Generation YES Blog

Stage: A whole new world
You hear an inspiring keynote at a conference, read a book, or see a colleague use technology in their classroom. It clicks with something inside you.

Stage: Connection
You try to understand the role of technology in your life as an educator. Coincidently, you start to see this topic pop up all around you. It seems to be haunting you. You set up a blog reader and add a few feeds. You find a guru whose words help you make sense of the murky picture.

You read books, start your own blog, or change something in your everyday life. You go to an educational technology conference and attend every session.

Stage: Stepping into the void
You implement a project you never would have attempted before. You get more and more into the subject and are amazed that there is such a vast network out there. You add more blog feeds, listen to podcasts, buy books, start a wiki, subscribe to magazines, and join other networks and conversations. You wonder why grad school never felt like this.

You feel renewed as an educator and lifelong learner. Your colleagues wonder what’s gotten into you.

Stage: Firehose
You try too many new tools and join too many networks. You start to resent it when someone introduces something new. You hate your pile of unread stuff. Your blog feeds start to overwhelm you. No one comments on your best blog posts. It seems there is just too much to keep track of, and it never stops.

You get a bit depressed that you are so late coming to the party.

Stage: The big picture overwhelms
You wonder if what you are doing is just a waste of time. You find analogies to the failure of school in everyday occurrences. Your regular friends look at you funny when you start using words like “pedagogy” and railing about the “factory model of education” in everyday conversation.

You find that it’s not just technology-using educators who feel this way, that education reformers have been saying things like this for decades, even centuries.

You are sure that “school” cannot be fixed.

Stage: Ennui
You commiserate with your network about people who don’t “get it.” People who are coming late to the party annoy you. You tire of the clichés that seemed so fresh at first. You say things like, “If I hear about sage on the stage / guide on the side (or digital natives/immigrants, or anything 2.0, or insert your own pet peeve here) one more time, I’ll kill someone!” You meet your gurus and find out they are just human, and maybe really wrong about some things.

You stop going to conference sessions. Someone accuses you of being in the “in” group.

Stage: Renewal
You accept that you won’t ever be able to keep up with the hype machine and stop worrying about it. Your project goes well and your plans expand.

You start to narrow down your areas of interest and explore them deeper.

Stage: Building expertise
You attempt something on a wide scale, collaborating with other like-minded educators. You find renewed energy as you work with students or teachers and see things change. You find books, even some written decades or centuries ago that support your beliefs. You become better able to articulate the “why” of all this. You think about going back to school. You find experts outside of your newly constructed network.

People look to you for advice and expertise.

Stage: The circle of life
You connect with new people in their own early stages and give them guidance as they figure out what you have figured out. You mentor someone. A student says you’ve changed their life. You learn something new and feel that spark. You rededicate yourself to changing what you can. You think that if these ideas can take hold, even if it has to happen one person at a time, there is hope for the concept of school after all.

You use the phrase, “sage on the stage vs. guide on the side” - see someone’s eyes light up and forgive yourself.

Sylvia

PS Of course, this is not a recommendation, aimed at any person in particular, or suggests a linear path. Sometimes I feel like this all in one day! Hope you all take it in the spirit it’s intended and get a chuckle out of it.

I often hear tech-loving educators say that for teachers to really start using technology in their classroom, the teacher has to first have an experience with technology that is personal and meaningful. Often these educators have had a transformative experience themselves in which some aspect of technology, like blogging or Second Life, provided a professional re-awakening.

Because their own professional flame was rekindled in this way, they assume that all other teachers must have a similar experience to follow in that path. To me, however, professional development that requires a personal transformative experience seems unscalable.

Sylvia

It’s been two weeks since the Constructing Modern Knowledge 2008 summer institute in Manchester, NH, and I’m still processing it. CMK08 was an exhilarating learning experience, both as a participant, an observer, and as part of the team making it happen. You don’t often get to have all those experiences at once!

Preparation
The goal of the conference was to offer a way for educators to spend time being a learner and using technology in deep, rich, constructive ways. A way to “walk the talk” of taking off the teacher hat and exploring what makes learning with technology different. There was no way this could be another session-session-session conference, or even a typical “hands-on” workshop.

So participating in the planning of the event was an eye-opener. How do you create a climate where people feel supported, but will still take risks? What “stuff” do you need? How to structure a day with enough time for working on projects, learning new things, collegial interaction, and sleep. The man in charge, Gary Stager, has had plenty of experience planning these events, but I’ve had almost none. So listening to him talk about how this could work, drawing on 25 years of experience was informative. I learned a lot before the event even started. In the end, each day consisted of a short opening framework from Gary, one guest speaker, and the rest of the time spent working on individual and group projects. Plus evening social events!

The stuff
OK, we brought a lot of stuff. About 100 books that ranged from academic classics to books that are great for classrooms and students. Here’s the list. Lots of books about the Reggio Emilia philosophy of education - they are all beautiful, with amazing care taken to represent children’s work and discuss it thoughtfully. Two large suitcases of Lego and robotics materials. Lots of articles and how to guides. And then when we got to Manchester, we went to WalMart and Staples for more. We bought bubbles, marshmallows, bubble gum, a whiffle ball and bat, a printer, color pencils, crayons, art supplies, an a bunch of other stuff. What’s it all for? Read on…

More stuff
Once we got to the hotel to set up, we found 10 more boxes. Several companies had donated constructive, creative software and materials for our participants. Tech4Learning sent full suites of their creativity tools, including a whole Claymation Kit. LCSI sent MicroWorlds EX Robotics and Inspiration sent InspireData. Make magazine sent a case of Make and Craft magazines. Sibelius/M-Audio sent 3 keyboards and music composition software for us to use. By late Sunday night we had everything ready.

Sunday excursion
In the midst of all this, Gary took several early arrivals on a tour of Boston, his college home town (Berklee School of Music). They went to the MIT Museum and did a guided walking tour of the Freedom Trail. Once back from that, Gary had to rush back to WalMart to buy rice for some mysterious reason - more about that later.

Getting started
Monday morning started the institute. Everyone started to arrive and settle down, install new software and meeting and greeting. The introductions were amazing. People had come from all over the country, and two from Israel and Khartoum. We had kindergarten to high school teachers, math, science, art, administrators, public and private schools, tech coordinators, district — just about every combination of educators you could imagine. After some opening words, we brainstormed some ideas for projects - dancing clowns, musical sculptures, a video or simulation about the immigrant experience, a boat, a kaleidoscope and more. Then people grouped themselves on a project. My job was to float around and facilitate, connect people with resources, open boxes of stuff, find clay or eyeballs or pipe cleaners or debug programs or whatever.

Some groups took off right away. I spent a lot of time with a group doing a video using the Claymation kit and the Frames animation software. We set up the green screen and brainstormed ideas. Some of the ideas worked, some didn’t, and when we did a test with the software, we had our first AHA moment. Working with our test pictures and the software lead to another, wholly unexpected discovery and that lead to an even better idea. Our story took on a new and different shape before our eyes because we allowed it to and we had time. If we had rigidly stuck to the original plan and schedule, it wouldn’t have happened.

Someone started making turtles out of the clay. Why turtles? Not really sure how that happened. But suddenly they were the stars of the movie. Somebody said, “it’s hard to line the turtles up to the previous frame” and someone pointed to the onion-skinning button, and that knowledge was passed quickly around the table. Then someone else sat down with one of the keyboards and composed a song to go along with the movie. We didn’t have to sit through workshops on music software, frame animation techniques, or turtle carving. The idea of “collaboration through the air” that Gary had talked about that morning had just happened.

But I wasn’t supposed to just help one group! So I walked around and asked people what they were working on. Two or three groups were going strong. But I found some people just “playing” with software. Hmm…. that wasn’t supposed to happen, where were their groups? One of the groups had disbanded, some were sitting at the same table, but not working on the same thing. So, I asked our fearless leader, Gary, what to do - should I try to get people working in groups? No, he says, let people approach things in their own way. Offer them help but let them decide to participate. So although this is against my A-type to-do list mentality, I have to trust him.

A couple of people off in the corner are clearly not working on a project. I ask them what they are doing and they say they are doing lesson plans for fall. I encourage them to join a project and learn about some of these tools, to have the experience of learning. No, they say, this is a good time away from the office for them to work on these plans, but they promise they’ll start working on something later in the afternoon. They look at me and smile, clearly hoping I’ll go away and leave them alone. I do.

Some people are just doing amazing stuff right out of the box. What is the difference?

Sarah Sutter from Maine put it like this, “I figured someone would lead us through some exercises, show us some plans, maybe discuss how best to implement these new (to me) tools in the classroom, and I’d receive enough information to work with it later. Nope. Gary told us to take off our teacher hats, and he meant it. From what I observed, the quicker one transitioned from teacher to learner, the better things went.”

The Rice Sculpture and the Texas Boys
On Sunday, the two “boys” from Texas went on the tour of the MIT museum where they saw an exhibit of kinetic sculptures. They came back with an idea to recreate the moving rice sculpture in Lego, and even improve it by replacing the hand crank with motors. This was the cause of the late-night WalMart rice run. Be sure to read Paul Wood’s and Scott Floyd’s blog reflections with pictures and videos about their re-creation of this sculpture.

Scott Floyd - Drowning in rice and other deep subjects
Paul Wood - Constructing modern knowledge

By Monday afternoon, the first version was done - and it was fascinating. It had an organic movement to it that was both creepy and compelling to watch. This was more than a nice piece of engineering, it was beautiful. That was the first piece for me in what turned out to be my big takeaway from the week - the part that esthetics plays in construction of knowledge.

Closure
Each day ended with a circle where everyone could wrap up their impressions of the day. Typically I’m leery of anything that smacks of touchy-feely kumbayah theatrics. But it was important to bring the meta-analysis back to the day. People had allowed themselves to take their “teacher hats” off for a time, now it was time to step back and think about the meaning behind what was happening to them as learners and what it meant for how they might change their own management of student learning environments. More than a few people expressed how uncomfortable it felt to be “thrown off the deep end” and told to JUST DO something. But then almost all said that the feeling of moving past that discomfort and frustration was meaningful and necessary. Gary had mentioned watching for this “mouth-up frustration” as a good sign. But what’s the right balance of frustration and hand-holding? Obviously, in this group, there were as many answers as there were personalities. What does this imply for students?

What I learned
I know I’ll have more to say about this, but to wrap up this reflection, here’s some of what I learned from Constructing Modern Knowledge.

• A workshop plan needs a lot of space for people to adjust it to their own needs. Gary expressed this by not having a set agenda, but “appointments” - lunch was noonish, the speakers started only after they visited with the participants and saw the projects that were underway. The work was first priority, not the schedule.
• Some people walk in the door ready to hand their hearts and minds over to you, some have agendas you will never understand.
• Uncertainty and frustration signals growth and learning about to happen. On the teacher side, it’s tempting to step in right at that moment to “fix it” — which is exactly the wrong thing to do (assist, answer questions, yes… do it for them, no)
• Having more than enough “stuff” let people focus on what they wanted to do, not just what they could do. It became inspiration, not a recipe.
• You have to have enough time to let the process work. People are different, but I believe this unconventional experience worked for the vast majority of participants. It also signals the kinds of learning environments that work for kids.

There was so much more to talk about — the guest speakers, so many other very cool projects, the role of esthetics in learning, but this is enough for today!

To close, please enjoy a video by Michael Steinberg, shot, edited and presented at CMK08!

Sylvia

Well, in what may be the understatement of the year, this has been a busy couple of months! The intrepid Generation YES staff has been working on two major projects with a deadline to have both of them done for NECC this month in San Antonio. NECC is a great place to show off new stuff, and we have a lot to show this year!

I blogged about TechYES Science (Announcing TechYES Science) last week, our latest addition to the TechYES - Student Technology Literacy Certification family.

But now the REALLY big news. The exemplary GenYES model is undergoing a major update to make it easier to use and even more aligned with the needs of 21st century learning communities. If you haven’t heard of GenYES (!) — GenYES students learn technology skills and apply those skills to real life issues — teaching teachers technology, building classroom resources, and doing tech support.

GenYES 2.0 is a proven way to help K-12 schools leverage students’ tech-savvy passion to integrate technology in every classroom. Empowered GenYES students inspire teachers to use technology and provide help when and where they need it.

• All resources online for ease of use
• New student-powered online help desk for the whole school
• New student project tools and teacher class management tools
• New blog and wiki tools
• Activity guides, project starters, and 20+ units of curriculum teach technology skills, multimedia, media literacy, audio, video, Web 2.0 tools, level 1 tech support, and more. Advanced units cover student leadership, community service, careers and more advanced tech support.
• Student certificates
• GenYES students learn collaboration skills, project planning, teaching, mentoring and troubleshooting skills.
• Club or class; upper elementary, middle and high school.

Read more about GenYES 2.0 online or in this downloadable flyer (PDF).

Note: There is a really big change to the way GenYES 2.0 is priced. For the first time, there are NO RENEWAL FEES - GenYES 2.0 is a one-time only site license. This is a pretty big change for us, and I plan to blog about why we’ve made this decision.

Another note: GenYES 2.0 includes all the resources from our Generation TECH student tech support program, which is being retired and integrated into GenYES 2.0. We kept hearing from customers that they wanted students to learn to collaborate with teachers on technology integration projects AND do tech support. So we finally figured out how to incorporate all of these in one easy to use tool.

OK, one more note: For GenYES 2.0, we’ve invented a Web 2.0 application we call the GenYES Technology Assistance Project (TAP) Manager. The TAP manager acts a bit like a help desk combined with a student-friendly project management tool. Any teacher in a GenYES school can request help or tech support by clicking a link. The GenYES teacher acts as a traffic manager, assigning TAPs to GenYES students. And like Facebook and other Web 2.0 tools, the web application gives GenYES students and their teacher a running report of what’s going on in their learning community as they work on their projects.

If you are coming to NECC, come by our booth (7148) and we’d be happy to give you a demo. Soon after NECC, we’ll have an online demo available.

Sylvia

Women of the Web 2.0 hosts weekly web chats about education and new technology. Tuesday, June 3. I’m proud to be their 79th guest!

Join us at 6-7PM Pacific time for a chat about Web 2.0, student empowerment, and gender issues in technology and education. Details here at the Wow2.0 website.

Please feel free to add to the wiki if you’d like to suggest questions and topics.

Sylvia

The Center for the Advanced Study of Technology Leadership in Education (CASTLE) is the nation’s only center dedicated to the technology needs of school administrators. CASTLE helps  university educational leadership programs prepare technology-savvy school leaders and provide numerous resources for K-12 administrators and the faculty that prepare them.

I’m proud to announce that I’ve been named to the newly formed CASTLE Advisory Board.  I’m really looking forward to working with this diverse, accomplished group of people to assist with the important job of helping K-12 school administrators understand the role of technology in improving student achievement and creating relevant, engaging experiences for tomorrow’s global citizens.

Sylvia

In my recent post, Six Degrees of Professional Development, I grouped PD: Academic coursework, Workshops/sessions, Formal research, Informal, Classroom embedded, Action research. One of the reasons I grouped the 6 types in this particular way is that it situates the professional development.

To me, one of the most powerful ideas in learning is the theory of situated learning. This term was first used by Jean Lave and Etienne Wenger in their 1991 book Situated Learning: Legitimate peripheral participation. I first read this book in grad school, and it has colored everything I’ve learned since. Situated learning happens in Communities of Practice, defined by Wenger on his site as, “… groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.”

Community of practice is a term often used when we talk about teacher professional development. But in fact, I think often it is confused with community of interest. Community of practice is where you DO something. Community of interest doesn’t have to be. When we chat with friends and Twitter buddies about teaching and how to do it better, or what tools to use, that’s a community of interest, not a community of practice.

The primary community of practice for most teachers is within the confines of their own classroom. The participants are the teacher and students. Sometimes other people visit, but these visits are few and short. While teachers may participate in other communities in a professional capacity, for most, the classroom is the only setting for their professional practice.

Traditional forms of professional development remove the teacher from their classroom and attempt to create a community of practice made up of teachers and technology experts. This community exists only for the purpose of imparting information from the experts to the teachers. While there is certainly a place for collegial discussion and access to professional improvement, it is not unreasonable that teachers often reject transparent efforts to force them into participation.

Wenger, in discussing designs for learning inside communities of practice, makes the point that they, “…cannot be based on a division of labor between learners and nonlearners, between those who organize learning and those who realize it, or between those who create meaning and those who execute.”

Common recommendations for technology professional development include that teachers be given more time for independent practice without fear of embarrassment, to watch expert practitioners, go to conferences and workshops, or participate in online learning communities.

The problem is, these attempts to fix technology professional development only serve to reinforce the separation between the teacher learning new skills and real change in classroom practice. In a book chapter called Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? Mark Schlager and Judith Fusco look at the use of Tappped-In, an online teacher community, for professional development. They say it “… tends to pull professionals away from their practice, focusing on information about a practice rather than on how to put that knowledge into practice.” Mark Schlager is director of Tapped In, so this is not just someone who doesn’t like newfangled online PD.

In short, mere discussion about practice does not create a community of practice.

Even if a great workshop excite teachers about new possibilities and tools, the teachers are removed from the successful context and sent back to the classroom to fend for themselves. They are expected to use their new skills without colleagues or experts present. One-on-one coaching that provides in-class mentors is expensive and rarely available. The technology specialist is not always there, and the “teacher-down-the-hall” that many schools depend on for technology help has their own class to teach. Online teacher communities can only take place outside of classroom time, too late for any intervention or advice to be useful. Maybe you can Twitter out a call for help, but that’s too unreliable to count on in crunch time.

So as teachers struggle alone in their classroom with questions, issues, and problems, valuable teachable moments are missed.

In an interview discussing what changes need to take place in classrooms to allow project-based learning, Seymour Papert says, “What we need is kinds of activity in the classroom where the teacher is learning at the same time as the kids and with the kids. Unless you do that, you’ll never get out of the bind of what the teachers can do is limited by what they were taught to do when they went to school.” (Interview on Edutopia site - Seymour Papert: Project-based learning)

So you know where I’m going with this. You have to look at the whole classroom and maximize the chance that teachers will learn alongside students. It has to be the norm, not the exception. By looking to students as co-learners in the effort to use technology, teachers end up learning more themselves. It takes a willingness to take risks in front of students and to model an attitude of openness to new ideas. I think seeing learning with technology happen through the eyes, hands, and screen of their students is the only way teachers will really understand the potential.

Situating professional development in the classroom is, I believe, the only way that technology will really be integrated into every classroom.

Sylvia

As some smart person once said, you have to count what matters to make what matters count.

Professional development plans often have “measurable outcomes”, accountability, and other such means to prove that professional development is successful. But very often, the evidence of success is simply “showing up”. You go to a workshop or conference, you get credit. It doesn’t matter if the workshop was boring or if you knit a sweater instead of participating. The measure of success unfortunately has little to do with the intended outcome.

As Mike Maloy pointed out in the comments on my recent post, What is Professional Development?, some of this is a matter of finding better ways to document what’s happening. What is the evidence that any professional development works. In the big picture, you hope that professional development makes a teacher better, and a better teacher will produce better results in the classroom. How do you measure better results in the classroom? Saying there is a certain amount of disagreement here may be the understatement of the century.

What Matters is Your Vision
When we work with schools as part of a grant, there is often an evaluation design that seeks to measure the effectiveness of the grant. When we sit down to talk about what to evaluate, we always advocate that the evaluation actually measures all the outcomes you would like to see. Not just the usual suspects that are easy to measure, like test scores.

What’s your biggest dream? What would like to shout to the clouds when you are finished?

Isn’t the real vision that you hope to see kids more engaged, teachers who feel that they are doing a better job, parents who see that their kids education is more relevant? So why not ask those questions. There’s nothing wrong with combining test scores with a survey that asks questions that go to the heart of the matter. If you don’t ask what you really want to know, the opportunity is lost forever.

It’s often dismissed as “touchy-feely” to include subjective questions and measures, and yet, this is often exactly what we hope happens when we implement a new project. Somehow, affective and subjective have become a dirty words.

Blending PD Models to Produce Measurable Results
In my recent post, Six Degrees of Professional Development, I grouped PD into these types: Academic coursework, Workshops/sessions, Formal research, Informal, Classroom embedded, Action research. The reason I these particular groups is that 1) they situate the PD and 2) illustrates the strengths and weaknesses of each model at creating evidence of success.

Some of the more informal PD types are notoriously bad at creating measurable results, because documenting them undermines the reason they are interesting and easy. Imagine documenting your Twitter interactions, as an extreme example, or counting your Diigo friends and getting a “score” based on friends and how many bookmarks you post. That’s a sure fire way to stop participation!

But sometimes it really makes sense. Blogging, for example, is something that creates “evidence”. As I outlined in the post, Six Degrees of Professional Development, combining the informal practice of blogging with the discipline of action research can give you the best of both.

Say for example that someone blogged every day and gave a “score” for how they felt the day went. For example, a teacher could rate their own feeling of satisfaction that the lesson went well, or how well behaved the class was, or any other item that might be important. A simple scoring system from 1-5 would end up giving you data. After a time, you could extract data from the blog. Maybe you’ll find that scores are always better on Fridays, or worse after a 3 day weekend. To delve deeper, you could try to connect events actually recorded in the blog with the scores. You may notice that every day you go to Starbucks, it’s a better day. You might keep track of greeting the class in a certain way, or using an active whiteboard, or turning up the air conditioning. Just because the criteria is subjective doesn’t mean it can’t be measured.

What matters is counting what YOU think will make a difference, and proving it by measuring what YOU think counts.

Next: Why situating PD is critical

Sylvia

I’ve done a couple of posts lately about teacher professional development (What’s Professional Development) and how most teacher’s PD “diet” is pretty unbalanced (6 Degrees of Professional Development). I whipped up a quick Google Form to collect some data.

Take the “What’s Your PD Blend?” survey here

This is a real-time view of the data - powered by Google Gadgets.
[update: I had to start the data collection over again after I tested this out on some Twitter volunteers Sunday night. They helpfully pointed out some major inconsistencies in the survey questions.]

Sylvia

In my recent post, What is Professional Development? I proposed six types of professional development that most teachers have access to. Today I’d like to take that a step further and talk about blending these models together to provide teachers a more balanced diet.

Here are the six types I came up with: Academic coursework, Workshops/sessions, Formal research, Informal, Classroom embedded, Action research.

If we represent these as a graph, we would probably see a pretty common pattern. Teacher professional development is overwhelmingly done in in-services and workshops. If it was a pie chart, it might look like this.

Not much of a balance here.

For teachers excited by new opportunities with Web 2.0 tools, technology, and probably readers of this blog, it might look a little different. The concept of building a personal learning community, documenting your own teaching in a blog, or building your skills by reading popular blogs about education creates new opportunities for learning — but only in an informal sense.

For lack of a better term, I’ll call it an “edublogger” PD profile. It might look something like this:

And of course, someone who is getting a degree might look completely different for a while.

Now, none of these show much balance. And I think balance could be a really good thing to bring to professional development. Doing things only one way leads to complacency and a lack of perspective.

Bringing balance to professional development
So what might that look like? Just like a balanced diet, I think brainstorming blends of various types of PD is a terrific way to open your mind to new possibilities. Blending these models also provides a way to leverage the strengths and minimize the weaknesses of each type.

Take a look at this:

I’ve shown 4 different blends:

• informal + action research
• classroom embedded + workshop
• classroom embedded + informal
• academic research + workshop

So what do you get when you cross informal PD with action research? One idea might be that if a teacher is seriously blogging to uncover patterns in their professional practice, that’s a worthwhile form of professional development. A strength of informal PD like blogging is the personal passion and commitment people bring to it. A weakness is that it’s hard to measure or plan. But by incorporating some of the discipline of action research, you could come up with a plan that turns blogging into a more objective reflective practice.

classroom embedded + workshop: What does it look like if you move a traditional workshop into a classroom environment, complete with students? Imagine that you give the usual podcasting workshop directly to students, with teachers looking on. What might happen is that these teachers will see that students pick it up quickly, and can create podcasts without much direct instruction on the tools. They will see that their own reluctance to try podcasting is not shared by students, and the roadblocks that they have created in their own heads don’t apply to students.

By pushing the workshop into a live classroom, it solves the problem of teachers creating false complexity out of the technology and being the roadblock to classroom implementation.

classroom embedded + informal: I’ve seen a few examples of teachers video-streaming their class presentations and discussions, announcing them on blogs or Twitter, and random educators just showing up to take part. The connection to the outside world is great for the kids, but what this is doing is providing examples of classroom practice that might otherwise be hidden from view.

By drawing these lines and brainstorming the possibilities, we can find new approaches to a more balanced diet of professional development. And I think that instead of trying to define them all, it’s a better idea for these ideas to grow organically from the people who actually are involved in local professional development planning.

Next: Counting what matters so that what matters will count - how blending models of PD can provide new evidence of success.

Sylvia