The following reflective assertions relate to the examined and inspired research material, activity and assessment content of the ICT’s for Learning Design course. This course content being a place from which to locate educative value in education associated concepts and theories. Value, in this instance, being that which has qualified as having direct or indirect resonance with my anticipated personal and on-going growth as a practicing professional pedagogue and the experience designed to achieve that growth as a learning participant in the CQUniversity, GDLT program thus far.

I freely admit – I have trouble learning easily. At the same time, I thoroughly welcome and enjoy learning. Only, this welcome approach often places me in a learning frenzy. I become wayward without pattern systems, am horribly tangential in thought when tasked with straight-forward objectives and contexts, and, almost always, end up putting on my sparkly green hat and off I go - investing far too much creative attention into unassigned avenues of exploration – looking for and gobbling up all the neat things one can do with this, that and the other. Surely enough, my time management needs work and basically I find myself fallen and despondent – feeling nothing but compounded, overwhelming doubts towards my own performance expectation. This very task was meant to commence last week and did I seem to grasp the simplicities of the involved timeframes? No. Not at all. All is fine now. All good - all happy - I can do this!

Reasons as to why I feel more at ease are illustrated in the allegory of my next blog entry, but, first, in this entry I will briefly interlay a self-introduction with my bearings over the Edutopia webinar and learning theory reflection areas of last week.

For fifteen years I’ve been involved in the delivery of physical knowledge. Trying to get people young through hardly young anymore to jump around the place the way I do, the way a book instructs and however which way their own unique self wants to jump around the place. For an even longer amount of time I’ve been jumping myself. Somewhere along the line I jumped around so much I completed a post grad diploma in Performance Creation and before that I strapped on a pair of pointe shoes, bungee-jumped of a ten-meter-high spider web and was handed a Bachelor of Circus Arts. Amongst all of this bouncing behaviour I realized my red hat was constantly loose on my head. I always needed to readdress, retighten my intuitive reasoning and ask myself as to why I was involved in all of this physical and/or performance related activity, be it: drama, circus, yoga practice, biology, physical theatre, gymnastics, dance, dietetics, clowning or the choreographing, training, competing, witnessing, analyzing, creating or studying of any the former – the answer was never going to be able to sate my craving – I need to be immersed in the investigation of human physical endeavour and in particular the phenomenon of physical performance. One thing I realized I could contribute towards satiating is the desire to become a better teacher of such endeavours and so here we now meet at the wonderfully contrasting digital juncture of this blog.