#UWinDig 2020

To be an educator of the 21st century, one must embrace the surges of technology and all the gifts it offers the classroom. The Technologist Module outlines various methods to teachers on how to both enhance their students learning with digital assets, and how to navigate the numerous online tools available. To creatively express the module’s message, I concocted a sketchnote. With these drawings, I am eagerly looking forward to discovering more of this digital age, an age of new artistic forms, and an age of new learning.

The module first offers the common scenario of an instructor who has taught the same course repeatedly, and wants to shake things up a little. Most teachers will relate to this. Incorporating technology will remove any tediousness from the lessons, but it more importantly may benefit many of the learners, by accommodating to their needs. Technological aids can be found through talking to colleagues or searching online; the module emphasizes both prior research of the tool before use, and the ability to experiment and branch out to new methods of working. I felt this exciting newness when creating my sketchnote. I had drawn before, but never in this organized, didactic, yet colourful way. I had to be careful with the size of the individual doodles, to make sure they all fit, and I had to consider how to inject as much meaning into each image as possible. I feel better for the experience the undertaking gave me.

The module has a section on the Design-Thinking Approach. Design-Thinking finds ways to excite learners’ ability to create and push boundaries at their own pace, always with the goal of enhancing their skills and knowledge in creative and collaborative manners. The approach is more student-centered, and as most digital tools give the user control and freedom, the students are able to feel proud of creativity and intellect they may not even know they had. The module has a link that helps teachers understand the different methodologies, which is beneficial to teachers wanting to be fully aware of how their newfound pedagogies function.

The module offers helpful techniques on how to approach and engage with different technologies. The module highlights the importance of empathy, as it is always important to remember what is best for the students when considering new resources. The students need to know their teacher cares for their well-being and comfort as well as their education. The module suggests making an empathy map, which maps out what students feel, think, say, as well as hear and see. It is key also to create mind maps, to be able to focus on the main ideas of tools and learning goals. Another great avenue to evaluating the comprehensive quality of a digital took is the S.E.C.T.I.O.N’s model, which looks at specific components such as security, ease of use, and networking.

Networking is only possible with communication and collaboration. Educators need a PLN to lean on as their ideas evolve. The module narrows this idea down to ‘Design, Share, and Refine’ three great steps to achieving the best possible use of tech. The internet has transformed communication to be quicker, easier, and more far-reaching. Feedback is essential, whether it is from the effects of lessons on students, their reactions or level of success, or feedback from seasoned educators who are also experimenting and are willing to exchange honest and valuable opinions and ideas.

Thank you for reading, and I hope you take time to consider the positive possibilities technology has to offer classrooms, wherever you go!

I explored the collaborator module for this multimedia reflection. I chose to do a sketchnote in response to the module.

Creating a sketchnote was a lot harder than I thought it would be, but it was also really fun. For my last multimedia reflection, I created a Twitter essay, but completing this reflection made me realize that the affordances of pencil and paper are much different than online/digital affordances. For example, my Twitter essay was limited to a certain number of characters, and I could only add one image to each Tweet. In contrast, I was free to use as many images and words as I wanted when making my sketchnote, but it was up to me (not a predetermined template) to create a visually appealing balance of words and pictures.

My Twitter essay last time was mainly composed of words, as Twitter allows, and when making my sketchnote I found it difficult to not just write a ton of words in summary without any pictures; it was difficult because it was outside my comfort zone. Overall, I did enjoy the challenge of creating this sketchnote. I loved being free to use colors and doodles as I saw fit, without the limits of a computer. Keep reading below for an awesome summary of the module!

Collaborators are people, in this case mainly educators, who want to share their knowledge and gain new knowledge. From the video “Where Good Ideas Come From” I learned that it is important for us to have small hunches (ideas). We can share these ideas with others, and eventually other people’s hunches meld with our own to become a brand new idea! Share enough ideas with others, and you get a community of practice, where you meet online with like-minded people to share ideas and knowledge. The power of Twitter cannot be overlooked; it is one of the most popular ways to engage with other like-minded people online. I like the idea of Twitter as a meeting space for educators; we hear so much about the downfalls of Twitter (fake accounts, etc.), so it is great to know it is a digital tool that can benefit us.

A PLN is a personal (or professional) learning network. To engage with people and work on your PLN, you need to first consider what topics you are interested in learning more about. Once you know what you want to learn, then you can start making connections. Eventually, you can take aspects of other people’s work and add your own work to create exciting new ideas. I really like the concept of using other people’s ideas as a starting point to create new, exciting content.

The module suggests you should pay attention to how people share their contact information at conferences. If they share their Twitter handle, that is where you are most likely to find them and extend your PLN. Be careful as you create your PLN, because filter bubbles are everywhere online. Your search results are tailored to already held beliefs and based on previous search history, so you might miss out on valuable perspectives if you don’t actively seek them out. I was intrigued by the concept of filter bubbles, because I had not really thought about them before. And frighteningly, much of the general public hasn’t heard of them, so we have to be more vigilant than ever in letting our students and online contacts know these exist.

Mapping your PLN is an awesome way to see who you are connected with, and where there are gaps in your knowledge that need to be filled. I did a mini map of my school friends, with our common interest being teaching English in particular.

Anyone can have a PLN, and it can be enormously beneficial to your life as an educator to engage with other educators online and create new innovations in teaching and learning. Thanks for reading!

In this post I will be discussing the Technologist Model found on Ontario Extend. As teacher’s we see and learn about so many educational technologies, it can be hard to decipher which of them are truly useful. The technologist module assists by taking educators step by step to find the best technology for their class, and for their student’s needs.

We as regular internet users we may lean towards the technology that we’re most comfortable with. It can be a learning curve to finally understanding what musically is and then Tik Tok hits the scene and everything you’ve learnt is worthless because theres a newer, better platform. Im not bitter. But I believe for the first time in my life technology is getting a head of me. This module really puts into perspective who come first in your pedagogy, it’s the students. And it is our responsibility to ‘keep up’. And learn more.

Understanding technology is a big proponent to selecting the right educational tools to use in your classroom. And we as educators have a responsibility to choose the technology that helps all our students.

When beginning to understand what technology works best for students, design thinking is an approach reccomneded by the module. There are multiple steps more clearly defined on Ontario Extend.

The first, and most important step to me is to empathize. Place yourself in your student’s shoes, what parts of a lesson are they struggling to understand and how can technology help them. Next is to Ideate, the process of researching and finding new better technologies.

The module guides you through a worthwhile activity known as an empathy map. I believe even as a concurrent ed student high school was years ago! Creating an empathy map takes you back to that (dark… scary) place of your high school days. But this allows you to think about what your students are missing and what they need.

The SECTIONS model made by Anthony William Bates helps educators know that the technology they have selected is the best tech for the situation and the students. The model checks that you are putting the students first, is it easy to use, does it cost money. Personally, cost is most important to me, I would never want to ask my students to pay for a program because students may not be able to afford it.

One of the most important steps on the SECTIONS model is considering the terms of service for any given technological platform. As educators, we are ethically responsible to know just what kind of information our students are agreeing to share after the dreaded signing up.

Lastly, as teachers we are obligated to teach the curriculum given to us by the Ontario Government. We have to ensure that the technology and what we teach with it checks boxes on the curriculum document to uphold the standards of learning.

The last part of the module is a checklist to ensure you as an educator have checked off every box that selects the right technological tool for you class. This module has helped me further understand what it means to interpret technology in the classroom, not only because it’s easier, or more fun. It can be those things but it also has to serve a purpose.

Now you know more about technology and how to use it in your classroom!

I decided to create a visual sketchnote that summarizes the key points in each section of the Collaborator module. I chose this module because I think collaboration is an essential component to a successful teaching career, so I wanted to learn more about what collaboration is all about. I was interested in how technology tools can be used to build a Personal Learning Network  (PLN) and capacity for teaching and learning through understanding and being open to collaboration (Explore), making intentional connections with others (Engage), posing and solving problems collaboratively (Extend), and strengthening independent thought (Empower). To outline this key connection, I made all the titles and subtitles blue to emphasize how they all need to be utilized in coordination with one another. Sketchnoting serves as a way to take notes in a more visual fashion that serve in helping one remember something that was recently read, heard, or seen. Creating a sketchnote was harder than I thought. Given that my first reflection was a Twitter essay, I took a completely different route this time. As a visual learner, this method ended up being more impactful for me. Creating the sketchnote was a challenge, but I think it serves as a great visual tool, even though I felt like I was trying to navigate through space at first.

My sketchnote contains the basis of what everyone will need to ensure that they can complete the Collaborator module’s checklist efficiently.

With regards to visuals, I recreated my sketchnote a couple times. I kept an original copy that was outlined in pencil, and I photocopied it each time I made changes, so that I could test with different font sizes and colours. After my first draft, I realized that the “Collaborator” title was not bold or large enough. In my second draft, I made the title more bold, but it still needed to be larger. In addition, I realized that it wasn’t made clear what section the words and arrows on the right side of the page belonged to. Finally, in my third draft, I enlarged the title and kept it bold. I also colour-coded the words in the right, so it is clear that they belong to a specific section (I will describe this more individually in the specific sections). Through my experience of creating this sketchnote, I learned that it is a great tool to use for summarizing, organizing, and problem solving skills.

Though a majority of the sketchnote is specific to what is on the website, I added my own touch of opinion with the subtitle “The Road to Discovery,” because that is what I feel about the process of collaboration and the effect that it has for teachers. To go along with that subtitle, I drew a road circling around the title to make it stand out more and to help the subtitle make sense. Within the road, there is also a network of people who are connected together, as well as a text/speech bubble to emphasize communication and connectedness. In addition, I purposely chose not to number the different sections because my title is shifted to the right side of the page, so it automatically shifts people’s attention there, so they will know to start with the “Explore” section.

In the top right corner, I have the “Explore” section which highlights the importance of being open to and understanding  the impact and value of WHY we collaborate. I drew a light bulb to represent the letter “O” because it is a symbol of invention, intelligence, and knowledge. The light bulb was created by Thomas Edison, and it helped everyone have light and create connections at all times. Thus, I believe that we should all be our own version of Thomas Edison by coming together to create in collectivity, just like the module suggests. Our own networks of collaborators may be made up of tens, hundreds, or thousands or people with different areas of interest and expertise, and that is where our good ideas can come from. By creating an online space, we can explore how to  participate in digital communities for learning or how to build our own PLN. One can also explore how a good collaborative community is reflective of the guiding principles found within a community of practice: people who share a knowledge and skill within a focused area (domain) learn how to do (practice) it better as they interact regularly (community).  In my sketchnote, the lightbulb represents the domain, the person represents community, and the arrows pointing to the next section represent the knowledge exchange that can take place in the “Engage” stage. The arrows also represent my personal view of the aim of collaboration: to make progress in broadening your network. 

In the bottom right corner, I have the “Engage” section which highlights the importance of making intentional connections with those who share aligning professional interests through PERSONAL LEARNING NETWORKS. This section of the module differentiates PLNs from other networks that are more personally relevant and driven by one’s own needs and aspirations.  This section explains how PLNs can be shared, but people determine who is in their own network and how they would like to engage with them. Inevitably, PLNs are about engaging with one another which is why I drew the word “Engage” inside of text bubbles. In addition, the drawing of the shaking hands suggest the unity of people in a better way than drawing people standing next to one another would. PLNs are formed around the goal of learning, so the words “shared practice” and “connectivism” in this section emphasize the value of acknowledging people who you recognize to be important to your learning as well as the connections between them. Connections between these people (nodes) are built and strengthened through shared practice, conversations, and other interactions. Thus, the shaking hands also symbolize this professional interaction between people. In my opinion, idea of connectivism in this section suggests how learning is a social and collective activity where existing knowledge and resources can be connected for us to build, grow, and advance together- this is a skill that I utilize in teaching.

In the bottom left corner, I have the “Extend” section which highlights the importance of posing and solving problems collaboratively by CULTIVATING your PLN. A PLN does not just happen; it requires cultivation. I drew the word “Extend” inside of a green arrow to represent continuous growth and development, and the red “x” at the bottom represents the starting point (you will see this “x” again in the next section, but with a different symbolic meaning). This module explains the steps for building a PLN (explore, search, follow, tune, feed, engage, inquire, respond), and it provides other tips for cultivating your PLN. The people in the filter bubbles represent some of these steps in their desire to escape. The person in the right bubble is exploringand searching for a way out. The person in the left bubble is engaging and inquiring and he is thinking about what he already knows and asking himself how he can further that knowledge. Lastly, the person in the bottom bubble is joyfully cheering, as he had figured out a way to escape the filter bubble. So, what are these filter bubbles anyway? They are the personalized searches when a website algorithm selectively guesses what information a user would want to see. These, are what we want to avoid, hence my use of “Beware of the Online Filter Bubbles” in red lettering. The “x” with the arrow shooting out of it can also represent the importance of sharing your knowledge by extending it to others. Overall, I think section of the module has the main goal of highlighting ways that one can participate in activities and conversations and think outside the box (or bubble) in order to cultivate a PLN. 

In the top left corner, I have the “Empower” section which highlights the importance of strengthening one’s independent thought by MAPPING the your PLN. This section of the module reliees heavily on ways to use digital technologies to build and develop and network that will breathe new life into professional growth and support teaching. How do you do this? Well, by mapping your own PLN, of course! My drawing of the map represents the whole idea of this section. There is also a path with a red “x” at the end. Unlike the last section, this “x” represents an ending point with a path leading up to it. Mapping your PLN is the final step in successful collaboration. Though the “x” represents an ending point, there really is no end for teachers who are collaborators and lifelong learners because teaching and learning will always be a continuous process. However, once we have established this connection within our PLN, we will feel empowered. The puzzle pieces represent digital technologies and the people represent us teachers who are bringing those tools together to create a strong unit within us where we can connect to one another just like puzzle pieces. I think that a team effort is crucial in teaching. We are all our own puzzle piece, but when we come together, we can create the full picture.

Overall, I believe that the collaboration process will benefit me as a teacher. I can personally relate to this module because planning out the sketchnote helped me relate back to the module and pick out important points that I valued and chose to emphasize. I wanted to keep my drawing simple, but with heavy symbolic references. Every image is thought out carefully to represent something from the module, as explained earlier. I intentionally kept the words short with a title, subtitle, and a couple extra words in each section. I can look back at this sketchnote in the future and remember exactly what each image stood for. Though I did recreate my sketchnote a few times, It was primarily for visual purposes. The content stayed the same, but playing around with colour and size options helped me look deeper into what was more important and what needed to be highlighted. Creating this sketchnote was a great learning experience for me, and it is definitely a project that I will adopt with my future students, because it will enable them to express their ideas in a medium outside of just written notes.

Ontario Extend’s Technologist Module is a helpful tool for educators that aspire to integrate technology into the classroom. It works on the premise that one’s students have problems that can be effectively solved using different digital tools or software. This time around, I used a twitter essay to outline what it means to be and think like a technologist:

I will first talk about my experiences with using a twitter thread for the first time. My initial reaction came in response to the limited character count. As an English major, I am accustomed to writing out my thoughts in much larger structures. However, a common practice within my subject is to write for conciseness, so this was not new to me. The formatting played off of my skill set, in that, I am used to the requirement of exact speech to get a point across. Twitter encourages summarizing content into bits of digestible knowledge, which is very user-friendly both for the poster and viewer of the tweet.

Next, I was lucky enough to find that the tweet function is extremely straightforward, making its use functionally simple and less confusing than something like canva or a mind map, which has a variety of different approaches to the same goal. I enjoyed the ease of getting a thought out without having to worry too much about extreme visual components such as user-friendly graphics and appealing aesthetics. The free range of images or gifs to choose from may seem contradictory, but due to the accompanying information in the essay, finding a copyright free visual that related to the topic was no hassle.

As for the module itself, my experience with tech in the classroom has been entirely limited to slideshows, movies, and displaying google docs for essay editing techniques. These uses are by no means revolutionary, and I hadn’t considered what I could do differently with tech to improve my lessons during practicum (I was just worried about not screwing up the basics). However, reflecting back to how my associate used tech, there were a few instances that stood out to me. First, was the use of QR-codes to bring students directly to websites, saving time, rather than typing out links or googling in hopes of finding what the teacher intended. Another notable use was an IEP student accommodation for in-class essay, which utilized a laptop for task completion. Necessity of accommodation aside, I believe all students would benefit from typed essays and tests, as a common problem among students in English seems to be a lack of time to complete evaluations. Incorporating chromebooks or laptops into evaluations with internet restrictions could work toward solving the ever-growing problem of test anxiety. Tech can be used for efficiency, assuming that it isn’t difficult to set up.

Although my experience with tech is extremely limited, I find that the most critical part of the design-thinking process is ideation. By extension, the SECTIONS Model is of critical importance for the selection of pedagogical tools to be used appropriately in the classroom. At the very least, it gets the user to think. One must consider whether the benefits outweigh the hassle of implementation, considering how easily a technology-driven lesson or assignment can spiral into the realm of overcomplexity. Although one could consider it overkill and convoluted, as each subsection of the model links to another set of several questions, the point is to get the educator to consider these factors. The model does not provide answers; it helps you provide them for yourself. It requires you to work for the answer to critically important factors in your decision-making process. 

Technologists have the power to revolutionize teaching or convolute it. Every implementation needs purpose and needs to address problems in the classroom. Teaching that doesn’t grow alongside the world’s ever-growing resource of pedagogical tools is teaching that becomes stagnant, uninteresting, and outdated. We should make it our goal as educators to make learning as easy and accessible as possible to our students, so that they can be inspired to do great things. You don’t need to be a technological genius right off of the bat– you just need to experiment and figure it out over time.

Integrating technologies into lessons is always tempting, however as teachers we must really consider the true benefits this integration has on students. The Technologist Module outlines the steps that need to be taken when consider the effectiveness of your choice of technology integration. Unlike the various apps that are often being marketed for the classroom, this module is not trying to sell you anything, but rather provide a systematic way of thinking to avoid using technology for the sake of technology. As outlined in my infographic, integrating technology is not a static process, nor one with a simple cause and effect relationship. Rather, as an instructor, you must constantly be questioning why you are making the choices you are, and how it directly benefits your students. I appreciate how the model made me consider my integrations as creations. This made forming lesson planning seem active in a way that I had not thought of before. Kind of similar to creating this infographic – I am teaching someone about something through a medium that helps both me and them understand.

Within the “Ideate” step of this model of thinking, the SECTIONS framework allows you to consider multiple things that may help you when determining if a technology is right for your lesson. This framework also encapsulates a lot of the determinants that have been outlined in this model including empathy and connection. The SECTIONS model however does provide more specific considerations that are determined by what your learners need to strengthen their digital literacies such as ease of use and networking.

My experience in practicum also involved me completely avoiding technology. I attempted to completely eliminate the use of any Chrome Book or IPad in the classroom, because every time they were utilized I would constantly be telling students to get off their BMX game, and get back on task. I understand that this avoidance is not at all a solution as students are not able to exercise their digital literacies, and there are students who legitimately need these technologies. I do believe that if we are going to rely on technology in the classroom there needs to be a better system in place to eliminate these distracting games and inappropriate sources, however this also could act as a motivator as we should only integrate technology when it is most effective. This could even deter students from navigating away from the task, as the initial technology is more interesting and useful to them.

Overall, I think all of us can fall victim to the use of technology for the sake of technology. Technology is being integrated in many aspects of our lives, so integrating it into the classroom may seem like the wise choice as you feel you are preparing students for their future. However, the reality may be you are removing or even avoiding valuable steps to the learning process such as collaboration, creation, and engagement.

I read “Digital Ghosts In The Modern Classroom” by Ashley Hinck.

In the article, Hinck emphasizes the importance of eliminating the traditional school system that treats students as “containers to be filled with correct answers by teachers”. She criticizes the use of shortcut/template platforms in schools and in digital media learning because these platforms limit students’ understanding of digital media making. Hinck mentions platforms such as Canva, WIX, and GIPHY as examples of apps that provide pre-made themes and templates to make the process of creating something easier, quicker and more convenient for students. In reality, these platforms create users who lack creativity, sense of discovery and authority.

I believe that today, our world embraces the need for creativity. In our days successful and prosperous people are those characterized as creators, inventors, and great thinkers. For that reason, as future educators, we need to equip our students with the skills that will enable them to be producers of originality not “copy-pasters”. However, I also think that shortcut platforms are useful in a way because they introduce students to the digital media making process and its unique world. They provide examples and help students visualize the end product of an assignment or a project. Yet, teachers, students, and schools should not be limited to these platforms but use them as building blocks that will lead to the creation of an original product. Shortcut platforms offer only one idea or perspective of what the final product will look like.

It is also important to realize that not all students have the capacity to create an authentic project. Creativity is not a mysterious element but I believe that everyone is born with it. It is up to that person to exercise it and grow it, and it is up to the school system to promote that growth. This was my first time creating an infographic using Visme. I chose a blank template to see if I was able to start from scratch. When I found out there were ready-to-use sections that I could drag into my template, I started using them because it saved me time and it allowed me to envision my ideas and how I wanted to display them. I don’t think using these pre-made sections made me less creative or made me feel that I had less control over my project because I used them as a starting point and I was able to fix, delete, add, change whatever I desired to reach my end result.

Hinck argues that students have learned to always assume that there is only one right answer and only one right way to get to that answer. Again, this narrow type of thinking originates from the traditional method of teaching using worksheets and thinking that the correct answer exists in the pockets of the teachers. Users of digital media, then, are discouraged and hesitant because being a creator means that you will make many mistakes and face many technical troubles and student users translate this to failure and an imperfect final project.

I believe that the role of the teacher is very important in this case because students must see their teacher as a coach, someone who will guide them and steer them toward the right ways. Educators must teach their students the importance of risk-taking and get them to understand that trying, failing and taking longer to achieve something great is part of the learning process that will help them grow as efficient learners. Digital learners must know that technology can be really complicated at times but it offers a lot of space for trial and error, improvement and creating unique products.

It is important to mention that in order to teach students how to be creators, speakers, and makers, we must teach teachers how to be all that as well. Teachers have to be creators in the sense that they must come up with new ways, more approachable and effective, for teaching students. Teachers should be models of what a true learner should look like.

I read the article Digital Ghosts in the Modern Classroom by Ashley Hinck. I chose to use an infographic because I have not made something quite like this before and wanted the experience of trying something new. I really liked this format because it allows you to to incorporate different depths of information in a quick format. Your eyes quickly catch the pictures and subtitles and the main idea is quickly conveyed. The infographic format really allows for creativity in how the information is expressed.

I can relate to the students in this article. I rely on a set of steps to lead me to one correct answer. This is just the way I have been learning my whole life since I am a science and math student. We have always been given a series of steps to follow, however I can really see the upside to changing this. Allowing students to express themselves and figure out their own path will prevent the school system from killing creativity in students. I like the way that in Ashley Hinck’s class the students use more creativity than what traditional template programs would allow. I believe this is a great way to get students out of their comfort zone and break the mold of the banking model of education. Hinck also mentions how these drag and drop platforms that she characterizes as “digital ghosts” always give the student a working product. This does not allow students to face adversity where they would have to learn from their failures and build upon them. This model Hinck uses is much more relatable to the real world.

I listened to Chris Friend’s interview with Amy Collier, “Questioning Learning”. The podcast talks about critical pedagogy and gets in depth with the importance with taking risks in the classroom. Amy Collier emphasizes when you standardize learning, it creates the idea of ‘best ideas’ which are based on assumptions from the class content, delivery, and the people in the classroom. It causes a lack of personal interest and individuality in the students and it creates one-size-fits-all model for students. To avoid this, Collier explains that students and teachers should be constantly asking questions about what kind of information is being given and how the information is delivered.

In addition, to avoid the notion of ‘best ideas’ teachers and students should focus on embracing the idea of taking risks in the classroom and coming to terms with the idea of discomfort of not having clear answers to move forward. That it’s the experiences of learning that build your understandings and prepare you for the incredibly unpredictable world that we live in.

When I listened to this podcast, it made me reflect on my time in school. I remember my early grade school days that consisted of the same routine of the teacher speaking, writing on the board, and giving out handouts. This kind of learning technique discouraged me from wanting to learn because it did not fit my style of learning. It was not until grade 7 that I had a teacher that constantly made us question the curriculum and made us realize that, as students, we have a lot of valid things to say. For me, she was the gateway of pushing the limits in terms of the curriculum, and that it’s okay to not be right or have answers all the time. I find that my experience is an example of when students and teachers embrace risk and uncertainty, it allows the students to be confident in what they learn and how they choose to communicate in the classroom.

For my artifact I chose to do a mind map because I believe it reflects the idea of how education shouldn’t be formulaic and linear. How the ideas and points should be free flowing, unexpected, and unpredictable, however, when done effectively it all comes together and makes sense. As I was making my mind map, I found myself over thinking the placements of certain points, however, once I let that anxiety go I embraced the idea of being unpredictable and it allowed me to experiment with the formatting of my mind map.