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David Goodrich

Defining Blended Learning - Blackboard Blog - 1 views

blog.blackboard.com/defining-blended-learning

blog

shared by David Goodrich on 06 Feb 14 - No Cached
  • The Clayton Christensen Institute created one of the most commonly accepted definitions: “A formal education program in which a student learns At part through online learning, with some element of student control over time, place, path, and/or pace; At least in part in a supervised brick-and-mortar location away from home; And the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
  • iNACOL, the International Association for K-12 Online Learning, recently defined Blended Learning as “A combination of face-to-face learning experiences and online learning platforms, content, and tools for personalizing instruction,” going on to say that “True blended learning is a modality to realize a fundamental shift in the instructional model toward personalized learning.”
  • The Sloan Consortium has for years, including in its most recent survey report, Changing Course: Ten Years of Tracking Online Education in the United States, used a more cut-and-dry approach. They define Blended Learning as “instruction that has between 30 and 80 percent of the course content delivered online,” as contrasted with online courses, in which 80 percent is delivered online, and face-to-face instruction, in which zero to 29 percent of the content is delivered online.
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  • “Blended learning combines face-to-face interaction with a teacher in a brick-and-mortar school location, with additional instruction— whether live and or recorded– conducted in an online learning environment that allows for digital content, personalized learning, and collaboration with fellow students.”
  • David Goodrich on 06 Feb 14
     
    If you are involved in blended learning in any capacity, you know that there are as many different perceptions and definitions of blended instruction as there are clouds in the sky. This recent blog post by Mark Bellas on the Blackboard blog does a nice job of bringing together a few different definitions, adding one of his own, and then asking which one best captures your experience with blended instruction. So, how about it? Which one resonates most with your blended learning approach?
David Goodrich

Organize Your Classroom Like the Apple Store-Big Learning, Big Fun! | Instructional Des... - 1 views

i-d-innovations.com/?p=344

blog reviews

shared by David Goodrich on 11 Feb 14 - No Cached
  • When you walk into an Apple Store, you are immediately caught up in the energy and excitement.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an interesting idea to me for having a conceptual model help frame the concept of an active learning classroom focused on customized, individualized and personalized instruction. The author takes what many already know about the exciting energy one can palpably sense when remembering an Apple Store experience and then uses it as a way to encourage a live classroom to be restructured to include a theatre, a studio, a play space and a genius bar. There are descriptions for each of these areas that are in line with a typical "Station Rotation Model" of blended learning. This post reflects very positively on the experience of trying this model with adult learners where the instructor reportedly received the best satisfaction ratings they have ever seen for a professional development workshop. Washor, E., Mojkowski, C., & Newsom, L. (2009). At the core of the Apple Store: Images of next generation learning. Phi Delta Kappan, 91(2), 60-63.
  • In 2009, I was introduced to a brilliant article Next Generation Learning Environment that posed the question-can the student instructional experience replicate the Apple Store experience? We put the model to the test with adult learners and they, in turn, tried the strategies in their classrooms. Our resulting feedback showed the highest satisfaction ratings I have ever seen for professional development. Learners appreciated choice and the ability to follow an individual learning path.
  • The environment was organized around four main learning areas: Theatre, studio, play and genius bar.
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  • We often used it for a 15 minute introduction or to provide an opportunity for the entire group to dialogue about a topic.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      I do like that the Theater aspect of preserving the value of direct instruction while emphasizing the value is directly proportional to the limited and and intentionally chunked dosage prescribed.
  • Theatre
  • Studio
  • Usually ten or less learners interacting with content for 15-30 minutes.
  • Students can choose studio sessions to attend or the teacher can assign them based on specific student needs.
  • These should be interactive and not full lecture format, often the teacher shares a strategy and the students practice while interacting and sharing their explorations.
  • Genius Bar-This is the time when the student works one-on-one with the teacher or facilitator to learn a specific skill or work on a difficult concept.
  • The teacher may act as the “genius” however other students may assume this role too.
  • Play-This is an area of “designed” exploration. An area with a variety of resources focused on the lesson content is created an students move in and out of the play area as they have time, interest or need.
  • This is self directed, exploratory learning yet it should still be focused on the specific learning objectives for the lesson.  
  • We feared that students who were not directed to one of the other areas would camp out in the play area all of the time. To the contrary, we had to stop and have a brief theatre that gave permission and demonstrated how to “play” with learning.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      It is helpful that the author addresses their initial apprehensions to implementing a play area that will resonate with many common fears regarding students veering off course into domains not related to the intended learning outcomes of the course. They recommend to provide guidance with the learning objectives in these spaces while letting the learners explore options within those parameters which makes good sense. It is also important to note that although they were pleasantly surprised by the amount of enthusiastic findings from this particular station to the point of highlighting them in the theater, these were adult learners they were working with. Personally, I am confident that young students can also reap the benefits of this more autonomous learning posture when wisely shepherded by an expert teacher.
  • here are a few tips… 1-Field Trip- Visit an Apple Store as an observer. Look for the different types of learning and experience them for yourself before you implement them.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      The author concludes the post by leaving the reader with a few tips. They recommend to take a trip to an Apple store to get a renewed lay of the experience there. They also recommend to use the resources and curricula at one's fingertips without feeling like they need to be done away with to fit this model. Instead, the recommendation is to find activities that naturally come alongside the curriculum and that could be used in this type of learning environment. Lastly, they encourage teachers to start small by testing it out with just one unit or even just one lesson, just trying it and then to share what they learn in the process. Sounds like an enticing invitation to me.
  • 2-Use the resources you already have- It is not necessary to throw out your lessons and recreate new. Instead take a fresh look at your lessons and find activities that naturally fit into one of the learning structures. You also might consider making short video lessons that can be used in studios or the play area.
  • 3-Start small- Do not revamp your entire classroom, instead try it for one lesson or unit and do a couple studios and a play area. This way you can learn and improve as you go.
  • The bottom line is- just try it…and let us know how it goes!
  • Nathan January 17, 2013 It would also be great to have the employee to customer ratio of an Apple store. I’ve seen stores with 20 employee (front & back if house) serving maybe 100-150 people. Piquant idea though about organizing physical & mental spaces.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an insightful comment, but it may have failed to recognize the power of cultivating self-directed learners who can be viewed as both teacher and learner interchangeably. In fact, I seem to even recall this happening in an Apple store where I was able to help out a customer and even a few Apple employees. I have also been helped by other costumers in the Apple Store.
David Goodrich

Three Quick Thoughts About Personalized Learning Plans « Competency Works - 0 views

www.competencyworks.org/...ut-personalized-learning-plans

blog dave work in progress

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Peter J ArashiroMODERATOR MyBlend - Yesterday 4:35 PM #Learning A nice, concise, blog post about personalized learning in the classroom. This site (kinda reminds me of what we're trying to do with MyBlend site) is worth keeping on the list of sites to monitor for content:
jjgerlach

Digital Learning should be Personalized Learning | Classroom Aid - 0 views

classroom-aid.com/...hould-be-personalized-learning

personalized learning stories jeff

shared by jjgerlach on 10 Feb 14 - No Cached
  • The teacher’s role is changing from a one-to-many distributor of content (lecturing), to a facilitator of one-to-many personalized and blended learning environments, and reinforcement over time to create individual mastery.
David Goodrich

iNACOL Quality Standards Video #3: Differentiation on Vimeo - 1 views

vimeo.com/51871876

personalized learning customized learning blog

shared by David Goodrich on 12 Feb 14 - No Cached
  • David Goodrich on 12 Feb 14
     
    "The third in an eight-part series highlighting the International Association for K-12 Online Learning's standards for quality courses and teaching as put into practice by educators in online and blended learning learning environments. The focus of this module is: Differentiation (Learn more at inacol.org.) "
jjgerlach

One cost of personalization | We are teaching tomorrow - 0 views

cohort21.com/...one-cost-of-personalization

stories

shared by jjgerlach on 10 Feb 14 - No Cached
  • I want to share some of my current day woes about this foray into personalization.
  • when students had the chance to work at their own pace, this actually translated to students working slower than I had hoped for.
  • I was rudely awakened to the fact that “at your own pace” might mean that students’ timelines and my own timeline are not necessarily in sync. I had designed the experience around students perhaps working more quickly (and thus the advanced and optional stages), but why would a student challenge themselves towards the “advanced and optional” stages if they had the chance to work slower and do less?
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  • should more challenging tasks be “worth more” in terms of marking and grades?
  • If you take a peek at the Mind Blowing Matrix of Connections, you will see that the content on the grid is more challenging as the numbers increase (in other words, it is easier to connect a level 1 than it is to connect a level 7). There is no incentive for a student to try and connect a level 7 artifact to The Book Thief. Should I have created a gradient with this grid, so that if you looked at artifacts from the 1-3 range, the most you could score is a 2/4, if you went to artifacts from the 4-6 range you could at most score a 3/4, and if you challenged yourself to connect artifacts from the 7-9 range, you could achieve a 4/4?
  • I’m not overly worried about my students not challenging themselves to their appropriate “zone of proximal development”, but rather I’m hoping to consider some of these mini-pitfalls and use my realizations to help me build better, more mind-blowing personalized experiences for my students in the future.
  • What about gamifying the experience and providing more options? For instance providing digital trophies for different levels of achievement.
  • At certain ages and stages, the term “at their own pace” is quite relative. Setting up deadlines, and guiding students to work towards and ultimately meet these deadlines is key.
  • Contract learning: personalized learning can integrate the use of contracts in a really positive and motivating way. I’ve employed these with great success in the high school panel with students that are exceeding the pace, where we set up a contract so that they can take safe academic risks with their learning. What I mean by this is, instead of having a student write an essay that they are going to get a Level 4+ on (because they have the skill, talent and motivation to do so), I create a contract with a minimum mark that makes it safe to take a risk and try something different.
jjgerlach

What Personalized Learning Really Means For Modern Teachers - Edudemic - 0 views

www.edudemic.com/onalized-learning-for-teachers

stories jeff personalized learning

shared by jjgerlach on 10 Feb 14 - No Cached
  • Setting goals for each student is a critical piece of Personalized Learning programming, as is measuring achievement and skills against those goals. It merely provides an individualized route for each student to reach the same set of goals set by the teacher and standardized test score requirements.
David Goodrich

How one school turned homework on its head with 'flipped' instruction | PBS NewsHour - 1 views

www.pbs.org/...ipped-classroom-look-like.html

stories

shared by David Goodrich on 29 Jan 14 - No Cached
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  • David Goodrich on 30 Jan 14
     
    Jeff mentioned that it would be really nice to do a visit of these schools and dig into the ways they are personalizing/customizing the learning for the purpose of learner engagement and achievement. It sounds like a good idea to me.
  • David Goodrich on 30 Jan 14
  • jjgerlach on 30 Jan 14
     
    Per conversation with Dave and Jamie this morning, I'm skeptical if these "flipped" classes/schools are truly blended in a personal/customized way. If you just flip where homework is done and everybody stays in lock step, it might better serve the kids that they get more 1:1 help in class, but are they truly personalizing the experience for kids with regards to multiple representations and control of time/place/scope of learning? Simply shifting lectures to videos doesn't seem customized to me.
  • jjgerlach on 30 Jan 14
     
    To follow up, I'd like to visit these kinds of situations to witness what the f2f environment "looks" and tap students brains a bit to see how it's working for them.
  • David Goodrich on 03 Feb 14
David Goodrich

Let the Cat (and All of Your Students' Papers) Out of the Bag | Blend My Learning - 4 views

www.blendmylearning.com/...students-papers-out-of-the-bag

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • no matter how well intentioned I was about grading and returning papers with thoughtful feedback, my molehill of papers grew exponentially into a mountain.
  • So there I stood, at the proverbial crossroads asking the question that has plagued our profession: How to balance the desire to create rigorous and engaging lessons, give timely feedback, and personalize learning so every student grows academically and move towards mastery?
  • My answer came when I implemented a blended learning model in my classroom.
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  • With the new classroom model I am able to target my instruction to specific students in small groups, give more substantive feedback, and provide students with authentic opportunities to collaborate and problem solve on more meaningful assignments that truly assess their learning.
  • Niecy, a struggling and often disengaged 7th grader who was frequently disruptive because she would rather be the “bad” kid instead of the “dumb” kid, went from guessing answers on exit quizzes and assignments to earning perfect scores!  When I asked her what changed she boldly replied, “I could do it different kinda ways, not just one way. And I got to take my time and do it until I got it.  It was kinda fun too.”
  • Students in my classes are more excited about learning.  They are mastering content and Common Core standards.
  • Blended learning gives proven results. 
David Goodrich

Thinking about scale up and growth. When is the right time? | Blend My Learning - 2 views

www.blendmylearning.com/...-growth-when-is-the-right-time

stories blog dave finished

shared by David Goodrich on 29 Jan 14 - No Cached
  • So, naturally, at this time of year I find myself deeply involved in the challenge of figuring out what programs to expand? Where should these programs be expanded to? How do we finance this growth? What other organizational goals and objectives will support blended learning program expansions? What professional development is needed to expand these programs successfully?
  • There were some major changes to the accountability measures that will be implemented – California is piloting Smarter Balanced Assessments of Common Core State Standards – and, consequently, we needed to revamp our internal benchmark measures as well as our curriculum.
  • The technology has enabled teachers to monitor student’s proficiency of discreet skills and provide personalized and targeted assignments so that fluency is not a barrier to developing conceptual understanding.
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  • Not having the technology on day 1, has long lasting ramifications.
  • However, if the technology is not ready and relatively glitch free by opening day, it is not exactly confidence inspiring. And this loss of personal capital can leave a lasting impression. At the very least, it is vital that the technology staff and decision makers have a physical presence and make sure that the teachers feel 150% supported when the technology finally arrives.
  • We decided, for example, that each teacher would have a class set of Chromebooks. The teachers preferred this method of organization to some of the other proposals – e.g. each student having their own to use throughout the day – and so far this has been a huge success. Each teacher has developed a system within his or her classroom that works with the rest of his or her routines, and there has been very little breakage and zero theft.
  • This pilot also provided our tech department with some important data about our wireless infrastructure and what our schools would need in order to function in a 1 – to – 1 fashion moving forward. This is huge. I have heard of schools rolling out new 1 –to – 1 programs without this information causing the system to totally crashed, and then staff and teachers are disheartened and so on. We hope that through incremental expansion and close monitoring we can avoid this pitfall.
  • people need to learn things through experiencing the change, through making their own mistakes, and through adapting.
  • it is important to have some one, or a team, to manage the chaos, someone to say “we have been here before and this is what we said we would do should we find ourselves here again.”
  • It is important to have strong leaders in favor of this growth. Whether this be principals, superintendents or even teacher leaders, these decisions cannot be made only in an office. These decisions must be made by hearing all of the voices, hearing people’s fears and their excitement, and with an honest recognition that what worked well in on classroom or at one school, may work well at another and most certainly will end up looking at least a little bit different.
  • David Goodrich on 30 Jan 14
     
    Blog Post Draft: Asking Questions about Blended Learning? - Google Drive http://goo.gl/NRCyH2
David Goodrich

The Flipped Class: Myths vs. Reality - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...ped-class-conversation-689.php

blog

shared by David Goodrich on 13 Feb 14 - No Cached
  • It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.But from our perspective, as successful flipped teachers, we believe it is so much more.
  • The Flipped Classroom is NOT:A synonym for online videos. When most people hear about the flipped class all they think about are the videos.  It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.About replacing teachers with videos.An online course. Students working without structure.Students spending the entire class staring at a computer screen.Students working in isolation. 
  • The Flipped Classroom IS:A means to INCREASE interaction and personalized contact time between students and teachers.An environment where students take responsibility for their own learning.  A classroom where the teacher is not the "sage on the stage", but the "guide on the side".A blending of direct instruction with constructivist learning.A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.A class where content is permanently archived  for review or remediation.A class where all students are engaged in their learning.A place where all students can get a personalized education.
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  • Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press.  He is the Lead Technology Facilitator at the Joseph Sears School in Kenilworth, Illinois.
  • Jerry Overmyer has teaching experience in secondary and college mathematics. He is the coordinator for MAST WebConnect, and provides expertise on quality resources for teachers and students in mathematics and science. He is the creator of the Flipped Class Network.
  • Brett Wilie is a secondary science teacher from the Dallas, Texas area. Brett has been an educator for 13 years and has been a Science Department Chair for the past 5 years. He has recently been nominated to the "20 Educators to Watch Project" and was recently a presenter at the Flipped Class Conference.
  • David Goodrich on 13 Feb 14
     
    "There has been a lot of interest in the flipped classroom."
David Goodrich

SoundCloud - Hear the world's sounds - 0 views

soundcloud.com/...eli-7-things-competency-base

blog dave work in progress

shared by David Goodrich on 03 Mar 14 - No Cached
  • David Goodrich on 03 Mar 14
     
    Multiple-Modalities, student anxiety for learners not prepared to have choices, competency-based learning is unique for each institutions based on research, allows for more 1-1 teacher support for students, some faculty provide more of an adviser role while others thrive as SMEs on the screens, place & time, good & bad days, agility of personalized learning, expectations of students for prompt responses proves to be a continual problem, teachers/institutions don't know where to start in all cases - advice is for IT infrastructure to be carefully planned out to align with student services side of an institution... start with a course or a degree program that lends itself well to a competency-based approach, start small, work with a team of others from other departments,
David Goodrich

Blending Alone: How to Blend in a Non-Blended Environment - Getting Smart by Guest Auth... - 1 views

gettingsmart.com/...-blend-non-blended-environment

blendedlearning myblend blog

shared by David Goodrich on 23 Jan 14 - No Cached
  • Instead of a course syllabus or description, I’ve found it more useful to give students a “roadmap for success”.
  • jjgerlach on 23 Jan 14
     
    I appreciate the focus on preparing students, parents, and teachers for the "shift" that happens when customizing and personalizing instruction. This article focuses on the ground-work that needs to be laid to transition parent and student mentality from a traditional to blended environment.
  • David Goodrich on 26 Jan 14
     
    Solid post. I Digg it. Would love to solicit guest posts very much like this with Michigan faculty. I think his words about giving "a) some examples of research that supports blended learning and b) have some concrete samples of the different types of work that students will produce and c) demonstrate what assessment will look like. If you cover these three components, then my experience is that parents are thrilled about the change." could also ring true for MyBlend PD.
  • David Goodrich on 17 Feb 14
     
    "Instead of a course syllabus or description, I've found it more useful to give students a "roadmap for success".  Here is an example from my middle school Geography class.  The idea is that all learning options are clearly laid out and routes for success are made clear.  It is well worth spending a class or two clarifying what the journey will look like in a blended learning environment and I've found that this reframes the experience for students in a way that they understand.  It also lays the groundwork for the one-on-one conversations you will have with students moving forward.  You will want to delineate the different segments of the class, discuss possible timeframes for moving through the challenges and what the options are for demonstrating mastery at each stage.  In this particular roadmap, some items are bold because they will be done by all students.  Other components are framed by a dotted line meaning that only some students will be eligible for those challenges based on their progress at specific stages.  You will want to make the roadmap as clear as possible so students are able to understand the journey to the point where they develop a sense of agency around their work. "
jjgerlach

The biggest lesson from the flipped classroom may not be about math - Casting Out Nines... - 1 views

chronicle.com/...lassroom-may-not-be-about-math

stories work in progress jeff

shared by jjgerlach on 29 Jan 14 - No Cached
  • The brain is an excellent tool for processing information but a terrible one for storing information.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      I wonder what Willingham would say about this comment?
  • As a result, the #1 negative comment about the class so far from student is having to “remember several different websites” for their work – which in fact is not the case, as there’s one website that puts all the resources and assignments within three clicks of each other. But in their minds, it’s not one project but half a dozen disconnected tasks. So one of the things that the calculus course has been about this semester is how to manage complex information – not only in mathematics but in life.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      This screams digital literacy to me. Reading across multiple domains as a cohesive whole is not an innate ability. Even at the college level this is not something that is built into everyone. I feel that the instructor has the responsibility to scaffold this kind of work-flow. Do your best to make all of these "disconnected tasks" in different domains, appear as one. And when you do test students to venture into domains that look different or unfamiliar... prepare them for it. Assuming that all students come in with prior skills is foolish, and I'm glad that he's realized it. But the way he talks about it makes it seem as if it's the students' issue, not his. This doesn't bode well for accessibility.
  • some students have legitimate pathological issues with keeping up with information. For example, if there is a student somewhere on the autism spectrum, following directions can be a serious issue. But at the same time, the flipped class puts that student in control of the stream of information for the class, so there is an interesting and complicated tradeoff that takes place with students having some form of learning disability in the flipped classroom.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      "Keeping Up" seems like a one pace fits all statement. In a personalized environment, students have more control over pace than this. Has he considered the possibility that students some students are not procrastinating; but instead are struggling or revisiting or diving into more detail than his envisioned student might? Do stern directions make sense in a blended environment, or do guidelines and suggestions fit better? Might be a semantic argument. Do students really have multiple representations of the information to interact with or is it all video lecture/tutorial? I keep re-reading this section, trying to understand what he's trying to say about students with learning disabilities in the flipped classroom. Especially the autism spectrum comment. Through personal experience, it is impossible to predict the path that any student will take in an online environment regardless of learning disability. Anyone have any thoughts on what he is trying to communicate?
David Goodrich

Simple technique that helps your students to remember more | The Edynco blog - 0 views

blog.edynco.com/...your-students-to-remember-more

personalized learning blog dave

shared by David Goodrich on 11 Feb 14 - No Cached
  • The educator’s role has changed – that’s the fact. Students don’t need educators to produce/present new information – they can find them everywhere. And they are good in browsing, searching and collecting different information sources. The problem is that they don’t know how to connect them in a meaningful way.
  • The challenge I’ve faced was how to incorporate everything I read about cognitive overload in today’s fast changing digital environment.
  • Bite – sized information in a relation with curation
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  • Use everything you already have, filter out irrelevant information, include your own thoughts and connect everything in a new and coherent whole that is digestible and meaningful.
  • 5 benefits of this technique: Students take control of learning pace and maintain interest. This kind of a structure facilitates reusability and easier updating. Presenting from general to specific helps students to use, store and recall information much easier. In spite of different learning resource types, Learning Map gives students a consistent graphic outlook. Supports changing of reading behaviour – 4.4 seconds for every 100 words, non-linear reading.
jjgerlach

TEDxEastsidePrep - Dr. Tae - Can Skateboarding Save Our Schools? - YouTube - 0 views

www.youtube.com/watch

jeff work in progress stories customized learning personalized learning

shared by jjgerlach on 03 Feb 14 - No Cached
  • jjgerlach on 03 Feb 14
David Goodrich

I asked and they answered: Results from Semester 1 Survey - Math with McCarthy - 0 views

www.mathwithmccarthy.com/...ts-from-semester-1-survey.html

blog stories

shared by David Goodrich on 11 Feb 14 - No Cached
  • 1)  Now, students take a lesson quiz when they come in for their own personal assessment.   I then provide them with the correct answers and we go over any problems they want to see.  Students are then free to decide whether they want to work on a Reteach worksheet (A), a Practice worksheet (B), or a Problem Solving worksheet (C) and write that letter on the top of their lesson quiz.  I come around and collect their lesson quiz and give them the desired sheet so that they are working to their own ability on any given day.  This is an idea that I picked up from a middle school math teacher when I attended her session at the MACUL conference in March and it has helped, tremendously, with keeping students focused during class and being able to complete their practice problems.
  • 2)  Some students felt as if they were not getting their questions answered so I have encouraged them to post questions and comments beneath the YouTube videos and I go on and answer them relatively quickly because I get email notifications on my phone. 
  • 3)  The length of the majority of the videos is now kept to 15 minutes or less.
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