As a teacher, you know when your students are excited about learning. It is what you work for. Is is part of the passion that makes you a true educator.

I had the honor of witnessing such display of excitement and learning a couple of weeks ago, as I spent a day of learning with educators participating in the Edweek2011 in St. Jospeh, Missouri. Not only did I want to talk to teachers and administrators about the opportunities of using Skype in the classroom, I wanted to show them first hand. I wanted them to experience the potential it could bring into their own schools by connecting, communicating and collaborating with others around the world. But the connection could not only be about the connection via Skype itself. How can we make a connection to curriculum content and 21st century skills and literacies? How can we turn an ordinary connection via Skype into a LEARNING CALL?

Using the concept of  “The Digital Learning Farm: Students as Authentic Contributors”by Alan November, I had arranged a Skype call with Mrs. Yollis and her third grade students. Neither party knew the geographic location of each other. It was each groups’ goal to find their respective location by asking closed questions that could be answered with a “Yes” or a “No”. Mrs. Yollis had prepared her 3rd graders by distributing specific job responsibilities during a Skype call  in order to work together to figure out the location of their connection partner.

I hope you will be able to see, hear and feel the excitement of learning these students displayed by watching the edited video recording (for time purposes) of the call.

Make no mistake, simply by assigning these job responsibilities to (groups of or individual) students will not automatically create a learning call, nor will it welcome such an open display of learning excitement into your classroom. The credit goes to Mrs. Yollis for having prepared here students with her own enthusiasm and thirst for learning the entire school year up until this point.

The learning call was well framed by preparing students ahead of time. All of Mrs. Yollis’ students had had previous experiences with authentic contributions to their classroom learning community. Just take a closer look at Mrs. Yollis’ fabulous classroom blog documenting and describing their shared learning.

During the Skype call, Mrs Yollis continued to guide and focus students on the task at hand. It was obvious to us “on the other side of the screen”, that students knew their job responsibilities and worked well together.

Once the call was over, the learning continued by reflecting on the experience on their classroom blog. Mrs. Yollis posted  questions for her students to comment on. The class also received comments from teachers who had participated from Missouri as well as blog readers as far away as Australia.

image licensed under Creative Commons by Sean Nash

Image licensed under Creative Commons by Sean Nash

The Mystery Skype Call from langwitches on Vimeo.

Read more about Mystery Skype calls:

• Mystery call with Langwitches (by Mrs. Yollis)
• Mystery call with Mr. Avery (by Mrs. Yollis)
• Mystery call with Mrs. Yollis (by Mr. Avery)
• Mystery Skype call with Michigan (by langwitches)

As I discussed in a previous post What is…will be obsolete in Second Grade?, I am taking a closer look at student jobs and responsibilities in the classroom in relationship to 21st century skills, literacies and “The Digital Learning Farm“, a term coined by Alan November.

A few months ago, I sent out the request to contribute to a survey about Classroom Job and Responsibility Assignments. I asked for help…

As I am collaborating with teachers to create classroom job responsibilities that allow their students to make meaningful contributions, I wonder:

• What kind of jobs, responsibilities or contributions do YOU allow your students in your classroom?
• Are younger students (lower elementary) as capable as older students to be contributors to a classroom learning community?
• What is the difference between “classroom management” jobs (ex. pencil sharpener, line leader, attendance taker, etc.) and “learning management” jobs (ex. official scribe, tutorial designers, collaboration coordinator)?
• Do these responsibilities/contribution make a difference in your students’ learning?

Here are some of the results:

I received 18 contributions from educators teaching at the following levels:

Survey participants teach at the following levels

What kind of jobs, responsibilities or contributions do YOU allow your students in your classroom?

What jobs do you assign in your classroom?

It looks like that the “traditional” jobs ( I refer to them as classroom management assignments), such as teacher’s assistant, pencil sharpener, door holder and table captain, are the ones who in comparison to the “learning management” jobs are more regular classroom responsibilities.

What other kind of job duties/ responsibilities do you assign in your class?

• Line Leader, Prayer Leader, Calendar & Weather Man
  Each of my classes decides what jobs we need and who will fill those jobs. Typically, we update the jobs at the beginning of each month.
• “Photographer, Videographer, Blogger, Secretary, Librarian, Scorekeeper. Facility Manager”
• “Documentation of class learning. Rotate different documenters each week. Start the next week with a report on the class learning from the previous week, ie. how and when the class learned. Photographer, Reporter (for audio recording), Recorder (for graphing, drawing, etc.)”
• “Locker of classroom door after lunch, attendance taker. homework completion checklist”
• “Job Boss-makes sure all jobs get accomplished, Cleaning Boss-makes sure no one leaves any thing behind and all chairs are pushed in, dismisses students when their area is clean, Homework writer-writes daily assignment on dry erase homework calendar
  Pass out/back papers-passes out papers from “”to give back”" box (although this job is becoming obsolete with google docs and all web 2.0 tools
  Peso writer-person to write number of pesos paid to teacher when Engish is used in class
  Euro counter-counts class euros toward class party and adds some to bank each day
  Smart board person-this person explains our daily agenda”
• “Rotational leader in opening exercise : writes up agenda and date, leads the choral reading of positive affirming statements.”
• When we are reviewing for our math enrichment activities time, I have a student leader at each center. This leader is responsible for knowing and enforcing the rules for the game assigned to their center. Also, I have a remediation center where students pretend to be the teacher and help/coach their classmates solve word problems.
• Teacher’s Helper, Paper Collector, Paper Passer, Morning Opening Leader, Line Leader, & our new Bloggers! I have eliminated Door Holder and Pencil Sharpener.
• “Line Leader
  Read in the “”pond”"
  Photographer
  Gardener/ Fish feeder (depending on the year and what we have in the classroom)”
• “Line Leader
  Weather Person
  Calendar Person
  Errands Person”
• This is a great way to get teacher feedback. I too am a big believer in student responsibility. It’s the teacher’s job to provide some boundaries, and the students are generally quite good about staying within them and working well. Some things I do: I do duplicate posts of my assignments on facebook (since 95% of my students are on it), and there are a couple students that have admin priveleges and can also upload these assignments and other announcements to our group.  Another idea is that I’m big on allowing students to move around (especially boys), and I have bathroom passes that double for “I need to move around” passes, which students just grab and go. Only one boy and one girl can leave at a time. For the last two years I haven’t had a student abuse this privilege (that I know of). I hope this helps!
• Line leader, snack tub carrier, messengers, paper passer, paper collector, sweeper, board cleaner, library organizers, substitute, overhead set-up/screen puller, and computer start-up/shut-down.
• Attendance/lunch
  

What about the “Learning Management” style job assignments?

• “These specific roles have a limited role currently but I like the idea! Our bloggers, videographers, photographers, etc. help put technology into the hands of the students and allow them to practice new skills.”
• “They involve kids more in real roles where they’re responsible for learning–not for make-work–and make group collaboration smoother.  For example–a 3rd grade group did a science / math project where they designed small rubber-band-powered machines. Photographers recorded the process, reporters recorded predictions and results on Audacity, data kids measured & recorded their machines’ performance, etc. Each group collaboratively ended up with a narrated slideshow of the design process, their thought process, and their evaluation of the whole experiment.  (I handed out pencils as needed.)
  older students come in to assist students with their work – helps build community in the school    note-taker for students with severe arthritis, poor vision – same effect – develops empathy.
  Students learn to work together while managing each other. No one is boss or in charge (even though two of my jobs have the word “boss” in them)  They kindly remind each other of their jobs and are rewarded by the teacher if they get them accomplished.”
• “Very early in my teaching I coveted collaborative learning.  I truly believe in learning through sharing. This would be the greatest influence on my learning practice.”
• “With learning management responsibilities make students think about their learning and puts them in charge of their learning. Instead of being passive participants in a group, they have designated roles that they can contribute.”
• “This is my ninth year of teaching, and my first one where I began using 21st century learning techniques. The students act as “scribes” by blogging about a specific subject area: Reading, Spelling, Grammar, Wordly Wise, and Social Studies/Science. This technique pushes them to reflect on what we have learned as a class, and what they have learned as an individual, during that particular week. I am considering adding “class researcher” to my job rotation in the future.
  The photographer can take the camera at any time and take photos of peers who are on-task. This gives me a great record, they love to take pictures and I don’t forget to do it! I print these pictures for the students’ portfolios. I would like to use them more for discussion in class…”
• “We are just beginning this in my classroom, and it has been a learning experience. My students are both eager to do the job and they struggling with it.”

Additional thoughts from survey…

• “Student ownership of learning is so important to create lifelong learners, meta-cognition, foster goal setting and create a collaborative environment.”
• “Teachers should also not spend their time doing tasks that the TEAM can complete, this time can be used for individual instruction, guiding small groups and preparing and supporting lesson resources.”
• “We have a saying posted in our room: “”The one with the primary responsibility to your future is YOU”.”
• “This year I finally did student-led conferences and these were the most authentic, effective, meaningful and inspiring conferences with families that I have ever been a part of.”
• “I created these jobs based on the things that I was constantly doing 10 years ago during my first year of teaching. My students helped me create these jobs because they wanted to help me. By 8th grade they usually “forget” to do their jobs, but they are the ones who neoprene create them in the first place.”
• “My classroom is not very visible other than physically looking into the room. I have just started to develop a more global network.  I am not overly confident in my ability to create a global collaborative classroom.  Just exploring and trying a few things at a time.”
• “Student jobs build classroom community. It teaches students that they can help in running the classroom as well as gives them the opportunity to contribute to their learning and learning among their peers.”
• “Even as a child myself, I remember having classroom jobs that we were expected to do. The two I recall the clearest are chalkboard cleaner and the person who cleaned the chalk out of the erasers! I remember the cloud of chalk dust that would appear around me as I clapped the erasers together! It was a messy job, but one that I took pride in. Those may not have been 21st century learning responsibilities, yet we still contributed to our positive classroom environment. When I imagine a class where students are not given any jobs, and are not accountable for even small things, I see a teacher who is more of a dictator and students who are less motivated and excited to learn. Just like the old-fashioned farm jobs, I believe that kids need to participate, contribute, and be validated for putting some of “themselves” into their class and their school.
  Years ago I worked with grade 2 teachers who have had a different student add to a class journal at home each evening. This allowed parents to see what had been happening in class and created a nice record of the year from the point of view of the students. I suppose that nowadays a blog could achieve this!”
• “Student contributions are essential no matter what age or population you teach. They are critical with high poverty populations, which is where I teach.
  It teaches them about responsibility and gives them pride in their learning environment.”

Do these responsibilities/contribution make a difference in students’ learning?

I wish I had included this direct question in the survey. Since I did not, I am going to ask YOU, my blog readers, to answer it. Do you believe (have you observed) an increase in student learning due to classroom jobs that allow the learner to contribute in a meaningful way to a learning community?

I will answer that question in my next blog post with a review of “The Digital Learning Farm” examples from this past school year.

Please fill out the form below to RSVP to the 3rd Annual K12 Online Conference

You don’t want to miss this year’s FREE K12 Online Conference-Cultivating the Future. Pencil it in and start spreading the word to your colleagues.

Since 2006, the K-12 Online Conference has provided outstanding opportunities for free, collaborative, accessible professional learning for educators around the globe. The 2010 conference promises to again provide more exemplary learning opportunities in the same spirit of collaboration and sharing, as together we “Cultivate the Future!” The learning will begin with a pre-conference keynote during the week of October 11, 2010, and this year feature a closing keynote for the first time.

An amazing line-up of presenters and presentation topics is coming to a computer near you starting with

Pre-Conference Week: October 11-15, 2010

WEEK 1: October 18-22, 2010- Leading the Change

WEEK 2: October 25-29, 2010- Week in the Classroom

I am thrilled that we will not only hear expert voices in the English language but also in Spanish and also student voices.

Click yourself through to the conference announcement to explore the presenters from around the globe and their topics, then start planning and organizing LAN (Local Area Network) parties with your colleagues to watch and discuss selected presentations together.

Read all about previous LAN parties and get inspired to organize your own this year. It will be one of the best professional development opportunities you can have:

• K12 Online LAN Party Jacksonville 2010
• 2nd Annual K12Online Conference LAN Party
• Second K-12 Online Conference-LAN Party
• K12 Online Conference- LAN Party

• SignApp Now – Simple Sign Up Sheets
  * College classes
  * Clubs and Groups
  * Training and Seminars
  * Parties and Games
  Used by:

  # Teachers and Professors
  # Event Organizers
  # HR administrators and staffs
  # Party Planners

  (tags: web2.0 scheduling collaboration)
• Facebook: Facts You Probably Didn't Know [INFOGRAPHIC]
  If you ever want to impress anyone with your knowledge of Facebook miscellanea, below is the ultimate cheat sheet in the form of a very large infographic. Enjoy!
  (tags: facebook statistics infographics socialmedia)
• Compartim amb l'Skype
  (tags: skype_in_classroom)

• Web Chat Connects 3rd Graders Around the Country
  With slashed budgets and staff cuts in the headlines, it may seem like a daunting time to be an educator. But many teachers are rejuvenating themselves and their profession through collaborative learning communities.
  (tags: skype_in_classroom articles)
• MeBeam: Multi party video for Skype
  added the contact MeBeam to your skype list, and your ready to start a multi person video call – click on user MeBeam in your contact list, and then click on the 'send contacts' menu item,
  (tags: skype videoconferencing)
• DisclosurePolicy.org: Disclosure Policy, Disclosure Policy Generator
  The act of making something obvious. Disclosing (divulging or explaining), the purpose and interests of a blogger in his/her published posts: written, audio or video.
  (tags: disclosure blogging policy generator)
• Kerpoof Studio
  Spell a Story
  (tags: spelling animation literacy collaboration web2.0)
• Flickr: Tell A Story in 5 Frames – Kids
  Tell a Story in 5 Frames has two important parts.

  The first part is creating and telling a story through visual means with only a title to help guide the interpretation.

  (tags: digitalstorytelling flickr photography)

Science and history fairs have been held across the United States (and maybe other countries?) for years. Having grown up in Germany and Argentina, the first time I encountered these events was with my oldest daughter at her elementary school in the 1990s.  According to Wikipedia, Science fairs have been held across the USA since the 1920s.

The school I work for alternates every year between a Science Fair and a Jewish History Fair exhibition. Students are to research and create a project for the respective subjects. This year the school prepared for the Jewish History Fair.

The sixth graders wanted to explore the theme “Jewish Communities Around the World. After watching Alan November’s video clip, I wrote about my idea of Information Literacy…Authentic Conversation..Globalize Curriculum…. The idea was born to allow students to “get personal” with and connected to their research, to compliment traditional research media, such as  books and the Internet, with 21st century communication tools, such as skype, twitter, facebook, and texting.

Through personal real life connections, my PLN on Twitter and this blog, I was able to get in contact with volunteers representing every continent. They volunteered to be interviewed by our sixth graders about growing up or living in their country of residence as a Jew. Our students wanted to research similarities and differences of being Jewish around the World.

Coordinating Interviews and Media used

I would like to express a special Thank You to Daniel Needlestone (London, England), one of the first people to respond via Twitter and in return use his network to connect me with more volunteers!

Skyping with Daniel Needlestone from London, England

Daniel blogged about our interview from his perspective in this post: Mentoring, Online Lessons, Virutal Tours and Computing-All in a Days Work.

No sooner had the online lesson finished when I got a skype call from Silvia Rosenthal Tolisano also known as @langwitches . Her 6th grade class interviewed me as part of their project on Jewish communities around the world. I’ve tried to help set them up with different friends of mine on different countries. Apparently Silvia has managed to cover every continent even Antartica! The girl who interviewed me asked great questions and I really enjoyed our 10 minute chat and meeting some of Silvia’s students. I’m very jealous of their project and look forward to seeing the results!

Although we intended to use as many different media as possible for the interviews, reality worked out a little different. Timing issues, as are very common in a tightly packed school day, played a major role. A face to face interview, as well as one of the Skype calls were turned into e-mail interviews in the end due to scheduling issues. Our texting with one of the contacts, who actually was stationed in the Antarctica at the time, had weather problems and no satellite connection available.

In the end we used the following media to conduct research and interviews:

We would like to express gratitude to all of our interviewees whether via e-mail, skype, telephone, face to face or Twitter. Your time and effort was very appreciated:

• Daniel Needlestone (England)
• David Truss (China)
• Mark Lazar (Israel)
• M. Finkel (Russia)
• Ariellah Rosenberg (South Africa)
• Kabren Levinson (USA)
• Ralph Glasgal (Previously stationed in the Antarctica)
• Andrea Uzan (Denmark)
• Gary Sakol (Scotland)
• David Cohen (Australia)
• Elizabeth Davis (USA)
• Noemi & Marvin Szoychen (Mexico & Venezuela)
• Steve Katz (Costa Rica)
• Elena Herz (Argentina)

Students were very excited for the planned interviews. First, we “distributed” the countries among the students. They each received a short bio from the participants and then gathered background research and to generate questions. I sent the questions off to the interviewees who were participating via e-mail and scheduled the skype & twitter conferences with the others. Once the time zone issues were resolved and the day and time was set, students who were not directly interviewing in front of the webcam were taking on the job of note taker or photographer of the sessions.

Taking Notes

Documenting

Costa Rica

USA

South Africa

Canada

Australia

Talking about being Jewish in the Antarctica

Although maybe a bit shy at first, students quickly became more relaxed at interviewing via Skype. All of the students had their questions typed up ahead of time. Their personalities started to shine through though as some added more in depth or follow up questions depending on what turn the conversation took.

David Truss from China

Ariellah Rosenberg from South Africa

One of our participants, Gary Sakol  (originally from Scotland), agreed to conduct the interview via Twitter. We agreed on a Hashtag (#JHFI) and on a day and time to meet on twitter. It was the first time for all the students to see twitter live in action.

Twitter Interview with David Sakol (Scotland)

Screenshot of DVD with Skype Interviews

When we were doing our research, we learned the following things that Jews have in common on every continent.

Jews seem to all celebrate Jewish Holidays similar

Most Jewish boys and girls celebrate Bar & Bat Mitzvah by leading services and having some kind of party

Many Jews attend services

There are different degrees of observance

They have rarely experienced direct anti-semitism

They all take pride in being Jewish

Many have gone to Israel or al least feel connected to it

Most don’t wear kipot in their daily lives

All eat some types of traditional food

They take part in the daily life traditions of their chosen country of residence and usually don’t feel like ‘outsiders”.

This type of learning required many more skills than just the use of technology…

we collaborated in our overall planning

created questions, took notes from oral interviews

asked in oral or written form

good initial and follow up questions, which required us to “think on our feet”

shared orally and in writing what we learned from each interview

synthesized, organized and compiled all our final impressions in writing

We also did some “book research” to locate data, flags, and histories for our countries

The final display of the collaborative 6th grade research project was a combination of a typed up country reports, a three dimensional map with flags of locations of interviewees, a DVD running on television of the recorded interviews on Skype and a display of photographs that students took during the the interviews.

Exhibition Display

Map Display

Flags displaying location and media used for connection

Interviewee locations

We heard rave reviews from parents and community about the project who visited the Jewish History Fair. The project is an example how to extend learning by using technology tools to reach further and dig deeper with resources. I believe we attained our goal to

allow our students to “get personal” with and connected to their research, to compliment traditional research media, such as  books and the Internet, with 21st century communication tools, such as skype, twitter, facebook, and texting.

Not only did students write their traditional reports, but they practiced 21st century skills of:

• creating (a map)
• collaborating (with their peers to create a snapshot of Jewish communities around the world)
• connecting (with 15 Jews around the world)
• communicating (via different media)

In addition to basic literacy of reading and writing, students were exploring and exposed to

• information literacy
• media literacy
• global & intercultural literacy
• networking literacy

On a chilly Florida night, Andrea Hernandez. and I hosted the 2nd Annual Jacksonville K12online Conference LAN Party. About 20 educators from 4 schools gathered in the computer lab of the Martin J. Gottlieb Day School to learn about the K12Online Conference, watch a few presentations and talk about the changing landscape of teaching and learning.

Skyping with K12Online Presenters

I am amazed at and grateful for the willingness of colleagues around the world to share their practices, experiences and thoughts by creating presentations to share freely with anyone.

We met at 7 pm and after a brief introduction of K12Online Conference, which only a handful of the teachers present had heard of, we watched Kelly Hines’ presentation Little Kids, Big Possibilities together as a group.

I am even more convinced of the power of having a learning network, when one can ask the presenters of the K12Online Conference to stay up late or wake up early in order to continue contributing to our learning by skyping into our face to face meeting.

Although Kelly’s presentation was about tools, such as Wallwisher, Wordle, Comiqs and Edmodo, her skyping in with us, talking to us from her home in North Carolina, having her two sons pop in and out of view, was what illustrated the true value of the learning for the evening (in my opinion). Kelly Hines is a fourth grade classroom teacher, as real and as busy as all of us. She finds the time to learn, collaborate and share her teaching journey with the world. She connects and exposes her students to tools, that allow them to be problem solvers, creators, thinkers and participants in a global community.

Kelly Hines from North Carolina talked about her presentation "Little Kids, Big Possibilities"

After our call with Kelly was over, everyone picked another presentation to watch and/or simply talk with each other. At 8:30 pm we were ready to skype in K12Online Keynote presenter, Kim Cofino, from Thailand. Kim’s presentation, Going Global: Culture Shock, Convergence, and the Future of Education, was simply brilliant.

Kim Cofino from Bangkok, Thailand opened our awarness to a global, interconnected world with her presentation "Going Global: Culture Shock, Convergence, and the Future of Education"

She summarized it well for our group when she said:

Until you experience [the collaboration, the global connections]for yourself it does not really click in your mind, you really won’t understand why all these tools that we are talking about are so important and so powerful for learning.

This evening was about being able to show our local teachers, the ease and the accessibility of inviting other voices from across the world to exchange thoughts, ideas and grow as educators together.

It was not about technology, it was about learning with and from each other regardless of location in time and space. It was about bringing awareness to:

• “real” teachers are doing “it”. They are moving towards embedding technology to facilitate learning.
• teaching and learning has to change in our schools, adjust, be flexible and adapt to accommodate a new kind of learner and a new kind of “reality” that exists outside of school.
• the reasons why there is a need embrace change.

Kim so eloquently says:

We are at a shift in society, where the ways we use technology has changed so drastically and so rapidly that it is difficult for education to keep up. My fear is that if we don’t keep up and embrace the new ways of communicating and collaborating, schools as we know them will be eclipsed by something else.

Links to all K12Online 2009 presentations.

Suggested presentations:

• Keeping the Literacy in 21st Century Literacies by Drew Schrader
• Using Web 2.0 tools to teach ‘The Outsiders’ by Drew Buddie
• A Peek for a Week – Inside a Kiwi Junior Classroom by Rachel Boyd
• Show & Tell: Exhibit, Reflect & Critique with Blogs by Sarah Sutter
• The Digital Writer’s Workshop by Jackie Gerstein
• Engaging Our Youngest Minds by Angela Maiers
• Parallel Play or Collaboration–Leveraging the Wiki Platform for High Quality Work by Paula White
• Around the World with Skype by Silvia Rosenthal Tolisano

I am happy to announce

The 2nd annual Jacksonville, Florida
K12Online Conference LAN Party.

LAN stands for Local Area Network.

Download the flyer as a pdf to forward to colleagues and/or  print out to hang in your teacher lounge.

Last year I organized with my colleague Paige McGee two session that you can read about here and here.

This year, Andrea Hernandez, will join me to organize a very unique get together of local educators. We are inviting seasoned teacher veterans as well as pre-service teachers and administrators to watch some of the amazing presentations available through K12Online Conference 2009.

We will have some munchies and drinks available as we network, share and learn with and from each other. We will also connect with educators around the world live via Skype to bring in new perspectives and make global connections.

If you are an educator (or future educator) in the  Jacksonville Area, please plan to join us for this (free) exciting event. Please  RSVP by filling in the form below.

When:
January 7th, 2010

Time:
7:00-9:00 pm

Where:
Martin J. Gottlieb Day School
3662 Crown Point Rd
Jacksonville, FL 32257

• Storyrobe- iPhone app
  Storyrobe is an exciting new digital storytelling application for the iPhone and iPod Touch. Storyrobe lets you tell create digital stories using images and video from your camera or photo library. You can use the built in microphone, or any 3rd party microphone to create audio recordings with photos and videos. Use Storyrobe to tell, share, and add to others stories creating a Storyrobeâ„¢
  (tags: iPhone iTouch digital_storytelling)
• Open Thinking Wiki
  Definitions
  Why (Digital) Storytelling?
  Is Digital Different?
  Important Resources
  Processes
  Media Resources
  Examples of Digital Stories
  Other Resources & Stories
• Big Huge Thesaurus: Synonyms, antonyms, and rhymes (oh my!)
  Synonyms, antonyms, and rhymes (oh my!)
  (Also blog post ideas and story plot/logline resources for writers.)
  (tags: writing reference tools dictionary creativity rhyming)
• id•this – home
  (tags: photos images resources identification)
• Welcome to Pictory – Pictory
  (tags: photography inspiration storytelling)