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Digital Textbooks and Business Pitches: The One-Two Punch!

This last month has been somewhat of a blur.

As luck would have it, my group presentation was exactly one week before my Pitch Assignment, resulting in 50% of my grade being determined in a very short period of time.

Although some folks would prefer to have the band-aid ripped off quickly,  when it comes to completing projects for my Master degree, I am not a fan!

“Mum.  You’ve had too much screen time.”

…said my son, as I lay in a crumpled heap at the base of his bed. Yes, Son. I have.

Punch One: Digital Textbooks, An Opportunity Forecast

What I am particularly proud of is that my group produced our project as a digital textbook. As obvious as this may seem to do, from what I can tell, groups of the past created websites to present.  As time was short and three people were working on their own chapters, the cohesion of our book could have used a bit of glue.  With more time to fine-tune, I would have liked to have planned the aesthetic of our book a bit more.  It is not terrible, however, and the look of the book is pretty slick, overall.  One of our goals was to include as many different features to our book as possible: quizzes, timelines, videos, images, PDFs, sidebars, SoundCloud, etc. This resulted in the book being less “book-y” and more “website-y”.

The platform that we chose was Avatist. I would definitely use this Platform again.  Limitations on the free version included not being permitted to have more than 5 editors at a time.  This was problematic since our entire class was slated to create a group book, as their weekly activity.  We worked around this by having classmates fill out a Google Form that indicated which chapters they preferred to work on and which days they were available. I was able to schedule everyone, and conflicts were easily avoided.  Another warning to any who chooses to undertake a similar activity is that if two editors are working at the same time, on the same chapter, then only the last person to save will have their work saved.  The other person’s work will be lost! #goodtoknow

To view our opportunity forecast on Digital Textbooks, click here.  My major contribution was to Chapter 1, where I probably spent a little too much time on that timeline.   It really became a passion project, however.  Should the history of textbooks from the very first to where we are today, is of interest to you, have a peek!

To view our collaborative book, click here. Each student in ETEC 522 contributed to one or two chapters of our Tips and Tricks book for being a UBC MET student.  I would like to add to another chapter or two myself, and I would also like to set up a system to allow other MET students, past or present, the opportunity to contribute.  The bigger the book the better, no? Send me a message if you would like to contribute!

Punch Two: My Business Pitches

I think for this blog entry, I will take a shortcut and post my Reflection for the project.  It sums up things pretty nicely!  Here is a link to my work via the course’s blog, where one can access my project and read comments from my classmates. For just the project, see below:

My Reflection
  • Strengths: The biggest strength to the Third Space Learning pitch is that it provides forward yardage in a cultural playing field that has been unfairly refereed for too many decades. The idea itself is solid, is needed, and not only that, it has the potential to perpetuate more ideas that nurture culturally responsive learning spaces. I feel that not only my passion for the topic was evident, but that I created a realistic venture opportunity.  Every statistic that I used was sourced from reputable websites (BCTF, SD61, StatsCanada, The Government of Canada). The only fictitious value was fabricated from the grant money, however, the actual grant does exist, should I wish to pursue my venture.  The cost of creating the videos came from a local videographer, as well; overall, I am very proud of the fact that this venture was researched to the best of my abilities. I also feel that I produced a product that thoroughly describes the pain point and that I feel like my pitch told a story, as opposed to merely checking the venture pitch boxes. I think that my favorite part the project was the creation of the Elevator Pitch. My friend Gail, who agreed to be part of my Team, said that seeing the school and listening to my message made her tear up, as she only just left our school last summer. Having my friend’s support fills my heart.
  • Weaknesses: I really valued Cassy’s comments (her input throughout the course was truly remarkable, actually). In her feedback, she would have liked to have learned more about distribution networks: “…this content is great but only if the right eyeballs are on it”, she wrote. Jonathon also mentioned wanting to learn more about the next steps, beyond the videos. Both Cassy’s and Jon’s comments are very valid, and should I ever move forward with this venture, I will address those deficits.  I clearly went overtime for my venture pitch, and I think that if I had started this project earlier, I would have been able to find some additional edits.  I think that I put about 50 hours into this project, however, and once I had completed the slides, I had personally attached myself to them too much. When I posted the final project, it was akin to biting into apple pie immediately after it comes out of the oven. I recognize that projects, like fresh baked pie, need time to cool before submitting! Another issue I had was simply making the videos so that the sound quality was not horrible. In the end, because I was not able to figure this one out in a timely manner, my audio for my venture pitch was not as solid as I would have liked. Consequently, I simply did not have enough time to do a fourth take.  In general, time management is not one of my strengths, at all.
  • Key takeaways:
    • A large amount of my time was spent watching YouTube videos and reading articles on how to make a great pitch. Although I may not have mastered the steps, I feel like I have a decent foundation on the pitch components. This legwork allowed me to more easily see the strengths and deficits in other pitches, as well.
    • I thoroughly enjoyed creating the two videos, despite having to overcome a few steep learning curves. I learned that in these pitches, it is better to have fewer words on the slides. Although website pitches were of  excellent quality, I did not enjoy my classmates’ website pitches as much as the video pitches since they were very wordy. Because of this, I ranked Robert’s and Shannon’s the highest (out of the ten that I reviewed).  Both classmates created final products that not only covered the bases but were easier for me to follow. I am but a simple math and physics type; too many words and I get bored. (How I made it to the end of Course 8 in MET is somewhat astonishing to me!!!)

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Microlearning: An Opportunity Forecast

This week, Shannon and JoAnna shared their website focusing on Microlearning.  “Microlearning” is a classic example of new but not new pedagogy. The following capture is from Shannon and JoAnna’s website: 

Talk about being on the cutting edge of Ed Tech!!!  The ink is barely dry on the term, “Microlearning”!!!  (This would explain why the spelling editors keep underlining the word in red…)  That being said, my guess is a lot of educators have been utilizing microlearning techniques for years, if not decades.  I know I have, at least; I just have not labelled the activities, as such. To learn the basic idea behind Microlearning, go here.


In every course I have taken in MET at UBC, I have been able to apply the learning directly to my practice.


Every time I learn about something new, I try and apply its purpose to mathematics, physics, and/or general learning.  Before truly immersing myself into the Microlearning website, I was pretty skeptical of its use in my practice.  Math and physics are typically taught from a lecture and note taking format, as this is what works for most students (although, not all) and educators can cover a lot of material quickly.

What I am now contemplating, is how to break up the monotony  of the lecture-notes format, even more than I already do.  On their home page, Shannon and JoAnna picked a very compelling video to introduce the concept of microlearning:

This under 2 minute video perfectly exemplifies the power of microlearning. It teaches a new concept, in a very chunked and engaging format.

When I see a video is under 4 minutes, a little part of me says, “Thank God.”

It isn’t that I won’t enjoying watching longer videos ever, but I am not sugar-coating anything when I say, I am insanely busy these days! When my learning is chunked into bite-sized pieces, I really appreciate it. For what ever reason, I would rather climb up 10 small learning hills, than 1 or 2 learning mountains.  This was not always the case… but my life has changed dramatically since having kids, teaching, undertaking a Masters and staying married.  (Yes, “staying married” needed to be added to the list. Not because I am on the brink of divorce, but having been divorced once, I truly appreciate the fragility of all good relationships!)

If you do not have time to navigate throughout the entire Microlearning website, here are two highlights.

  1. The Collaboration Page: Has links to my classmates examples of their own microlearning lesson.  Some folks had one “in the can” already; others created one for this week’s activity.  I did a lesson on factoring quadratic equations.  It needs some work but doing it, sparked some ideas for future math/physics lessons.
  2. The Resource Page: Here, you will find some technologies that people have already tried and approved of, for engineering their own microlessons.

Happy Microplanning!!!

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Big Data & Learning Analytics: An Opportunity Forecast

This week, classmate Aaron Friedland, presented his Opportunity Forecast topic, “Big Data & Learning Analytics”.   A link to his final product can be found on the link I just provided, or you can go here.

Considering Aaron did his presentation without the aid of a team member, I was really impressed with the depth he was able to achieve on his own.  Instead of simply jumping into a presentation on Big Data, Aaron introduced us to his non-profit, educational venture, The Walking School Bus. Navigating through his site, learners will experiment with the effectiveness of “Reading Out Loud” and “Reading While Listening”, two strategies to help students improve their literacy skills. Moving into Big Data and Learning Analytics,  Aaron does a great job of tying these topics into education.

For myself, “Big Data” and I have not always been at peace. I know I am not alone when I say that I do not like that it is possible that every click, every search, and every cruise-through, is being tracked by multiple parties. I don’t like that my data is now a commodity to be sold, without my direct consent. It feels icky!  During my ETEC 511 course, I was part of a team that produced a website for students learning to be more aware of their online privacy. One of the videos we sourced is shown below.  I have programmed the code to start where the visuals get very interesting for anyone who is a bit paranoid of who is tracking their data.

Did you see all of the sites that were tracking this speaker before he had even had two bites of his breakfast?  “Big Data” is somewhat of an understatement…  how about “Ginormously Epic Data”?!?! Much better.

Bringing it back to Aaron’s presentation, I must say that I am feeling somewhat better about the notion of people and corporations using my data.   This is for a couple of reasons…

  1. I now see how collecting data can be used to optimize learning.
  2. There is practically nothing that I can do about it.

Although #2 is somewhat cheeky in nature, it is absolutely true. This is one of the reasons I signed up for Facebook, years after the majority of my inner circle had. Facebook wasn’t going away, so I could complain about it, or I could check it out, and then complain about it. And once I completely gave in to Zuckerberg’s Cult, it actually wasn’t so bad. Sure there are valid reasons to stay off Facebook, but there are too many reasons to stay on it, and just ignore the bad reasons. Can I not positively reframe Big Data’s grip on my particulars, as well?  I think I can.

After all, there are many great reasons to collect data. Heaps of data, in fact.  Ginormously epic tons of data!!!

My favorite bit of Aaron’s website was the Ted Talk by Hans Rosling.  Here is someone who was a very gifted educator and mathematician. If you have not heard him speak, this will be a treat on many levels!  He is part statistician, part entertainer, and part sportscaster! In the video below, Rosling exemplifies perfectly how Big Data can be used for the greater good.  On a side note, Dr. Rosling sadly passed away this year.  From this piece, you can get a sense of his legacy.

Another brilliant example of Big Data being used for the greater good was discussed on today’s episode of CBC’s The Current.  We are now able to map your entire genome for about $1000!  In 2001, it cost 3 billian! In this interview, the researchers describe the accuracy of matching gene indicators with actual issues that present themselves, such as cancer. The analogy they used is that presently, the genome predictions are like the early days of GPS.  Sometimes, drivers were sent to wrong locations, dead ends, etc. However, as the data improved, the accuracy of the GPS technology improved,  as well. They are predicting that as the data banks increase, so will more instances of accurate predictions.  Have a listen if you have the time…

All in all, I have moved from a place of icky to a place of awe and wonderment.  I recognize that this is a ginormously epic jump.  Admittedly, it did not happen overnight, but this week definitely pushed me into much farther from icky-status!!

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Situating my GAFE conference presentation within the Third Space

I think my name tag sums up the heap of my emotions as I entered the conference location yesterday. People making their name tags beside me were disappointed that only the “negative” emoji stickers were left on the table, whereas I went directly for them.  I also got the special “presenter” sticker… placing it upside down was intentional.  (“Imposter Syndrome”, perhaps? My inner-bitch can sometimes morph into my inner-coward. Thankfully, I’ve got some great cognitive therapy tricks kicking around my brain from my post-partum days.)

Experienced presenters told me that for them, presenting at a staff meeting was more difficult than at a GAFE conference, but that is most definitely not where I was at.  My school is my second home and the people I work with are my second family. When I am surrounded by these wonderful people, I have no issues sharing whatever it is I have to share. If I crap the bed in front of them, they will help me find new sheets.  Last week, when I presented at school, I was still very sick and started by saying that I needed to sit down because I was feeling a bit faint.  Bryn quickly lept out of his seat to say that he would spot me and so I would land safely should I go down! He literally had my back.

I had a laundry list of worries heading into the GAFE conference:

  • Would my technology work?
  • Would anyone show up?
  • Would the people who did show up, take anything of value away with them?
  • Would I be able to overcome my extreme case of nerves so that my witty, fun side would be able to come out?
  • Would people get up and leave?
  • Would I have enough material?
  • Would people participate in the activities I had planned? (Would they roll their eyes?)
  • Would I mess up the traditional territory acknowledgement?
  • Would I be able to share my newly acquired knowledge from ETEC 521 in an authentic, meaningful way? 

My presentation was titled: Collaboration in the Math and Science Classroom: A Blended Approach. 

Essentially, I drew on everything I have learned from my entire MET (Masters in Educational Technology) experience. For example, how could I not invite Vygotsky to this presentation??? He is one of the forefathers of collaboration within learning environments! Part of me thinks that a learning theory essay that does not, at the very least, mention him, should automatically be graded lower.

But then, why stop at Vygotsky?  Let’s go back even farther in time and acknowledge Indigenous cultures, shall we?

At this very moment, I should be writing my final paper for ETEC 521 where I am searching for ways to create a non-oppressive, academic math classroom that incorporates Indigenous worldviews.  I was not sure if 5 people were going to come to my presentation or 55 people, but what I did know, was that everyone who did show, was going to be a high school or middle school math/science teacher.  THIS WAS MY CHANCE TO GIVE MY COLLEAGUES AN ALTERNATIVE WORLDVIEW TO CONSIDER.  So I went for it!

I began by talking about my own insecurities as a non-Indigenous educator who has been tasked to incorporate Indigenous culture into her lessons.  I talked about not wanting to simply exchange the word “boat” for “canoe”, in a couple of word problems. I talked about the importance of making mistakes in front of our students so that they would be less fearful of taking their own risks in front of their peers and teacher. Then, I turned to Dr. Lee Brown’s message. In Dr. Marker’s interview, around the 12 minute, 50 second mark, Dr. Brown talks about the Indigenous learner who has been raised to believe that “together, we are stronger”.  That by looking at someone’s work, is not cheating; it is learning. That in Indigenous culture, there are no straight lines; only curves.   (Unfortunately, I do not have permission to show this interview on this post. For those readers who are not in ETEC 521, I feel like it is important to share Dr. Brown’s general message somehow. Here is some more information about his passion: emotional health and wellbeing.)

Although I have barely begun my paper, my main conclusion is going to be that by incorporating Indigenous worldviews into our teaching practice, ALL of our learners will benefit, through maintenance of their own emotional health.  When we utilize collaborative pedagogies, we are actually utilizing an Indigenous worldview!  As Dr. Marker described in our ETEC 521 course, different worldviews can simultaneously be maintained and honoured, whilst also have a space where they overlap, as in a Venn Diagram:


Looking at the sketch I just drew, I honestly think that there is more overlap in our classrooms already.  We simply are not labelling and/or being as mindful of the pedagogies that we are doing that celebrate our cross-cultural similarities.  Going forward, this must change.  We must use better language surrounding Indigenous worldviews and to do that, we must learn more about what these worldviews are. We also must believe in the value of Indigenous worldviews. Honestly, this is the easiest step, as far as I am concerned, as Indigenous worldviews promote interconnectedness, emotional wellness, and the building of one’s identity. Sign. Me. Up!!!

In conveying this message at the GAFE conference, I truly hope that I did the message justice. I won’t ever know for certain, but at least I went for it.  I would not have been able to even attempt to share this knowledge had it not been for the ETEC 521.

Once I finished discussing the affordances of a collaborative classroom, my first collaboration activity was the Snowball Fight, which I discovered in a resource that my classmate and Belmont High School teacher, Paul Waterlander shared with me a few weeks ago.  If anyone is interested, it is a free, downloadable PDF, “First Peoples Math 8 & 9”. Here is how my first Snowball Fight “went down” last week:

If anyone is interested, I ended up not passing out and/or completely dropping the ball on my presentation due to a few factors.

  • I repeatedly told my inner-coward to shut up. It was OK that I didn’t have humorously timed slides or pre-made jokes to tell.  It was OK that I wasn’t “Google Certified” and that “Crazy Certified” is also beneficial.
  • I gave myself a 1 hour time out.  I basically hid and ate free food before my presentation. During that time, I sat by myself and gave the presentation to myself (for the fourth time…).
  • I went to my presentation room as soon as the previous presenter was done. I talked to him to see if he had had any tech issues.  I shared how nervous I was, and his advice was very comforting.
  • I chatted with people as they came in.  Introduced myself and asked people to talk about themselves. Some people, I have known for YEARS came in, triggering both happiness and additional anxiety.  One teacher came right up to me and introduced himself as Josh Elston, a fellow MET student.  We have been in a couple of courses together, as well!  That was so great meeting a classmate, face-to-face for the first time! 
  • Although I stumbled a bit on the acknowledgement, I got it out. It took about 5 minutes for me to relax into the presentation, but what one super nice teacher did, was to go into “teacher mode” and reassure me that this was a safe place and not to worry.  I really appreciated her calming words. She was my hero at that point.

In the end, the entire process not only drained me, it challenged me and it then filled me.  It really drove home the importance of challenging our students within their Zones of Proximal Development (#VgotskyIsInTheHouse!), as I was in my Zone!

I must thank everyone who came to my presentation, as I would not have made it through without their support, kindness, and willingness to learn about new pedagogies. Thank you to my inner circles who sent me such encouraging words.  Thank you to this lady who I have been admiring from afar for years:

It really is unquestionably true: Together we are stronger.


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Week 1: Being everything for everybody: Teacher 2.0

I would like to think that most educators, regardless of the age of their students, strive to accommodate the varying needs of their students. Reflecting on my own practice as a high school math and physics teacher, I reckon that although I combine community-centred, knowledge-centred and assessment centred strategies, I heavily favour knowledge-centred.  In senior math and physics, students must have a strong knowledge base prior to engaging in critical thinking processes.  Without that base, numerical confidence is non-existent and misconceptions, typically laced with anxiety, runs rampant through a learner’s work. It actually does matter HOW work is presented. Logically presenting one’s reasoning is a skill that is not “Googled”—it is demonstrated, rehearsed, critiqued and rehearsed some more.

And yes, my students interact with each other via their class blog, via Google Classroom and face-to-face collaboration, whiteboard practice. We complete labs and projects, collaboratively and individually.  Assessment is varied, although I still believe in unit tests and final exams (to the horror of some folks, admittedly). Ultimately, for myself, I am huge fan of hybrid approaches to learning that combines old school with new school techniques.  Everything I do, may not tap into everyone’s most efficient learning style, but hopefully, I will touch on something for everyone.

To my colleagues, I always maintain that it is important to be one’s authentic self, to stay “fresh” with your practice (in whatever way that looks like for you) and to enjoy what you are doing. If we are enjoying it, it is pretty much guaranteed that our students aren’t either. To suggest there is but one way for learning to effectively transpire is equivalent to saying that there’s only one way to prepare shrimp.

This week’s reading was “Towards a Theory of Online Learning” by Terry Anderson

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How My Noodle Handled Moodle: The Sequel

I think that my summary in the documentation for Assignment 3, pretty much sums it up:

I can see why educators do not wish to leave “Moodleland” since to get to Moodleland, you have click and plan yourself into a near coma! The effort to learn, master and create a working Moodle is arduously, epic in nature.  That being said, once it is established, I believe it is also fair to say that eventually, an equally epic amount of the educator’s time will be saved for other activities such as undertaking a Master’s Degree in Educational Technology. A significant negative for me was that I found the quiz functionality to be too cumbersome and lacked the ability to efficiently add math text.  Should Moodle allow data banks of math questions to be imported, I would consider altering my stance on this, however, as ease in assessment is important to my practice.  Ultimately, since I can easily post videos and notes via the Google Classroom, I do not feel that investing time into creating a Moodle course is a path that I personally want to travel. Was this assignment a poor use of my time?  Not at all!  Being mindful of the effective design elements is a skill that every webpage, Google Doc, and YouTube educational video should incorporate and I look forward to building on what I learned in my journey to Moodleland!

When it comes right down to it, do you want to invest a schwack of time into your LMS or would you rather use Google Classroom and just jump right in?  As time is very precious to me at this point in my life, I need to take the GC-route.  This decision was pretty much made for me by my District, as well.  Victoria has officially embraced GC and is not going to let go in the foreseeable future. And it isn’t because I am just wanting to follow the herd– I really was disappointed in the amount of effort it took to make my Moodle site feel like a webpage. Click after click after click— it was endless mouse clicks!  With its tedious design nature combined with its inability to handle math script, this noodle is going to be staying away from Moodle.

Click here to see a tour of my content module.

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How my noodle handled Moodle

Learning a new skill always has a somewhat steep learning curve associated with it.  Historically, I have leamoodle free for reuserned well from traditional classroom models, however, since undertaking a degree that is delivered in a on-line format,  I have been forced to adapt my preferred learning style!

I must admit, that when I first signed into my Moodle site*, I was very intimidated.  Nothing made sense to me– I was in a foreign land and I did not speak the language!  Without too much trouble, I was able to change the theme, although I was not very impressed with the options— Moodle themes are very simple, to say the least.

Beyond theme choosing, however, I was immobilized. All I can say is thank God for YouTube!!!  Moodle itself provided a series of informative video tutorials and my Professor also provided us with a great YouTube tutorial.  If it was not for these videos, I would still be in the fetal position, I am certain!

Once the basic processes were in place, I did feel like some of my prior knowledge was useful.  I blended in my online Interest Inventory and Google Calendar, without any trouble.  My course outline was adapted from what I use in my classes currently (Having online versions of outlines is particularly awesome, however— providing external links is fantastic!)  I am happy to be learning how to manipulate the code of the page to make the formatting or functionality optimal, as well.

Overall, it was a very interesting process!  Without question, I would much rather do projects like this than write an essay, so I am definitely in my happy place!

*When watching this Screencast of my site, please know that there was a tremendous wind storm happening!  At first it sounds like sirens, but then you can here the wind fairly clearly. Talk about bad timing!


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Week 7: Reading Break

A break from reading or a break to read?

For me, the latter, fo shizzle!

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Week 6: Tourism Victoria should get in on this!

Gamification seems to be “so hot right now” in education. And although we may all not be the Mugatu’s of the education world, would it hurt if more educators attempted to bring a gaming component to their students’ learning?

On the one hand, I do not believe that learning has to be sugar coated in order to be delivered, 100% of the time.  On a similar vein, when I was a newbie science teacher, I relaxed quite a bit when I realized that I did not have to be Bill Nye the Science Guy, EVERY class, in order to be an effective teacher.

On the other hand, I have found over the years, that it does help to have a “bag of tricks”– that is, a source of lessons that are noticeably shinier than the others, to have students not only learn but really enjoy the process, as well.

Craig Brumwell’s  “Dilemma 1944: Kitsilano High School“,  exemplifies the shiniest of the shiny lessons, that I have ever come across.  It is so shiny in fact that he deserves some sort of shiny award to go with it! Dilemma 1944 perfectly marries history, with personal reflection, whilst using technology as a conduit. I am so incredibly impressed with what he has created, that all I want to do is think about ways to utilized this concept in a Math or Physics class.

But sadly, I mustn’t, as our question this week dastardly included the phrase, “other than schools”.  (To be exact, “What organizations or audiences, other than schools, may benefit from using this or similar mobile learning objects?”)

As other classmates have already touched on some great ideas, my contribution to this week’s discussion will be fairly specific.  I think that Tourism <insert your homeland>, should really tap into this idea, big time.  In my homeland, Victoria, there are at least two, possibly more, walking tours that take folks around the town.  The Hands of Time  and The Signs of Lekwungen are walking tours that have PDF brochures that lead their participants to historically relevant sculptures throughout the downtown core. Using the geolocation features of ARIS, along with QR codes, people could earn points along with their learning.

Although I have not had any appreciable experience with institutionalized mobile learning, I will say that when I use my own phone in an educational context, I feel empowered and very happy that my huge cell phone bill is somewhat justified. Most of the informal “learning” I engage in is most definitely not “gamified”– the knowledge itself, is my reward.  Do I get giddy when a tweet gets more than my usual amount of recognition?  Perhaps a little. I am not certain if popularity and recognition is the same as gamification, however– I think they may be two different things.

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