Exploring Media and Student Voice - From iMovie to Facebook

I had the privilege to participate in another Oregon Migrant Leadership Institute for high school students. We use videos and media as springboards to discussion surrounding the migrant population, leadership, goal setting, challenges, and more. Two college mentors facilitate discussion and lead participants in using iPads to create their own videos in a few hours. Check out the big ideas and videos in the dropdown menu we use for springboards to conversation. The Tech Activities serves as a guide for our process. Once participants complete a video on the iMovie app, it is uploaded to a Facebook page.

Here's 2016 Session 1 page and 2016 Session 2 page. A big shoutout to all of the OSU college staff who make the OMLI a meaningful experience! Thanks to Jose Perucho for this overview video of session 1.

Multiple Perspectives from Winnie the Pooh to Groceries

My preservice teachers had a great discussion a few weeks ago about the importance of brining in multiple perspectives into the classroom.  Doing so affirms that the world is complex and takes more than one view to gain a picture of a concept.  It can widen our worldview.  Multiple perspectives activities should also be accompanied with conversations around information literacy, bias, culture, and language.

This Russian Winnie the Pooh video (Vinni Puh) by animator Fyodor Khitruk caught my attention.  One of my favorite blogs, The Kids Should See This, has a nice post about it.

In continuing the conversation of multiple perspectives, take a look at this interesting post, What a Week of Groceries Looks Like Around the World, on Nutrition News. I think it would be interesting to pair it with a unit that maps where food comes from with this site. Type in a recipe and explore the originations of the food.  

On a similar thread of thought, don't miss James Mollison's photographs, Where Children Sleep.  If you haven't seen it, The Danger of a Single Story TED Talk by Chimamanda Adichie is a must see!

How can you bring multiple perspectives into your learning environment?  If you are interested in more sites, check out my Multicultural and Bilingual Resources that I will add to in time.  Happy exploring!

Giving Students a Voice with iPads and iMovies

This summer, I worked with high school migrant students in a summer camp using iPads to give them a voice through videos and writing.  This posts builds on the one prior to it, Giving Students iPads vs Pens, but focuses on the instructional aspects.  Here's a fun video that two students created on the first day in about 20 min.  Watch others from this Shout Out page.

Prep and a platform are important!  A lot of prep work goes into setting something like this up.  I had 15 iPads, 4 staff, and around 25 students at one time.  I chose Blogger as the platform in part because it has a super easy to use app.  We used iMovies as the movie making app and You Tube Capture to quickly upload the movies to You Tube.  In weeks 2-3, when staff became more comfortable, we added Animoto (using an Educator’s account) and Explain Everything. The resources and handouts and general plans were posted prior to beginning each week.  It is handy to have videos, links, general purpose explanation, etc. set up ahead of time on a site to aid in the flow of instruction during a project.

Student choice: In week one, I began with a structured format that was “school like” the staff politely told me later. Staff were learning the apps, there were a lot of unknowns, and it seemed the safe bet. Students created Where I am From poems and turned them into videos.  I had my handouts, model examples videos and how-to videos ready to go on the site.  It was exciting the first day when one of the participants quickly created an incredible rap during a pre-write session.  But for what could be a variety of reasons—not wanting to share publically, or perhaps feeling the need to follow my “school like” directions, his rap didn’t make it to video.  Students in week 1 did a great job!   They followed my directions, but I was a bit disappointed in my directions and how it pigeon holed everyone into creating a similar looking video. 

In weeks 2-3, staff were more comfortable, and they opened topics up to students.  Wow, do kids have ideas and voices worth listening to!  They chose topics of importance to them such as bullying, language choice, goal setting, etc.  

Process and experience: If this is presented with a focus on the process and learning, not only the final product, it helps meet the needs of a wider range of learners, differentiating and even individualizing.

Learn together as you go:  Tablets truly give teachers the opportunity to take the seat of a facilitator and learner with the students.  Students asked each other, problem solved, worked together, naturally became the experts and taught me! I did do a lot of the leg work in managing the site and creating You Tube playlists, looking at privacy issues, etc, but some of this can be delegated to students as well.

Celebrate!  This type of learning differentiates and allows learners of varying levels to contribute.  We popped popcorn and watched their videos and related videos along the way.

Overview: This experience shows how mobile devices can be used quickly to create videos and give students a voice.  This is the tip of the iceberg when we have access to such devices and begin to rethink assignments and how technologies can support content and language learning. This experience also cements the importance of a platform (such as a blog) for workflow and instructional purposes, to share student work, and to communicate.

Happy movie watching!

Why Become an Educator? #DoIgetpaid4this?

Here come a few perhaps uncharacteristic posts for this blog, but they are connected to both Tech and Ed.  They are about two topics that have influenced the last few years of my life.  Two topics I have been exploring: 1. Passion driven education and 2. gratitude. 

Angela Maiers writes about passion driven education.  Some of my thinking and teaching have been influenced by Daniel Pink’s ideas on motivation as seen in this post a few years back where my students talk about their life sentences—basically what drives them.

 This TED Talk by Sean Aiken entitled, What Makes You Come Alive, reminds me of some of the questions I have for pre-service teachers.  Why are you here?  Teaching is NOT an easy field.  At the end of the day of prepping more hours than one wants to admit, sacrificing time with family, friends, and even self, there are typically no accolades.  In fact, the antithesis too frequently awaits; there can be critiques—from students, parents, administrators, colleagues, and self, even from the best or maybe especially from the best.  As teachers we may have the best intentions and feel ready to change the system, but the path to do this is challenging and quite frankly isn’t the right path for all. So, if you are entering this field, know why!  If you do-- if you know, I’ll go out on a limb and say you won’t regret it because the bonuses and benefits are many.

All of this is spurred on by the fact that I just wrapped up working with a few college students who have the potential to be AMAZING educators!  (See the video below.) If they choose teaching as a profession, they will rock.  How do we offer our youth experiences beyond the classroom walls to experience their passions that may turn into hobbies, jobs, careers, lives lived?  So they KNOW,  “That’s my sentence. That’s where I belong!”

http://youtu.be/QjHckjbw2ZY

You Go Pedro!  If you ever forget why, because we all do; I will be one of many who will remind you.

To take this a step further into the realm of public education and tech today, I stumbled upon this site. I’m not sure where the project is at this time, but the ideas that are within the site should make those who know why they are in the profession stop and think.  Redefining Education.

#DoIGetpaid4this?  Hmm… define “pay.”

The Teachers Should See This: iMovie

What's a worn out teacher to do when teaching jobs line up back-to-back with minimal time to prep for the upcoming one?  Look to the kids for inspiration and solutions of course!

Here's how the young author of the series, The Teacher Should See This, came to my aid.  The task at hand was to find an iPad app or two to support learning in a summer camp with 150-200 high school students, to give them a voice, and document some of their experiences.  Within a few hours, she selected the iMovie app, found a few how-to videos, and set off to make her own video on a Where I Am From Poem theme.

It's showtime!  Enjoy.

Now, the real question is if the teacher can pull this off.  It's the beginning of the first week, so there will be an upcoming post.  Here's the beginnings of a three week summer camp journey where I meet with the students for less than four hours for the video/blogging part, but learn so much from them!  Kids are amazing people.

Happy video making!

Scavenger Hunt: Social Justice

When Tech  I recently sent my pre-service teachers in my Approaches for P-12 ELLs on a scavenger hunt.  They then shared their results in small group blogs.  I told them I would aggregate some of their responses and share.  (This is another way I see my role as an instructor shifting as I use Social Media.) Here are their social justice lesson plans, sites, and video results.  I am not endorsing these sites (although some of them are my favorites), but posting them in one place for my students to further analyze.   Access the list here.

Met Ed  I encourage my students to take a critical look at the sites in a way that goes beyond the directions of this small assignment.  What are some questions a teacher at your grade level should ask when looking for educational sites related to social justice?  How could the sites be used in a way that fosters learning?  For the teacher as a springboard? For the students?  What questions should be asked as one evaluates sites related to social justice for educational uses? If you taught one of the lessons from one of these sites, how could you integrate it into a content area?  What language would need to be addressed to help your language learners be successful?

Happy evaluating!
A special thanks to my students for their willingness to share.

(Photo by  robynejay) 

Teaching Without Words

I am in love with words. From the sound of them in conversations, their coming to life in the click, click of a keyboard, the subtle difference the breath a comma makes vs. a semi colon; to the typography of the written word; to the way they look and sound in my head; to the rhythm and intonation of the world's languages... On and on I could go. Yes, I love words in all their glorious forms!

As an ESOL and language teacher, I am also aware of the linguistic demands embedded within academic content areas that present some learners, such as English language learners, challenges.  It's a bit of a leap to tie this into this short post, but all this connects to my interest in online teaching and gaming in education.  Due to this background in language, ESOL, and technology, this TEDX by Matthew Peterson called Teaching Without Words caught my attention.  It's worth a watch.

What do you think?

Summer Camp Experiences Recorded with Weebly, Animoto, and Educreations

Five iPads. Thirteen laptops. Five college staff.  200 high school students at summer camp.  Four days per session with students rotating between laptops and iPads in groups at 25 minutes intervals for two hours. What a way to spend a summer month!  

I held my breath in anticipation as this project unfolded before my eyes.  Weebly was the chosen website platform, and Educreations and Animoto were the primary apps.   PBWorks Wiki was integrated as a storage space to make easy access and viewing of the iPad creations in one place. Dropbox was used to manage pictures. I had used all of these before, but never on this scale or in such a tight time frame, so it was exciting to see this come together.

Purpose and background

The Oregon Migrant Leadership Institute brings high school students (9^th-12^th) for a week camp where they learn leadership skills.  Read about it and view the site they pulled together here.  The writing and technology component served the purpose of allowing participants to document their experiences, practice writing skills, and get some exposure to emerging technologies and resources.

What worked

Staff pulled together:  Plain and simple I had an amazing staff of college students!  Within a few hours of training (the first hour with them looking at me with uncertainty and their eyes glazed over), they arose to the occasion in a huge way.  The photographer set forth to figure out syncing pictures on the laptops in Dropbox and on the iPads.  The iPad experts who had never held iPads before became experts, creating examples and planning lessons.  After the first day, it became apparent we needed more help, so two Weebly/Wiki experts jumped in coordinating the uploading of the iPad creations to a wiki the participants could access and in helping students with writing and design.  Here’s a link to the staff page.

Technologies:  I was pleased with the resulting integration of Weebly, Educreations, Animoto, and PB Works Wiki.  They met the needs of our purpose.  They each have free accounts for educators.  I upgraded to the paid version of the Weebly account, but everything else used was free.  (Animoto is worth applying for the educators’ account.  It only took a few minutes to get it.  There are a lot of added benefits, including longer videos.)  I also love the idea that students can continue to use these tools on their own.  It was exciting to see how these technologies supported our intended purpose and learning.  Weebly has an easy drag and drop website design interface, but it allows for more.  We limited our use of it due to time.  Educreations is a great way to use voice over, practice speaking skills, etc.  Animoto is a quick way to make videos with text, pictures, and videos.  View all of the technologies and resources introduced to the participants here.

Focused participants:  I’ve done this for three years before using blogs and was pleased with the past experiences.  However, integrating all of these technologies stepped it up a notch.  The students had less time (25 minutes compared to 50 in previous years).  Despite having a shorter time, they wrote as much or more!  They used their time wisely when they were on the laptops and seemed excited to create on the iPads. View the Shout Outs here and all of the participant pages here.

Tweeking here and there

Ongoing changes occurred, particularly after week one.  During week one, I realized that Weebly was capable of supporting more students than I had initially expected on one student site.  This led to simplifying and changes in the other sessions.  After day one and repeating the directions four times every 20 minutes, I found myself near exhaustion.  Screencasting with Snagit saved my voice.  I recorded the directions, played them, and stopped and discussed as needed.  It felt a bit odd, but did the trick.  It also freed me up to walk around the room responding to technical questions as the videos were playing.

The staff also brainstormed other ideas with the use of the Voicethread app, but we were limited in time and decided it was best to stick to two main apps.  Voicethread seems to have a lot of potential in having students think more critically though.

Working with high school students in a summer camp experience is rewarding.  It also really, really, really makes me appreciate the work high school and middle school teachers do!  Wow, those kids have energy!

Duolingo and Luis von Ahn's Ted Talk

I recently came across the Duolingo site which is in beta.  It sounded interesting enough to pursue getting a beta invite, but it wasn’t until I watched Luis von Ahn, a creator of that mildly annoying CAPTCHA and reCAPTCHA anti-spam image that requires us to type what we see in order to prove we are people, that my attention was peaked.

Luis’s description of the background and his role in CAPTCHA and reCAPTCHA  are noteworthy.   It’s remarkable that this process helps digitize books.   Beyond that factoid, what caught my attention are his reasons for creating Duolingo and his belief in its potential to harness crowd sourcing to get 100 million people to translate the web in all major languages—not a small undertaking.  This endeavor is worthy of discussion when looked at from a linguistic and second language acquisition perspective, a social networking perspective, and in light of the topic of motivation.

Watch the 17 minute TED Talks with Luis von Ahn entitled Massive Scale Online Collaboration below.  Also, check out the creativity of CAPTCHA art!  I like the humor of this one.  You will not want to miss the CAPTCH Vimeo which resembles Jabberwocky!  It's worth watching.

 

What do you think? 

Mexico EFL Teachers Rock

In November, I had the opportunity and honor to participate in the Binational Migrant Education Initiative (BMEI) for the second time.  I have so many wonderful things to say about the experience that this post only begins to describe the positives of the trip.  Hands down, the top benefit of the experience was learning from a dedicated group of educators in Mexico.

Here’s the low down of the who, what, when and where of the portion I participated in.  I went to Tulancingo, Hidalgo Mexico for one week where I provided professional development in SLA theories and strategies for 20 primary and middle school English as a Foreign Language (EFL) teachers.  We had beneficial conversations regarding migrant students who travel between the US and Mexico.  In addition, we explored many cross-cultural issues.   Without a doubt, I learned as much if not more from the teachers I worked with.  They graciously allowed me to observe their classrooms where I witnessed their creativity and devotion.  A personal highlight for me was going to a rural school where students learn Spanish, their indigenous language, and English.  Beyond the classroom experience, they were also hospitable and treated us to visits to local sites, amazing food (one can’t get enough pozole), and good company.

This Animoto shows some of my experience.  (It was created on the 30 second free account, so it only gives a taste of Animoto.)  Check out the Animoto for educator’s account.

I was also fortunate to travel to Guadalajara and visit Intel as part of this trip.  It just so happened that the world’s second largest international book fair was in progress.  In my book, there aren’t many better ways to spend an evening than perusing good old fashioned books at a book fair.

I went to Cuernavaca, Mexico the first time I participated in the BMEI.   Both experiences were enjoyable and memorable, yet different.   I highly recommend the program!

Six Fun Educational Sites: Wonderopolis to Balloons of Bhutan

If you want to integrate technology in a fun, low stress way, here are a few of our “recent” finds we suggest exploring.   They fit into a variety of content areas and age groups.

• Wonderopolis Have you ever wondered any of the following questions:  Do sea cows moo?  Does every state have a national park?  If you or your students have such questions, look no further than Wonderopolis for answers, discussion and springboards for investigation.

• Shel Silverstein has long been one of my favorite authors.  This is a find that could be shared with multiple age groups.  In my experience if presented in the right context, even adult ELLs appreciate his poetry and books.  Watch as Shel Silverstein reads the Giving Tree in this animation.  Go to the Shel Silverstein website for more resources and online activities.

• One World Many Stories Use this site in geography, social studies or language arts. Google Lit Trips, which I blogged about here, is included on this site. Students may also share their own Google Earth stories on the site.

• Geo Greeting  Use this as an introduction to geography or to discuss architecture.  With some creativity, it could be used in ESOL/bilingual classes at the sentence level.  Check out the one I made for you. Make your own for free in a matter of seconds.

• Draw A Stickman  Use this with beginning ELLs.  It could be an entry to storytelling and a way to work with vocabulary.  Try it on an ipad. It’s fun.

• Balloons of Bhutan This is a “happy” project.  It could lead to interesting discussion on the topic of happiness, success, etc.  Perhaps some math could be included in the statistics section.  It would be fun to do a spin-off of this project small scale with a class.  The Happiness Project would be an excellent follow up activity.

Explore more educational sites we suggest.   Do you have any success stories using any of these in your teaching?  

Happy exploring!

Robot Heart Stories and Other Global Collaborative Projects

Over the past few weeks, I have browsed global collaborative projects out of curiosity.  What ways can classrooms use technology to gain a wider global perspective, to share, to connect, to learn together?  How are these types of programs shaping education? Are there ways of allowing kids and adults who speak different languages to work together?  If there are, are they only for the privileged?  How will these types of programs shape the way those who participate in them view the world and its possibilities?

With these questions and ideas in mind, I stumbled upon a project called Robot Heart Stories.  It is an experiential learning program and is an example of how transmedia storytelling is connecting geographically separated and linguistically different classes in education.  Watch this video clip. 

Robot Heart Stories from WorkBook Project on Vimeo.

Read the Robot stories here.  View the robot’s journal here from Montreal to LA.  Wow, even a quick scan of these materials showcases collaborative, creative learning across the content areas in French and English!

How interesting!  I’m not sure what this means, but I think it indicates the times are a changing. <3

Here are some links to other collaborative projects on our Ed Sites tab.

• Digiteen and Digiparent 
• ePals Global Community 
• Flat Classroom Projects 
• iearn 
• Kidlink  
• Skype in the Classroom  
• Youth Voices
• The Happiness Project

Happy global collaboration!

See, Feel, Hear, Touch, and Capture Vocabulary

Like so many of you, I’m always on the look-out for interesting ways of teaching vocabulary.  From math, to science, to English, etc.—each content area has vocabulary words that we introduce.    In the ESOL/Bilingual Ed courses I teach, we look at ways of integrating both the everyday language, which helps give our students a voice, as well as the academic language embedded in meaningful contexts that they need in academia.  How can we help our students see, hear, feel, touch, and maybe even smell or taste new words?  How can they record and share their learning?

Check out Shelly Terrell’s slide share.

Visualizing Vocabulary with Your Students

Shelly’s slide share is packed full of ideas, so I’m using it as a springboard for this post. 

• Some of these are tried and true no tech suggestions with examples like word walls (slide 7), which can also be done with online stickies like Linoit, Primary Wall, etc. 
• I’m off to look at the voicethread (slide 10) because I have used voicethread with vocabulary and beyond with success in the classroom and am really excited about the new voicethread app.
• Several of her suggestions such the word cloud Tagul (slide 12), Word Stash (slide 19-20), and Wordia (slides 21-24), I have blogged about and/or are found on our student’s tab.  There are also a lot of additional vocabulary games and sites on our student’s tab to explore. 
• Triptico (slide26) is a new one that I recently downloaded and am in the process of experimenting with.   It contains several useful tools like word magnets, what’s the question, and more assessable via your desktop.  It’s a fun way to involve the whole class in learning vocabulary.  Parts of it remind me of Classtools.net which I also use for vocabulary plus.
• Type in a sentence or story, and Flickr Poet  (slide 27)  produces it in picture form.

Scroll down through some related posts, videos, and examples I have made on vocabulary.  They include developing vocabulary with word clouds, online dictionaries and my vocabulary class Glogster.  In passing, I will mention that it amazes me how the sites I use continue to improve and many new vocabulary related sites continue to pop up.  For example, shortly after posting about Lexipedia, I discovered Visuwords.  Personally, I find all these sites worth exploring because they can be used for various purposes or with different age groups. 

Met Ed (Applications):  The sites within this post can be used alone within a lesson. They often work well with class discussion.  Many of them can also be used independently by students or as resources.  In addition, they can be used as a springboard for creating your own versions with the technology available to you or sometimes even with no tech.  For example, I love the videos on Wordia, but not all of the words my students need to search are found there.  I’d love to have my students take words from a unit of study and create their own picture gallery, videos or other type of media that we can then share with upcoming classes. 

Share your ideas (low tech or high tech), favorite sites, and experiences of teaching vocabulary either by commenting or emailing us.   How do you make vocabulary come alive?

*A thanks to Shelly Terrell for her slideshare and many amazing things she shares.  More to come in a future post about the many contributions Shelly makes to ed tech and my personal learning.

What is Standard English and Related Questions for Teachers

What is Standard English?  What are the various perspectives of it? How can it act as a gatekeeper?  Do our views of it shape how we approach language learning, teaching, and assessing?  How do these types of discussions fit into critical pedagogy?  These are the types of questions my College of Ed course have discussed. Watch the following engaging short videos and read the article about Linda Christensen  to continue reflection on these and related questions.

Punctuation Saves Lives

Language (See my previous post about Stephen Frye’s video here.)

Stephen Fry Kinetic Typography - Language from Matthew Rogers on Vimeo.

Discussion: How do the views voiced by Linda Christensen in this article on the National Writing Project site tie into the discussion? How can bringing in the everyday language in ways such as this site called Pop Lit  relate to teaching academic language and content?  Continue the discussion by sharing your thoughts or related links.

Online Dictionaries and Vocabulary Games Part 2: Lexipedia, Lingro, Shahi, Wordia

Online dictionaries have stepped dictionaries up a notch.  They are interactive and visual, contain audio, etc.   Here is a list of online dictionaries that I refer my students to and use during class.

Watch this Jing screencast where I give an overview of some of the features of online dictionaries by looking up the word education in each of these sites:  Lexipedia, Lingro, Shahi, and Wordia.

I find it useful to take a step back and see how my students are naturally using the technology and what their thoughts of it are. Here are some reviews from my Advanced level ESOL students.  

Lexipedia (There is also a Spanish Lexipedia site):  Type the word you want to know and it will give you the definition, the part of speech and related words. It gives colors that show the parts of speech and relationships to fuzzynyms, synonyms, and antonyms.  This site has six languages, but no Arabic or Chinese.  (reviewed by Mo  and  Karl)  

Shahi: This site has very easy definitions with simple examples.  Just type the word, and you can get the meaning of words with visual photos.  The best quality of this site is that I can understand new vocabulary even if I cannot catch their meanings by the text definition because of the useful pictures.  I think there is one small problem. Sometimes the wrong pictures appear.  I strongly recommend this site.   (reviewed by Ryan)  

Wordia:  On this site you can put the word and see the videos that complement the meaning of the words. The best quality is that you can understand the meaning of the words and improve your skills because you can listen to the word in context. A first drawback is it´s incomplete. I put the word “drawback” and they don´t have video for this word. The second is that the process to get to know the word is long.  (reviewed by Felipe)   

Lingro: (See review in this previous post.)

 
Other applications:  I’d like to experiment and have my students make videos such those on Wordia to share with future students.  What are some ways you or your students use these types of online dictionaries?

*This is the second in a series that outlines a few online dictionaries and vocabulary games to give a flavor of what is available out there.  Feel free to pass on additional quality vocabulary sites that are not included in our Students tab and tell us how they are useful.  Stay tuned for some upcoming posts including a guest post about Wordsift and some online vocabulary games.   Here is a link to part 1 in this series.  Thanks to all of my students for their reviews and good discussions this term! 

  photo by  practicalowl

Online Dictionaries and Vocabulary Games Part 1: Lingro

Lingro.  It claims to be “The coolest dictionary known to hombre.”  What do you think?

When I started teaching ESOL, my students toted around bilingual dictionaries.  Over the years, I watched the book dictionaries disappear as students appeared with their own pocket translators.  Lately, it appears these translators are being replaced by smartphone apps, ipad apps, and online dictionaries.  I see students automatically turning to these devices to look up words for meaning, pronunciation, parts of speech, practice and more.

Although it still is in its beginning stages, I created a list of online dictionaries that I refer my students to and use during class.  When I say online dictionaries, I really mean dictionaries on steroids compared to the paper ones toted around not all that long ago.  Even Merriam-Webster has received a makeover.  These dictionaries are interactive and often contain visuals, videos and vocabulary games.

Lingro is my most recent discovery.  My initial reaction to exploring it was, “This is a gold mine!”  You can take any website in a fairly wide range of languages and run it through this site.  It basically turns any site into a clickable dictionary.  Click on a word and it gives you its definition.  You can save it in a personal word list, see it used in the context on the site, and then create a flashcard game with it and other words on your word list.

These videos by Russell Stannard demonstrate Lingro and its uses.  They can be accessed here.  Russell says, “This is without a doubt the best website I’ve found in 2011.” (As a side note, Russell  Stannard’s site, Teacher Training Videos, has an extensive and impressive number of useful teacher videos such as these.) Watch, explore, and see what you think about Lingro!  

*This is the first in a series that will outline a few online dictionaries and vocabulary games to give a flavor of what is available out there.  Feel free to pass on additional quality vocabulary sites that are not included in our Students tab and tell us how they are useful.  Stay tuned for some upcoming posts including a guest post about Wordsift and some reviews written by students in one of my ESOL classes.   If you liked this post, you may also be interested in this post.

  photo by  practicalowl