Volume+Unit+-+7th+grade

__Volume Unit __

Math: 21st Century Life and Careers: Technology
 * __Standards __**
 *  [|CCSS.Math.Content.7.G.A.2] Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.
 *  [|CCSS.Math.Content.7.G.B.6] Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
 * __9.1.4.E.2 __ - Demonstrate effective communication using digital media during classroom activities.
 * __8.1.P.E.1 __ - Use the Internet to explore and investigate questions with a teacher’s support.
 * __Keywords __**
 * volume
 * area
 * solid figure
 * composite figure


 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Objectives __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will be able to calculate the volume of a cube and a prism by multiplying the area of the base x height, and the volume of a pyramid by multiplying (1/3) x the area of the base x height, as assessed on Khan Academy. (7.G.B.6, 8.1.P.E.1)
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will be able to create a replica model of a real world building, landmark, or structure using Sketchup and Google Earth, as assess on the final rubric. (7.G.A.2)
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will be able to find the volume of composite solid figures by adding the volumes of each individual figure, as assessed on the final rubric. (7.G.B.6)
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will be able to produce a presentation video on any video recording/editing site or application, as assessed by their video on the final presentation. (9.1.4.E.2)

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">This 7th grade unit is designed to teach students about the concept of volume. Volume is the measure of how much space an object takes up. Traditional volume lessons consist of a teacher telling the students the formula for each solid figure and plugging the measurements into it over and over. In this unit, students will be using Khan Academy to explore the concept of volume through videos, practice problems, and help from other users. The students will then have to find the volume of real world solid figures using the tools on Google Earth. Finally, in groups of 2, the students will choose a real world building, structure, or landmark that is composed of two or more solid figures to recreate in Sketchup (with the help of Google Earth) and find the volume of it. Students will create a presentation of their building, what solid figures it was composed of, and how they went about finding the volume of it.
 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Unit Description __****<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> - **//<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">*Assume students already have prior knowledge of area and how to use Khan Academy* //


 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Technology __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Computers with internet access
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Google Earth
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Khan Academy
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Sketchup
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Google
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">YouTube
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Edmodo
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">video recording/editing application or website (iMovie, voicethread.com, jing.com, camstudio.org, screenr.com, youtube.com, etc)

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">The following websites are great resources for students to reference if they need more reinforcement on volume.
 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Supplementary Resources __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> []
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] - applet for investigating and finding volume of a rectangular prism
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] - applet for investigating and finding the volume of a rectangular prim
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] - applet for investigating and finding the volume of a rectangular prims
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> []
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] - applet for exploring solid figures
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] - applet for investigating and finding the volume of a rectangular prism
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] - applet for comparing the volume of prisms and pyramids


 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Activities __**

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will introduce the concept of volume. Volume measures how much space a substance, such as a gas, solid or liquid, can occupy within a three-dimensional object. To emphasize the importance of volume, and to engage the students, the teacher should discuss the real world applications of finding volume. For example, you and your friend go to the movies and there are two options for popcorn - a round, cylinder shaped bucket, and a tall, rectangular shaped bucket. They are both the same price, so you will probably want to know which bucket holds more popcorn. You would have to see which bucket has a larger volume. In addition, scientists of most disciplines will use volume at some point, including measuring gases and liquids. Along with them, anyone involved in the construction industry has a chance of using it, including figuring out how much cement is needed to fill the base of a statue. This unit will culminate in students finding the volume of real world structures, something architects might do to find out how much space the structure will take up. In more dire but possible circumstances, if a building completely floods or has a carbon monoxide leak, it is useful to know how much water or carbon monoxide is filling it - i.e., the volume. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> The teacher will create a Khan Academy “virtual class” ( <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">) and invite the students into it through email. (The teacher signs up and receives a code which the students need to enter to be in the “class”.) In doing so, the teacher will be able to monitor and collect data on the students including what exercises have been completed, what the students are currently working on, and what the mastery level of each student is at any time. The students also have the ability to post questions and make comments on videos. The students will be able to watch a series of videos to introduce the concept of “Volume of Solid Figures”, ranging from basic area, to what volume is, to volume of prisms, to volume of pyramids. After each video, the students will practice a series of problems relating to what they just watched. Once the problems are mastered, they are allowed to go on to the next video. If the students have trouble with the problems, they can use hints, post questions to the video to be answered by the teacher or other students, or rewatch the video as many times as necessary until it is understood and the problems are solved correctly. If there are accelerated students that already know one or more of the concepts, they can skip one or more videos and go right to the practice problems as necessary. <span style="color: #111111; font-family: "Times New Roman","serif"; font-size: 16px;">As students view the tutorial videos and do practice exercises, data is collected and made available to them and to the teacher through graphic reports and other interactive visual tools. These tools will enable the student and teacher to review the student’s learning progress. They will also help the teacher determine how to personalize learning for students who need more help with added Khan Academy videos or resources (see Supplementary Resources)
 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Day 1 __**<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">://Students will use Khan Academy to explore the concept of volume.//

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">In preparation for this unit, the teacher will have created a series of short videos using jing.com to show the students how to navigate Google Earth, including how to use the Ruler tool, how to make buildings 3D, where to find the elevation of structures, and how to get to specific locations. The videos will be posted to YouTube on the teacher’s personalized YouTube page for the students to watch if they need assistance in using any of the tools. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">The students will need to use Google Earth to find the volume of real world solid figures. They will be given a recording sheet with three solid figures: cube, prism, pyramid. The students will use Google to find a real world structure in the shape of each solid figure. They will record the name and location of their structures and search for each in Google Earth. The students will have to use the Ruler tool to calculate the area of the bases and find the elevation to plug the measurements into each specific formula. The students will record the volume of each structure. If the students need reinforcement on how to find the volume of specific solid figures, they can return to the Khan Academy videos from the day before or the Supplementary Resources to refresh themselves. The students will share their discoveries with the class through a short 1-2 minute oral presentation, explaining the real world structures they chose and what their volumes are.
 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Day 2 __**<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">: //Students will use Google Earth to find the volume of real world solid figures.//

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> The students will be put into groups of two. Each group must use decide on a building, landmark, or structure to create a model of it in Sketchup. The building, landmark, or structure must be a solid figure composed of two or more of the following: pyramid, prism, and cube. Students may use the internet, textbooks, social media, etc., to decide on a building. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> The students will then locate their structure in Google Earth to find the dimensions using the Ruler tool and elevation markers. Students will need to record all dimensions including the height, length, and width of all included composed figures, so that they can recreate a model of the structure. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> Each group will work together to create a model of their structure using Sketchup ( <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">). In Sketchup, as you click each tool, a help box pops up on the side of the screen to assist you in using that tool. The help command also takes students to a message board where they can browse previous questions and search specific topics. Through those tools, students should be able to figure out how to maneuver around Sketchup. The students must recreate their structure, using the exact dimensions (in feet) that they recorded from Google Earth. They must save their model and upload the file to Edmodo (*which we assume the students are already familiar with*) for the rest of the class to view. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> Once the students have their model, they must work together in finding the volume of it. Students will have no prior knowledge from the teacher on how to find the volume of __composite__ figures, only individual figures, and must work together, reference the Supplementary Resources, or use the internet to come up with a method <span style="color: #9900ff; font-family: "Times New Roman","serif"; font-size: 16px;">. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> Students must then create a 5-10 minute presentation on their findings. The presentation must include the name of the building, landmark, or structure they chose, a __brief__ background of it, the solid figures it is composed of, the measurements they found in Google Earth, the model they created on Sketchup, and how they went about finding the volume of it. The students may choose from any video recording/editing application or website including, but not limited to, iMovie, voicethread.com, jing.com, camstudio.org, screenr.com, youtube.com, etc, to create their presentation. Videos should be posted to Edmodo for others to view. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> At this point, the students should have sufficient mastery of finding volume of prisms, cubes, and pyramids, as well as figures composed of combinations of the three figures. During the presentations, the students will have heard and seen different methods for finding the volume of composite figures. Since each group essentially had to teach their chosen method to the class, they should now have a deep understanding of volume.
 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Day 3-5 __**<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">: //With the help of Google Earth, pairs of students will create a model of a real world structure composed of two or more solid figures in Sketchup. Students will find the volume of the figure and present to the class.//

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">As the students are working through the videos on Khan Academy, their progress is being tracked and recorded by the site. The teacher has access to the mastery level of each student, including what problems they got right and wrong, what video sets they struggled on, and what they breezed through. This report generated by Khan Academy will serve as an assessment for how the students did on finding the volume of solid figures. (7.G.B.6)
 * __<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Assessments __**

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">The students’ ability to produce a video for their presentation on any recording/editing site will be assessed through the presentation on a pass/fail basis. If the students produced a video effectively and correctly, then they “got it”. (9.1.4.E.2)

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Rubric for final presentation: //<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">(8.1.P.E.1) // || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">one fact included || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">two facts included || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">three or more facts included || //<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">(7.G.B.6) // || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">building, landmark, or structure does not contain two or more solid figures
 * || **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Approaches **  ||  **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Meets **  ||  **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Exceeds **  ||
 * **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Background of building, landmark, or structure **
 * **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Solid figures the building, landmark, or structure is composed of **

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">solid figures are all named wrong || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">building, landmark, or structure contains two or more solid figures

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Solid figures are not all named correctly || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">building, landmark, or structure contains two or more solid figures

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">solid figures are all named correctly || //<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">(7.G.A.2) // || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Google Earth measurements are mostly unreasonable or are incomplete || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">A few Google Earth measurements are unreasonable || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Google Earth measurements are all reasonable and complete || //<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">(7.G.A.2) // || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Model does not represent the real world building, landmark, or structure || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Model generally represents the real world building, landmark, or structure, with some incorrect measurements || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Model correctly represents the real world building, landmark, or structure. || //<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">(8.1.P.E.1, 7.G.B.6) // || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Do not know how to find the volume of solid figures and/or composite solid figures || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Know how to find the volume of composite solid figures but solved the volume incorrectly || <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Know how to find the volume of composite figures and solved the volume correctly || **__<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Rationale __**
 * **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Google Earth measurements (ft) **
 * **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Sketchup model **
 * **<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Method of finding the volume of the building, landmark, or structure **

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> This unit plan on the concept of volume utilizes the ideas of “pull learning”. Pull Learning has become a meaningful way to teach new concepts to students. Students gather or “pull” information they need, when they need it. They are given resources so that when they don’t understand a problem they can explore it with others, on their own, on the internet, or with teachers (“Going from ‘Push’ to ‘Pull’ Learning,” 2012). These resources can include textbooks, images, audio, video, interactive scenarios, a discussion forum, downloadable aids, and more. In this unit plan, the teacher provides the students with internet resources to pull from as they learn about volume on Khan Academy. Therefore, students are “pull learning” right from day one. <span style="color: #111111; font-family: "Times New Roman","serif"; font-size: 16px;">Khan Academy is a great resource for this kind of learning because it incorporates elements of so many of today’s emerging instructional technologies and technology-enabled concepts including reverse instruction, mobile technologies, gaming, learning analytics, machine learning, personalized learning, open educ <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">ational resources, and 1:1 programs (Walsh, 2012). Each problem is randomly generated, so you never run out of practice material. If a student needs a hint, every single problem can be broken down, step-by-step, with one click. If a student needs even more help, they can always watch a related video. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">During the first day, the students watch different videos on Khan Academy to introduce and/or reinforce, (depending on the level of the student) the concept of volume. After each video, the students practice problems, and if they show mastery of those problems, they go on to the next video. If a student needs reinforcement, they can use hints, check the Supplementary Resources provided by the teacher, post questions to the video to be answered by the teacher or other students, or re-watch the video as many times as necessary. If a student is accelerated, they can skip one or more videos and go right to the practice problems as necessary. That is one of the benefits of pull learning. It is designed to help students learn as well as to innovate, by following trajectories of learning that are tailored to each student’s specific needs (Willems, 2009) Students can work at their own pace and at their own level and not be resigned to what the teacher tells them to do (“Are Your E-Learning Courses Pushed or Pulled?,” 2009). Because the students are immersed in the content, working their way through it, determining what is relevant to their specific needs and what is not, and not being passively told facts and formulas by the teacher, they have a better chance of understanding and retaining what they learned. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> The students are also involved in pull learning during the Google Earth activity. Since some students may have experience using Google Earth, and others may have never even heard of it, the teacher will provide the students with tutorial videos on how to work different aspects of it through YouTube (the teacher will make the videos on Jing). The students can watch the videos at their leisure, depending on what tools, if any, they need help using. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Research states that formative assessment is not for the teacher; it is for the student. The students are the ones "forming" themselves. The role of the teacher is to provide the student feedback and the opportunity to improve by repeating the task and making adjustments (Johnson, 2008). In order for an assessment to be formative, students must be able to see what they are aiming at, see immediately if their actions meet the target, and make corrections on their next turn (Johnson, 2008). By using Khan Academy in this unit, the teacher and students can see the desired goals and receive immediate feedback on their progress in reaching those goals. It assesses the students at all times. Every time a student works on a problem or watches a video, Khan Academy remembers what they learned and where they’re spending their time. This generates statistics for each user and their teacher. The teacher gets at-a-glance information about everything they students are learning and whether or not they are hitting their goals. Teachers can see real, hard data about their students’ increasing mastery of math. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> In addition to pull learning methods and immediate assessment feedback, this unit plan also utilizes the growing trend in digital media through the use of Google Earth and Sketchup. Bales, et.al, states that wherever possible and appropriate, teachers should encourage the creative repurposing of a digital tool against its original intent (2012). This unit uses Google Earth which is traditionally understood to be a tool where users can look up satellite images of places around the world. However, it repurposes the tool from merely looking up locations to finding exact dimensions of those locations, including width, length, and height. This gives students another perspective on how to use familiar tools, websites, or applets in previously unknown ways. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> This unit plan also utilizes the Sketchup application. Leon Cych, a former elementary teacher turned education consultant and member of the board of Open Source Schools says that the design skills Sketchup develops are exactly the ones that the games industry is hungry for. If someone wants to go into the gaming industry they could learn all the skills from open source software like Sketchup (Nightingale, 2011). The application is used by a lot of schools for 3D modeling, and offers a series of animated tutorials or walkthroughs in the program itself and online to get you started quickly and easily, once again utilizing pull learning. Cych continues on saying that “One of the great things about it is that you can make models which can be saved to <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [|__Google Warehouse__] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> for sharing with other users or put on Google Earth, or converted into other file formats that can be exported to other manipulation programs" (Nightingale, 2011). A big advantage of open source software like Sketchup is that students can use it in school and then install the software on their computers at home without worrying about licensing, so it enhances home school links for learning. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;"> According to a survey by digital media specialist <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [|__Adobe__]  <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">, 77% of surveyed employers said that they viewed "creativity" as an essential or important skill", alongside the basic ones of literacy and numeracy (Nightingale, 2011). In the survey, “creativity” is interpreted as the ability to generate ideas, developing online content, delivering persuasive, polished presentations, or being imaginative problem solvers. In this unit plan, the students are showing and developing their creativity as they develop videos on recording/editing services like Jing. They are doing every one of the interpretations of what “creativity” means. They are generating ideas for how to find the volume of their building to present to the class, developing online content and delivering polished presentations on the recording/editing site, and being imaginative problem solvers as they develop methods together in finding the volume of a composite figure. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Google Earth, Sketchup, Khan Academy, the video recording site, and the Supplementary Resources combine in this unit to give the students a real-world look at how volume can be found. Relating content to the real world and giving the students the freedom to explore it on their own, is giving them the opportunity to really learn and retain the content.

__<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">References __ <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Are Your E-Learning Courses Pushed or Pulled? (2009, May 19). Retrieved from <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Bales, S.N., Lindland, E., O’Neil, M., Simon, A., Lorick-Wilmot, Y., & Kendall-Taylor, N. (2012). A hands-on approach to talking learning and digital media: A FrameWorks MessageMemo. Washington, DC: FrameWorks Institute. <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Going from “Push” to “Pull” Learning. (2012). //YouTube//. Retrieved from <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Johnson, B. (2008, April 2). Instant Feedback: Principles of, and Techniques for, Formative Assessment. //Edutopia//. Retrieved from <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Nightingale, J. (2011, January 11). Get Creative in School With Digital Media. //The Guardian//. Retrieved from <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Walsh, K. (2012, April 22). Exploring the Khan Academy’s use of Learning Data and Learning Analytics. Retrieved from <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> [] <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">Willems, J. (2009). Adding “Pull” to “Push” Education in the Context of NeomillennialE-learning: YouTube and the Case of “Diagnosis Wenckebach.” Retrievedfrom <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> []