Mr. Hood's Learning Journey

The beginning starts here

Learning Goal: Use Twitter Effectively

As the title implies, I am new at Twitter, and am currently working on developing a Personalized Learning Network (PLN) to find like-minded individuals. As part of my learning path I want to become more proficient with Twitter, how I can use it to interact with specialists and educators in their field, and also disseminate my findings to share with others in using this tool.

To be clear, I hope that no one has been offended for late responses or for not commenting back right away. Being new, it has taken time for me to understand how to navigate through Twitter, the PC option for Twitter, and how to sort out hashtags and finding people (in addition to digital new digital platforms I have been learning to use.)

Today I thought I would use David Truss’ Twitter guide.  Before starting, the book outlines it is a 2 hour read, and is instructed as a, “Tweet as you Learn”


Starting the Twitter EDU Guide:

In the introduction, it says to find some Twitter friends. Over the last week I recruited my daughter, my wife, and also had some face time with the Fort St. James crew on twittering.

As suggested, have a PC in front of you and your smartphone sitting on the desk. Already, I have regrets that I didn’t read this book earlier. The pace doesn’t feel overwhelming, and am encouraged to see visual icons for Twitter and what they stand for (which someone else had to explain to me days after setting up my Twitter account!)


Did I supertweet?

No, but I did sort out how to retweet a supertweet when reading the supertweet in a tweet stream from #tiegrad

Did I quote the Twitter EDU quote? Yes!

Continuing through David give advice on how it is a challenge to get started, but over time if you continue with it your network will grow. Having a Twitter mentor is helpful too.

Personally,  I find that there is a tsunami of information where links suggested by David go on to more links. For example, David follows Dean Shareski, who has a very interesting Twitter website  that has links to gems of information educator tools, skill sets, and questions to ponder over. I put in a request to follow Dean’s Twitter handle @shareski as well.

Moving forward, the book gives direction to how forward videos through a tweet stream. I did enjoy watching Obvious to you. Amazing to others- by Derek Sivers. As outlined in David’s guide, I posted it on Twitter because it provided a personal connection that others may share in their journey as well. My first Tweet failed due to missing hashtags and the the Youtube address (deleted too much info) but Tweet number 2 was successful.



David also speaks on the use of apps that help organize social media, with Feedly catching my eye as it is an app that was discussed in class by our professor as a tool to organize social media feeds.

Going through the book, David continues to give direction on Twitter lists from people that have the same interests as you, where to find them on profiles of interest, and how you can select to follow individuals of interest from that list. I chose a few people who were involved with PBL, Inquiry-Based Learning, and the use of technology in their classroom from reading their profile description from David Truss’ list. In addition, David outlines the use of retweeting and quote tweeting and how quote tweeting is more effective in acknowledging an individual and how the process better shares information either through questions, statements, and continued dialogue. Personally, found this quite valuable as I didn’t know how to quote tweet, and only noticed the re-tweet icon.

Additional Support and Guidance from Presenters

Christine YoungHusband provided some insightful information on how to organize yourself with a digital profile. Christine uses her Twitter profile  @ChristineYH exclusively for networking with others in the educational field. I am following through with her suggestion, as it will help filter information that may not be related to my interests. Christine also provided some valuable links for online chat forums, such as the #bcedchat that facilitates conversations centered around learning. Overall, Christine’s presentation to me described intimate learning communities that you can connect to in which geography is longer a restriction in building your learning network.

Ian Landy is an avid blogger, and had some suggestions when creating a blog, such as this one. Ian says that blogging has to be personal and reflective. It has to be relevant, and provide deeper pieces to add more conversation.

Summary of my Personal Growth Using Twitter

David initially outlined his book would take a couple of hours to read, but found it a lengthier +3 hours as I was blogging about my experiences and also trying different platforms with my PC and phone.The last chapter titled, “Other Things to Know,” is a section that will be minced over once I have a better foothold with Twitter.

Already I have noticed my PLN grow. I have received David Truss , Ian Landy, Christine Younghusband as followers, and ones who I am following as well. David was also the first person to make a comment on my blog that was at the time quite rudimentary (it’s looking better now). He provided podcast links which allowed me to here perspectives from a First Nations elder. Twitter is a great platform that you can use to build meaningful connections and am looking forward to using more of it.

Final Reflections

By experiencing Twitter and creating a digital footprint, I created inroads into having deeper conversations and making personal connections to others. Documenting some of the trials and using pieces of wisdom from others provided a guide to how one could use Twitter effectively in creating a Personal Learning Network. Finally, the blog itself and some of the frustrations I described hopefully will provide the reader a better understanding of who I am, with the hope creating more personal connections, support, and guidance in the digital world.

Scholars Before Researchers: David N. Boothe

Scholars Before Researchers

Using the 4R’s, I decided to take an approach and focus on the researcher, and what may have been the motivation for writing such a concise article titled Scholars Before Researchers and how one should partake on creating a literature review, and how one can build a foundation moving forward with their research project. The article was concise, clear, and provided tools to move forward in this field. My initial goal was to find other sources of literature both individuals have written, and to find some biographical information online to find some insight on their backgrounds which may have influence on their writing, but had to make a revision of focusing on one author. Each individual has a plethora of accomplishments and personal experiences, so narrowed it down to one author. Therefore, this blog will focus on specifically David N. Boote.


The authors  of Scholars Before Researchers  are David N.Boote and Penny Beile. From a Google search, I found that both David and Penny are professors at the University of Central Florida in the school of Teaching, Learning and Leadership.  I believe their proximity as co-workers was conducive for their collaborative work on their article. The manuscript for Scholars Before Researchers was submitted on December 10th, 2003, and was accepted May 6th, 2005 after revisions.


David N. Boote

Through the University of Central Florida website, I was able to find David Boote’s CV.I used David’s CV as the basis with providing an understanding of a historical background of academic and work experiences. I wasn’t able to find any personal mention of his life outside an academic career, which may/or may not, suggest David has set up boundaries on his digital footprint.


“IMG_5602: University of Central Florida Library”by ATrumbly is licensed under CC BY-NC-ND 2.0


My initial thoughts on David was that he is an American, and his a product of the United States educational system. However, David’s CV implies that he is the product of the Canadian school system. Being Canadian myself, there is some patriotic pride that an accomplished scholar has Canadian roots.

David received a Bachelor of Independent Studies in education and physics from the University of Waterloo in 1994, but was teaching Physics in a classroom from 1991 to 1992 and was also a programmer for IBM in 1990 and 1991.


It was important to determine how the Bachelor of Independent studies is organized, so did a search and found out the following excerpt from the University of Waterloo website outlining the Independent Studies Program which stated the following:

“While students in Pre-Thesis Phase may take regular university courses, they are expected to engage in a significant amount of independent study and are encouraged to develop a perspective beyond that of an individual discipline.”

From my understanding, the Independent Studies Program is a mix between work experience and academic courses at the university.

David’s CV also outlines that he received an entrance scholarship to Lakehead University in 1989, but declined it. I feel David’s career to his start in the educational field is far from traditional, where experiences outside of academic world were given value along with attending academic classes for his Bachelor of Independent Studies (B.I.S.). I feel most individuals wouldn’t turn down a scholarship, as it is financial aid and a source of pride and accomplishment. As such, it may provide some insight as to the internal drive of following one’s own path for motivation and learning reflective of choosing a non-traditional educational experience.

Shortly afterwards, David went on to Concordia University to obtain his M.A. in Educational Studies, and then received his interim professional certificate for British Columbia. David worked as a contract researcher for the BC Ministry of Education for a short period, was a researcher assistant for Simon Fraser University, and an instructor for courses  at Simon Fraser University. David received his PhD in Curriculum Theory and Implementation from Simon Fraser University in the year 2000, and then continued his career to the present at the University of Central Florida.


Continued Research and Accomplishments

David is also an Ad-hoc manuscript and proposal reviewer. He has a lengthy list of accomplishments, but will make note of the Journals he currently reviews listed below:

Journal of Mixed Methods Research  2010-present

Journal of Teacher Education 2010-present

David is an active participant and contributor to his field of research and work, which is also reflected in his membership to the American Educational Research Association. David has many publications, book chapters, and articles under his name and those he collaborated with others that one would need to refer to his Curriculum Veritae, as it is a copious amount of literature citations. Overall, David is an advisor to the upper echelons of academics, and has been a dissertation supervisor for 23 papers and currently supporting 2 in-progress.


Simply put, David N. Boote is a juggernaut in his field in teaching, learning and leadership.  Deciphering David’s CV provides glimmers of how David’s personal career historically took shape. David wears many hats, and through his work provides support to the field of education. David has based his career on writing literature, reviewing literature, and guiding others to meet their goals in completing their doctorate thesis.  With David’s collaborative work on  Scholars Before Researchers  with Penny Beile, the authors had to analyze and synthesize research from specialists in their field in relation to setting up a foundational framework for others to create and analyze a literature review. Overall, the Scholars Before Researchers  article is a guide that is concise and supportive for academics. Learning about David made the article more personal, and lent to the experience and knowledge needed to create the article itself.

TIE Grad 1.0

Planning to use the wisdom of those past, and check out UVicSpace to search projects of the past and find literature reviews of interest.


A Rubric for Literature Review

Over the past ten days I have learned about literature reviews in general, examples of literature reviews, and how in my view it is anchoring piece that gives a foundation to a project. The article on Scholars Before Researchers cemented an outline and provided a set of tools for the researcher to assess other literature reviews and what is needed to create your own literature review. I took page of the article that supplied a rubric titled, “Literature Review and Scoring Rubric,” which was adapted from the following book publication:

Hart, C. (1999). Doing a Literature Review: Releasing the Social Science Research Imagination. London: SAGE.

Moving forward, I used it to critique an article of my interest and found it quite rewarding, as it provided a snapshot on what worked in the article quite well, and how the article could have provided more depth. Working with peers, we were also able to make comparisons between 3 articles that had specific Project Based Learning (PBL) activities, since all of the group members had picked articles of interest with similar content. We made comparisons on PBL was placed in a historical context of the field, as outlined by our rubric and found varied results. It was a valuable activity to be part of as a learner. Being a novice, more experience will provide better insight on the difference between outstanding, mediocre, and poorly written literature reviews.

Creating a Learning Network

Great insight from both Christine Younghusband


and Ian Landy @technolandy

Lots of good ideas on how to blog, how to use your learning network, online chat forums, and how the professional education community has morphed into meeting in digital forums for personal growth and development.

It is a flood of information, so looking forward to trying out to organize blog posts and social networks all in one place.


Peer Review

Enjoyed the presentation today by one of our classmates on mixed methods research and applying it to an article on wiki learning.

It highlighted the importance of proper peer review when putting human resources and financial resources into a study. If not, it doesn’t bring forward a contribution to impact our society and provide change.

Controlling IT Costs; Enterprise Architecture (EA) strategy, a shared lexicon, and enforced change

Attribution 2.0 Generic (CC BY 2.0)



Digital Identity

Thank you Jessie Miller @mediatedreality for speaking to us today.

Appreciated the information on DIGITAL IDENTITY, and educating students about how bad choices using digital tools can come back to haunt you as an adult.

Feel that I am also guilty with getting familiar with ON DEMMAND culture that Jessie highlighted when it comes to the ease of access to information. Still part of a generation that remembers 13 channels on TV, Saturday morning cartoons, and the set of Encyclopedias at school. Now if there is something we don’t know we download a video tutorial, or we just Google it.




History of Harassment

Read Women Scholars’ Experiences with Online Harassment and Abuse: Self-Protection, Resistance, Acceptance, and Self-Blame and had the opportunity to listen in to George Veletsianos who was one of the contributors of the article.

It reminded me of an episode titled, “Sisters of the Sun,” from the new Cosmos series hosted by Neil degrasse Tyson. It refers to Cecilia Payne and other female scientists who struggled against an academic system that had challenges with accepting female scientists. Huge strides in understanding and classifying stars were made by a group of female scientists who worked at Harvard College.  Sisters of the Sun episode link

A nice tie in to the BC curriculum is Earth Science 11.

Almost 100 years later, women scholars still have to deal with harassment in the form of online abuse.  There are avenues and opportunities as  a science teacher to bring content into the classroom and have discussions about female scientists who faced personal struggles with gender discrimination.

Projects and Pondering

Read through A Unit Plan of One’s One: Digital Pedagogy for Critical Citizenship

My initial thought was how would the author assess his results from the  guiding questions, which are the following:

“Does discourse influence influence young people’s sense of voice and agency in the shaping of collecting identities?”

“Can digital tools and open pedagogy provide a means of realizing emergent curriculum for citizenship in the 21st century?”

Continuing through, I understood why Bryan wrote about his personal and critical approaches, and felt that it gave me a background on how his classroom environment might appear.

Also, his citations from others provided a background for justifying his guiding questions and  implementation of his project.

It gave me insight on how projects can be completed and substantiated without having specific quantitative information, and how I might move forward with a project of my own.



Quantitative Data

Reviewing the article on Understanding and Describing Quantitative Data it made me think of the Math 9 curriculum and how some of the content on principles of sampling, validity, and reliability. I found the article a good refresher on statistics and how I can scaffold and extend learning on sampling strategies.

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