time slip by without taking advantage of what was being offered. Soon, though, through conversations with educators in my PLN, answers began to surface.

Aren’t those teachers smarter than I am? (Some are, of course.) Won’t they fare just as well without my input? (Maybe, but they’ll be better off with it.) Who will benefit from what I have experienced? (Give it a break; no way to be sure, but someone will!) I began to realize that the journey toward connectedness, toward incorporating technology into my curriculum, has not been about the fear itself, but about how to overcome it, and furthermore, how to help others in overcoming it and fully transitioning into the 21st century educators we were written to be.

I am still faced with stage fright time and time again. But the professional relationships that I have cultivated with those who have a wealth of varied experience, and the conversations that have ensued on Twitter or other online communities, have given me the tools to confront it, to understand it, and to transform it into the kind of learning and teaching that effects change, promotes transparency, and showcases successes and failures.

Finessing the fear factor
Through several conversations and interactions, I know that some of my colleagues—both in my school and in my PLN–are still struggling with the stage fright. How to stand up to it. How to move past it. And surely there are many other educators who have entered this brave new place called “connected community” with some trepidation. Allow me to share what I have learned in hopes that it helps you to forget the heat of the spotlight and the pressure of a large audience (however difficult they are to see beyond the virtual footlights).

Start small. And this is true, even if the work you’re there to do is almost done. It is never too late to jump in and it is never too late to learn. In September, when I started on my road to connectedness, I was bombarded with email notifications containing links to discussion themes that in some cases baffled me. I shut down and repeatedly hit delete. I rarely spent time in the community discussion space and certainly was not an equal participant in our shared learning. My presence on Twitter was weak at best. Sound familiar? Try this: pick one. One discussion thread. One task. One tool. Something that appeals to you. That sends that tiny spark. That makes you think twice, if only for a second. Click over. Read. Write. Ask. Reply. Reply again. Trust me when I say that it will be liberating and exhilarating and will give you a sense of worth as contributor of experience, advancer of knowledge, agent of change.

Gather support. I didn’t even know what PLCs and PLNs were in September, let alone did I cultivate and contribute to one. (They are “professional learning communities” and “personal learning networks,” by the way.) And now, I am not sure how I’ve survived these several years without them. Within these communities and networks, look out for the friendly faces (or avatars). Our Voices editor, with his nudges to get writing, did not let me off the hook, even when I made the excuse of being caught off guard by stage fright and wanted to give up. A fellow Voices writer (Patti Grayson) offered her encouragement and direct support in the comment thread of a blog post we were both following. It happened to be a post about not being afraid to share. These are merely two examples of many that showcase what we can do—together. They are more than just a pat on the back. They are guideposts that seem to say, “I’ve been there. Others have been there. I’ve seen what happens when you get to the other side. Got your back. Don’t give up.” When I find something more valuable than that, I’ll let you know.

Keep going. In order for the two previous bits of advice to work, moving forward is a must. It takes precious time. And it is hard work. But the feedback, conversations, relationships, and changes that take hold are worth every minute. Make an effort to build upon the simple steps it takes to start. Try new things often and seek support to help you through the learning process. There are many people in every connected community (I am assured by veterans of this work) who are just waiting to help, yearning to offer guidance and share their experiences, and eager to get you to peak performance.

This brings us to Act Three. We’re not the same characters we were when we started. Our roles are being written and rewritten, constantly shifting with each new thing we learn and bring to our teaching. Whether you have been center stage, playing your part convincingly for quite some time now or whether, like me, you’ve been waiting in the wings and are just moving to the edge of the spotlight, there is always time to own your role and deliver your lines.

There is no excuse for stage fright now. In the world of connected educators, Time is always on our side. The learning curtain has yet to close. In fact, it never will. The crowds are cheering and we’re stepping toward the front of the stage.

Social learning - what is it and how does it relate to schools? (Karen Melhuish)

Image by hazelowendmc via Flickr

This was a Hot Seat session facilitated by Karen Melhuish, and entitled "Social learning - what is it and how does it relate to schools?"

Karen opened with a quick overview of her extremely busy life and wide range of interests! She then asked the group to introduce themselves, where they are from, and why they were participating in the session. A great range of responses - some tongue in cheek such as they were "made to", and others included "greedy for learning".

Three stories then followed; the first was "Saving the world one light at a time". Karen's daughter has been working on this for several weeks, and the only thing she has heard from her daughter is a piece of art work that was brought home. She is really keen to participate in the conversation and the learning as a parent, and as someone with a keen interest in environmental issues. The second story centred around an email (her first) sent by her daughter to her grandmother, and her grandmother replied. It was an ah ha moment for her daughter who suddenly realised that writing had a purpose outside the classroom. The final story was around discussions in the VLN community, and Karen explained that it has reminded her about the power of being part of a wide community from around NZ, and being able to share stories. Karen then threw the question open to participants: "What do these three stories have in common", and asked people to respond in the backchannel - which 'went off' with some interesting points and responses.

Image by hazelowendmc via Flickr

Karen discussed the quote "If we can connect in some tiny way with a human that doesn't agree with us, then maybe we won't blow up the planet"(Nancy White, Us and them, A Blog Conversation Survival Guide, 2006), and drew out aspects that related to communication intra- and inter- learning spaces. It was also emaphasised that social learning is "integrated and embedded in task and activity design and classroom organisation" (Alton-Lee, 2003). The technology is not an add on, but is part of the pedagogy that is used as part of the learning experience.

Image via Wikipedia

Communities of practice were then explored, especially the innate desire to connect as human beings...and that we are now living in a time where there are the tools and forums that enable us to do this. There is an exciting convergence between the ways in which we like us to learn, and the tools that enable us to do this really easily. Sociocultural theory was seen as providing key underpinning principles, which also underpin the NZ curriculum.

We have moved on from seeing Web 2.0 tools as particularly special. It is unusual now to go to a Web site and not have an ability to 'like it', Tweet it, or recommend it to a friend. This ability to make a social connection is central to learning. All of these spaces are driven by the users and their concerns, and there is a clear link between this and the pedagogy of a curriculum that invites us to construct learning with students and hearing voices from all aspects of the community. The curriculum is no longer about a single voice at the front of a class, and this is the exciting synergy for Karen.

Image via Wikipedia

We then moved on the a question around using online social spaces with educators for PD, and several of the participants described examples of ways in which they are using social networking tools. There are a large range of spaces online that enable you to network with educators around the world. Email does not work in a way that is as fluid as other spaces, and enables the extension of conversation over time and in one space.

Flexibility and mobility were seen as important, as the communication, sharing, support, and community building are an essential part of any learning experience. It also makes us feel heard, that we have a voice - often with an audience wider than initially envisaged in some cases.

Karen provided a variety of examples of schools who are using social networking with students across the sectors in New Zealand. She then gave us a useful 5 point check list around ways of approaching schools to set in place such initiatives within your own institution, including 1) purpose; 2) people; 3) process; 4) public; 5) and possibilities.

If you would like to listen to Karen's session you can access the recording by clicking here.

Karen is an e-Learning Consultant with the CORE Education whānau, based in windy Wellington. She is a Community Co-ordinator / facilitator on the VLN and e-Learning Research Network, working closely with a number of e-learning programmes, such as ICT PD. She also works on online professional learning courses for CORE and is part of the initiative to develop an e-learning planning framework for New Zealand. Many moons ago, she was an HoD English and an adviser for School Support Services.

Information Literacy and Web 2.0 – the Scenario of Susie

Image via Wikipedia
I have just finished working on a mindmap that tells the story of Susie and her use of Web 2.0 tools to conduct research for her assignments. The mindmap: Susie Web 2.0 Research is designed to give an idea of the complex web of information, ideas, sharing, evaluation and analysis that can go on (in an ideal world) when the potential of the Web 2.0 is exploited fully.

The Scenario
Susie is studying at Unitec NZ for a Bachelor of Architectural Studies. She is in her second year and has just received the rubric for her next assignment, which is a paper that focuses on analysing architectural sites, discussing a hypothetical development, which demonstrates, for example how to ensure the environmental sustainability of the project.

Susie and her classmates initially sit around with their laptops and discuss strategies, ideas, and deadlines. They set up a Mindmeister mindmap and make sure that it has been shared with everyone in the group, and then they brainstorm into it while also consulting Wikipedia for insight into some of the key terminology and concepts, as well as for inspiration. Susie meanwhile Tweets a couple of questions out to her Twitter community (several of who are architects) around environmental sustainability. Before the group sign off they also set up a PB Works wiki site, and a Twine account to collaboratively bookmark any of the useful resources they find online. A discussion around key tags and categories, along with the necessity for annotation plus a brief evaluation, helps ensure that the resources they discover are actually useful. Finally, the group members check that they have Skype contacts and mobile phone numbers for each other.

Over the next couple of weeks Susie starts her research. She searches Google with some of the key words and phrases that she brainstormed with her classmates, and brings up a host of tools and resources. She explores an online community of architects, and finding someone whose work she likes, Susie emails her with some questions about design. She also watches some videos around the subject, attends a couple of Webinars for architects, accesses a metasite that collates urban planning links specific to New Zealand, searches Flickr for designs, takes a tour of Paris on a site that uses a mashup, and logs in to Second Life to visit the Architects Community and the virtual library. During the time she is doing this, she publishes some of her initial thoughts in her blog and receives some comments from around the globe that challenge some of the ideas, or give suggestions how they might be expanded. She is also able to access some raw data made available in open databases around soil and geology, which she collates and displays in Gapminder – an online tool that transforms the data into a dynamic longitudinal representation of soil erosion tendencies. Every time she discovers a resource she thinks is useful she adds it to the group Twine, and she and her group have read, summarised and referenced three journal articles each and added them to the group wiki.

Finally, she pulls all of her ideas together into a mindmap that forms the framework and structure for her assignment (using the notes function on the mindmap tool to help her remember key points and sources). She types up her assignment adding links, images, and references as she goes. Her last steps are to add her reference list (which she has been keeping online in Noodle Tools), and then to run the assignment through a free online plagiarism checker tool to check for unintentional errors.

How do I set about designing a course in my Learning Management System?

Image via Wikipedia

I have been working on a process model and framework, adapted from earlier examples, that I developed to help answer the question “Where do I start?” for teachers who are unfamiliar with adapting education resources to make effective use of ICT Enhanced Learning and Teaching (ICTELT).

This video very briefly shows an example of a Moodle course that has been designed using the ICT Enhanced Learning and Teaching approach, as well as exploring a couple of the tools that could be used by teachers (hosted here).

Employing a scaffolded approach appropriate for working in small teams of teachers, or as individuals, the guiding questions of the ICTELT model form the foundation for collaborative discussion of design choices, and the incorporation of a range of pedagogical approaches with a variety of tools. The model and framework can be used with new and/or existing programmes, modules, units, sessions, or learning objects, but initially practitioners are encouraged to trial the process on a small scale.

Please contact me if you have any questions.

If you can't see the embedded video below or would like to access a smaller file format, please click here.

Design, reflection and open learning

Design & open spaces

Just wanted to jot a couple of thoughts down in response to this podcast "Teaching outside the limits of space and time" which I listened to while running along the waterfront in Auckland a couple of days ago. The podcast features the EdTech Posse who pretty regularly have entertaining discussions around a whole heap of aspects of ICT enhanced learning and teaching. (They have a laid-back, pretty unstructured approach, sometimes featuring pub-settings, and often with guest appearances by the dogs...you just have to listen :-) )

In this particular podcast a lot of what they were saying hit a note of accord and I found myself grinning like an idiot (not a good look at the best of times). Some of the key topics they covered were designing programmes and what (if any) is the optimum duration for a course for effective learning, and aligning assessment (types as well as content with course design) - i.e. if you have a course that encourages open learning, then more traditional forms of assessment are unlikely to measure the effectiveness of the learning that has taken place. They also mulled over the importance of building learning networks, but that these too need time to develop, and that it is hopeless to try to force a community to develop. The final point was about podcasting - taking offline conversations and putting them online...but in a forum where futher discussion from disparate voices from around the globe is encouraged.

I did think there were a couple of points I'd like to add into the mix. For example, when they discussed the optimum length of a course, one aspect that I don't think was mentioned directly was motivation (extrinsic or intrinsic), although there was discussion about how interest in a subject can shape the learning experience (irrespective of duration). Alongside this factor is the notion of whether a learner is 'ready'...if they have developed the necessary cognitive framework that can be built upon with this next set of thinking and/or skills. If the learner is in just the right spot then an hour may be all it takes to turn the tide; something that just falls into place that makes sense of everything else. I think that this may be the case irrespective of whether it's a content based or process based course.

The other thing that really struck my imagination was the embedding of one discipline with in another that really 'smokes the tyres' of the learner. The example was the art class with embedded math. Awesome. We did something similar (but not as sophisticated) at Dubai Men's College where we had a project-based ICT enhanced blended-learning programme over 40 weeks. Math, English, academic literacies, ICT literacies, and Arabic were all integrated into the incremental, experiential learning course. Students would gradually produce one artefact over 10 weeks, building cumulatively another 'bit' each week, and the focus was very much on the process - the learning journey - rather than the end product.

I reckon I've drivelled on for long enough. I'd highly recommend the podcasts as thought-provoking and entertaining.

Education institution-specific applications for mLearning

I'd like to recommend a short article that gives an brief overview of a US university that has created a free application specifically for its students' iPhones and Blackberries. The application gives students access to information about courses, faculty, and sport, as well as having an interactive campus map. One neat feature is the ability for students to directly text or email the faculty who facilitate their courses.

College creates iPhone application for its students

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Podding Downunder

Some interesting reflections from Michael Coghlan, about social software and networking in education in Australia.

Social Networking and Digital Footprints

Laurel Papworth speaks about social networking on Australian TV

Laurel Papworth Talks Social Networks on Chn 10 Pt 1 of 2

Laurel Papworth Talks Social Networks on Chn 10 Pt 2 of 2

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