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Praise and Feedback occupy significant spaces in the lives of our learners. It should not be surprising then that the language we use to communicate praise and feedback can enhance or hinder our efforts.

Second Classroom is a project to explore ways in which educators can create projects for students using immersive media such as Second Life, MMORPG and social networks to create authentic learning.

At some point, we will need to pause. Lift our heads up and survey the scenery in this new world. Then, let us hope that we ask the right questions. Making time and space for a moment of pause and reflection will be crucial if it becomes clear that this is more than a brief fling with online learning.

The USB Charging Anti Theft Backpack has a specially designed hidden zipper that stays tucked away in the backpack in a location that only you know where to look to find it. Because of this, even if your bag is unattended and someone attempts to get inside of it, they won't know where to begin to start to do so. The anti-theft backpack has a capacity of 35 liters, giving you plenty of space to store your valuable belongings without having to leave any behind for the sake of space. Within the confines of this backpack are also organizational compartments that let you store smaller items in a way that makes them easier to access when you reach inside, including a dedicated cell phone compartment.

For teachers in Australia, the long Term Three is drawing rapidly to a close. Indeed as I write this just ten days remain before a two-week break. This is the perfect time to consider a holiday reading list. Just enough time to raid the school library or place an order with your favourite book store. Here is what's currently occupying space on my nightstand. 

A few years ago I was taking a tour of a dome shaped house, and the architect explained to me that domes are an optical illusion. Whenever someone enters a room, their eyes inadvertently glance up at the corners of the room to give them the contextual dimensions of the space they're in.

Our learners will never now a world where Digital Technologies are not the norm. Using solutions developed within this space and with this mindset is already their normal. Unless they are to be slaves to this technology we must also empower them to be creators of digital solutions. To do this we must begin with recognising the challenges that a curriculum built around mastery of Digital Technologies brings to our teachers and seek to understand the supports they require.

Unfortunately, we are not all blessed with expansive classrooms which can readily accommodate a diversity of learning zones. The challenge becomes one of creatively using the space and furnishings you have to create flexible spaces.

Think back to how you felt after the last day you spent at a conference or course. If things went well you probably came out feeling enthused by new ideas but also exhausted and fatigued in ways that you don't after a regular day at work. If the presenters have done their job well and you choose your workshops wisely, the day should have been full of learning that resulted from you having to think. Days like this should work our brains hard and it should be no surprise when we are fatigued by such an experience. - So how might our students be coping?

Making the most of Maker Spaces and STEAM will require professional development and a new mindset for all learners. 

Behind the rhetoric and politics, education is about the outcomes it achieves for its learners. More than being about the nuances of technology, learning space design, curriculum structures and pedagogical practices schools should have effective answers to questions that focus on what they hope to achieve for their learners. How we answer this question should then dictate the measures we utilise to achieve these goals and it is to these ends that we must apply our efforts.

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Interesting discussion about the physical environment in classrooms and other school spaces.Backed up with some research too. "In a 2012 pilot study by the University of Salford and architects, Nightingale Associates, it was found that the classroom environment can affect a child's academic progress over a year by as much as 25%. "