Category Archives: Twitter

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What Happened to the Potential of Social Media in Education?

A post that happens when Twitter isn't enough

Dean Shareski posted this to Twitter (SM = Social Media):

Read the thread of comments (it’s worth a minute or 2) by following the link.

I’ve written a bit about this before, and ironically that post from 8 years ago also involved Dean (Who’da Thunk?).

Dean is right, when this social media thing was new and all, some of us saw a powerful potential for it’s use in the classroom and beyond as a thoughtful, motivating and powerful way to connect our students with each other, and experts, and locations, and learning that hadn’t been very accessible before. Now they were available, and they were available on a global scale. Time zones were pretty much the major obstacle (and fear for some, really many I guess). I co-wrote a book about what we had learned along the way because we found it was pretty much as awesome as we thought it would be.

Many of us sang the praises of blogging and Twitter and Flickr and Skype and Facebook (except it was usually blocked even more often than the others). We’d encourage and almost demand that those attending presentations we were giving sign up for Twitter … RIGHT NOW! …. and provide the screenshots to follow and time to sign up. This was such an powerful tool we had to evangelize to the world about it.

So what happened? Plenty of good things happened. Many teachers made those connections and shared learning experiences that were leveraged by the use of online tools. Blogging was my favorite because a blog can be writing, but also photos, video clips, podcasts, and more … and the photos could be of student artwork field trips, math …. any subject. My class connected with Dean a few times when he was working with teachers in Canada … but we danced with students in New Zealand, performed experiments with classrooms around the world, shared guest speakers and much, much more.

So what didn’t happen? Plenty. Among the things that didn’t happen was what usually happens in education – a lack of professional development, especially for those that needed more support and experience to see the value. Just doing “technology” isn’t where the value is, but that is where schools/education in general tended to go … the message too many get is that just by doing school on a computer will bring the change we are looking for … so not true.

Fear was and is big – will the boogey-man get me or my students and will I get in trouble? Access – to the internet, to technology (well the lack of access really) is and was a roadblock. Time, in reality, but also the perception of lack of time for all this stuff stops many from gaining the experience necessary. A very demanding, narrowed and scripted curriculum that does not lend itself to integration, going deep and being thoughtful … that happened big time.

I think the potential is still there. It just needs a re-birth of sorts. At least more of us know the nuts and bolts of getting online and setting up accounts and some safety concerns. Perhaps now the focus needs to shift to the powerful collaboration, connecting, editing, sharing between our students about important things (not mostly bopping around via video-conferencing to figure out where someone’s school is) that these tools provide us. Share science data, stories, poetry, how to do things, art projects, robot designs and so much more … and take the time to do them well and even the time to re-edit and re-present. Then have conversations about them in the comments … and teach students how to have the positive, supportive discourse that makes it powerful and the world a better place.

There’s lots more to say about this, its a very important discussion that should be ongoing … maybe we can have some of that discussion in the comments here (or on Twitter or elsewhere). I’m out of time for now. I hope this continued Dean’s Tweet conversation in a meaningful way.

Learning is messy!

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Our Annual High Altitude Balloon Project Is Coming Together

We'll launch your "High Hopes" for the world!

NOTE: If you’d like to be part of this project you and your students can send us their “High Hopes” for their school, community and the world and we will launch them up high to 100,000 feet where they will be released to slowly drift down to the ground and become one with the Earth. We’ll print your hopes on biodegradable paper designed to compost. Send your “High Hopes” here or you can tweet them to us by using the hashtag #hhpSTEM. 

We had planned on launching May 17, 2018, but somewhat unusual spring rains have made the high desert dirt roads we rely on a bit sloppy for recovery. Our current launch date is June 1, 2018, weather permitting.

This year Virginia City High School students are designing the engineering and science payloads that will reach altitudes of 80,000 to more than 100,000 feet.

Every “high hopes” launch includes payloads to carry and release the world’s high hopes that are printed out on biodegradable paper. Past designs have attempted to be mechanical in nature using a timer or altimeter to trigger a motor to spring a latch and release the “hopes.” However no group has successfully completed that kind of design, usually because of class time constraints, so they end up with a payload that relies on the chaos that ensues post balloon burst as the payloads plummet to the ground (before the parachute gets enough atmosphere to slow things down) to open flaps on the sides and release the “hopes” … which works well, but engineering motors, Arduinos, pulleys and all is intriguing, so we’ll see what happens.

Engineering payload motor driven latch release for world’s “high hopes.”

Another group is looking into gluing seeds to some of the high hopes in order to spread some flowers around the desert. They are researching what seeds they can distribute that way (don’t want to plant invasive species) and have contacted the local authorities about their idea. They are developing a water soluble glue that also might provide some nutrition for the seeds as well.

Mixing a trial batch of bio-degradable glue.

 

 

 

 

 

 

A payload designed to see how sound is effected by the thin atmosphere at high altitudes is taking on a Star Wars theme. The plan is to play the theme music from Star Wars while a camera records the image, but more importantly the sound during flight through a speaker that is insulated from vibrating the payload, so the sound must travel via the air. Does the thin air effect the sound? 

 

 

 

 

 

 

 

 

This should be an interesting payload to fly!

 

 

 

Yet another group wants to test a design to protect plants from the freezing, dry conditions they’ll encounter during the flight (actually very much like conditions on Mars). They’ve set up a group of plants to launch and a identical set to stay on the ground to compare with. They are trying several different ways to insulate the seedlings and seeds they will launch.

 

 

 

 

 

 

 

 

 

 

 

Students have also set up a social media campaign including Twitter and Instagram to ask for others to submit their high hopes. Please send us your high hopes and we will launch them high into the stratosphere!

Learning is messy!

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Yes, the High Hopes Project will rise again!

Photo taken from near space, June 2015, from the High Hopes Project balloon.

Photo taken from near space (26,200 meters / 86,000 feet), June 2015, from the High Hopes Project balloon.

I’ve been asked a number of times since the new school year started if the High Hopes Project will happen again this year, and the answer is yes! We met yesterday with a group of dedicated local middle school teachers that requested to have major roles in the project for their classrooms this year and discussed their participation as well as how the rest of the world can be involved. There will be some differences this year, but the return of some of the most popular aspects of the project as well. This Edutopia article about last year’s project will give you some notion of the project and the links on the project wiki page will further inform you about how you can be involved as well as links to photos and videos. We have to resurrect / restore the project blog and web pages, but the Flickr, YouTube and Twitter accounts are still up and running.

We will be bringing back, with a bit of a twist, an elementary bio-engineering project where students (yes, your students can  participate!) do a long term experiment to find a type of paper that will biodegrade quickly, or a substance that can be put on paper to induce it to biodegrade as quickly as possible. The paper has to be able to run through a printer or copy machine BTW …. and we will explain more about the project fairly soon. So be looking for updates here and on the project blog.

Learning is messy!

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The “High Hopes Project” Explained

This is cross posted at the “High Hopes Project” blog
Lake Tahoe to Pyramid Lake from about 29,000 meters (95,000 feet)

The “High Hopes Project” is designed to be a model global STEM learning project. But what is it really and how does it work? Who is involved? How can my students and I be involved?

Last year we dropped GoPro cameras 45 feet deep in Lake Tahoe and pulled them up to almost 30,500 meters (100,000 feet) attached to a high altitude weather balloon to investigate how that would work. No students were involved in that trial.

Well that has changed. We (see below) are planning launches from several Reno and Fernley, Nevada, area schools this spring. Tentative dates are the last week in April, and from crystal clear Lake Tahoe in June. These launches will include payloads designed by local students. At least 2 of the payloads will carry the “High Hopes” of the world to near space and release them. Teachers and their students (that’s you!) can participate by writing and submitting your “High Hopes via a Google Spreadsheet or via Twitter.

We are collecting “High Hopes” for your school, community and the world, from students and others around the globe – we’ve already received hundreds from local students, but also students from as far away as Norway and France.

Here are more specifics about the project including ways for you or anyone to join in:

Sparks High School students are designing and building a water pressure gauge to track water pressure from 45 meters (150 feet) deep in Lake Tahoe to the surface. An air pressure gauge will monitor air pressure to 30,500 meters (100,000 feet) or higher. Students from around the world will be invited to research to determine what will happen to the water and air pressure during flight, and we will share the data we bring back so they can assess their understanding.

Sparks High Students are also challenged to engineer a way to reel in the 45 meters (150 feet) of line with the cameras and water pressure gauge up to the bottom payload. Leaving the cameras dangling far below could cause instability during the flight, so this is an important engineering problem to solve. The students also designed the actual payloads to carry the “High Hopes” of the world up to 30,500 meters (100,000 feet), and then release the tiny strips of paper they will be printed on to spread in the atmosphere – Now they’ve turned those payloads over to Sparks Middle School students to install the release mechanism they are designing.

Sparks Middle School students will be learning about writing computer code and designing a system utilizing Ardunio micro-computers.  They will conduct low altitude tests using model rocketry to determine an effective way of accurately measuring altitude using the Arduino system and then use the knowledge gained from these tests to design a system to release the high hopes of the world at at least two different altitudes as the balloon is in flight.

Students at Cottonwood Elementary in Fernley (a K-4 school) are designing special high hopes to glide or helicopter to the ground – these high hopes will be launched at a lower altitude, around 6100 meters (20,000 feet) so the atmosphere is thick enough for them to take flight. They will also perform experiments utilizing bio-engineering to find a substance to treat the paper with so it decomposes as fast as possible once the “Hopes” hit the ground. The elementary students will utilize their new blogging skills and other means to encourage everyone to submit their “High Hopes.”

One payload will include colorful party balloons inflated to different sizes. We challenge students everywhere to research to determine what will happen to them as they rise through atmospheric layers to 30,500 meters (100,000 feet). Onboard cameras will record what occurs and we will share the photos/video obtained so students globally can see what transpired. In addition, we will monitor temperature and other data during the flights and share that data as well.

The High Hopes Project is planned as a model global STEM (Science, Technology, Engineering and Math) project so teachers, students and the community are better educated in the powerful learning a quality integrated STEM approach provides. There will be creative writing ideas, math and more offered along the way. These lesson ideas and challenges will be linked on our project Wiki page. Check back often to see new information and challenges.

You Can Participate too! Teachers and students (really anyone!) can participate by: 1) Brainstorming, writing and submitting their “High Hopes” for their school, community and the world. 2) Participating in the science, engineering and math challenges we offer. 3) Follow our progress via the various social networks we are utilizing to inform and include the world (see links below).

There are other aspects of this project that are developing and we will share later as well.

Additionally, we have partnered with the University of Nevada, Reno, Mechanical Engineering and Materials Science Departments. They are experts in launching high altitude balloons, but are also encouraging undergraduate and graduate level engineering students to work with and mentor students at Sparks High School, Sparks Middle School and Cottonwood Elementary School.

This is a collaborative project between Nevada’s Northwest Regional Professional Development Program, the 21st Century Division of WCSD, the Lyon County School District, the Washoe County School District, the University of Nevada, Reno,   and students from around the world.

Here are links to our online resources – this is how we are modelling the “T” part of STEM – these links will also provide you much more specific information about the project:

Our blog: http://highhopesproject.edublogs.org

Our Web Site: http://highhopesproject.net

Our Twitter page: https://twitter.com

Our Flickr page: https://www.flickr.com/photos/127331960@N04/sets/

Our YouTube Channel: https://www.youtube.com/channel/UCM6JGyKhW2OXYiY9gh3J-Lg/videos

Learning is messy!!!

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Now You Can Submit High Hopes For The World With Twitter!

NOTE: This post was originally posted on the High Hopes Project Blog:

When we launch our balloons to 100,000 feet (30,000+ meters) this spring, the world’s high hopes will go with them. Now we’ve made it even easier to submit a “High Hope” using Twitter. Just “Tweet” your “High Hope” for the world, include the hashtag #hhpstem – and we’ll get it and include it in a payload that will take it to near space and then release it to spread around the world. So your “High Hope” will really go high!

We suggest however that having your students write their “High Hopes” for their school, community and the world might need more than 140 characters so then, as we shared in our last post:

“When we first designed the “High Hopes Project” years ago, we went about making sure it stressed not just the powerful content writing experiences about the science and engineering, but the creative writing we knew it would motivate students to engage in. We’ll share more of those along the way, but having students brainstorm, discuss, and share what their “high hopes” are for their school, community and the world turned out to be gold. Most students (maybe adults too) just don’t think about what can and could be.

Originally we had our students write those three “hopes” … school, community … world. We posted general steps, but we have no strict rules about how you submit your “Hopes.” They can be just be one “hope” per student … a “class” hope that the class develops … it is up to you. “Hopes” could also be written as a poem or short story. Once done, you submit them here.”

Either way is fine, you decide. But you just might want to send your own “High Hope” to us quickly through Twitter … and now you can! Remember the hashtag #HHPSTEM  – you can even send more than one!

Learning is messy!

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The STEM Missile (really MSTL)

In my job as STEM Learning Facilitator I travel hundreds of miles each month around the 6 counties in my region, but at times all around our state. One of the toughest challenges we face is the technology integration piece.  Many (way too many) educators still possess minimal skills or knowledge in integrating technology, have limited access to technology, are blocked from most online collaboration enabling applications, are unaware of what is available (since it’s blocked) and misinterpret laws protecting students from online dangers. In addition, any use of technology (“We go to the computer lab for 30-45 minutes a week.”) is perceived as implementing the “T” in STEM effectively.

Furthermore, each school district has it’s own network, protected by their own security systems, and they tend to not relinquish access to those networks easily, even for someone coming in to train their educators.

So to enable us to do a much better job of delivering quality professional development (PD) we came up with the idea of a mobile lab to control for many more of the variables of access and hardware that have frustrated us and the participants in the PD sessions we offer.

I’m not going to spend time here explaining fully what led to the choices we made, but know there was thought that went into those choices. Cost was a big factor.

We chose to go with 21 Acer Chromebooks. The lab also contains 3 Verizon Mobile Hotspots so we have connectivity almost everywhere we take the lab that isn’t filtered, and 21 waterproof digital cameras so we can model integration and archive teachers’ learning to their own free Flickr accounts which we set up during trainings. The wireless hubs also enable showcasing and utilizing applications like blogs, wikis, Twitter and more during trainings and presentations so educators and administrators can perceive their education value. Thankfully, this also tends to foster discussion about safety and other issues that we can then deal with in an open way based on at least this initial experience.

MSTL Chromebooks

 

Right now the lab sits in plastic tubs, but part of our plan is to develop a cheap, light transportation system that will also keep the components of the lab in good shape. We already have some ideas for that that I plan to share later.

 

(Below right) 21 Fuji digital cameras being charged for the first time – we chose these because they have fewer moving parts (the lenses don’t open and shut like most point and shoot cameras do these days), they are waterproof to 10 meters deep and are purported to survive being dropped from 5 feet … so hopefully they will take a bit more rough handling and if the opportunity arises could be used underwater … we’ll see. MSTL Cameras

 

 

We’ve already had some success, even before obtaining the MSTL (Mobile STEM Technology Lab), in persuading one reluctant school district to open up blogs, wikis and Flickr on a trial basis to one school. We had discussions with teachers, administrators and school board members and demonstrated the educational value they were missing and explained that they would not be losing their E-Rate funding (a common misconception) if they allowed access to any social networking applications.

That promising experience actually helped us secure the funding for the MSTL.

We tried out the MSTL in a training last week in a classroom in the center of a high school with a very low, heavy metal ceiling and lots of suspended metal ductwork. We suspected in advance that that would slow connectivity, and it did, but we also know that most of the training sites we utilize don’t have that issue (and we’ve used the hubs in these locations and achieved good connectivity), so we are confident. I’ll keep you apprised of how things go!

Learning is messy!

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High Hopes Project 1st Design Meeting

I posted this over on our “High Hopes Project” blog  and decided it fit well here too:

We refer to The High Hopes Project as a “model” STEM project. One aspect of that modeling is that we’ve designed it to include as many ways to participate as possible. To do so we have set up (so far) a project web site, this  blog, a Twitter account, a Flickr account, a YouTube Channel, a Wiki and a Gmail account so we have access to tools like Google Forms for archiving and analyzing data.

In addition, any class or person can participate in the experiments we will send up by researching and theorizing based on what should happen, and then analyzing the data we gather and share about the atmosphere including temperature and pressure and in sending up the world’s “High Hopes” – including yours (more explanation about those aspects will be shared along the way – we don’t launch balloons until April and May) .

However another characteristic of this project is we chose 3 local schools to participate in certain engineering designs for the project to act as surrogates for all of us (an elementary, middle and high school). We contemplated opening up the major engineering design portion of this project to the world, but realized quickly that receiving design ideas from potentially tens if not hundreds of classes from around the world would be beyond our time constraints and abilities to judge and implement.

IMG_2799

 

 

Doug Taylor who co-designed this project looks on as a student explains the mock-up of the High Hopes payload and release mechanism the class is engineering and building.

 

The first one of the engineering challenges the students in Mr. Walsh’s physics class at Sparks High School are tackling is how to release the “High Hopes” the world submits so they can be spread around the world – more than likely they will be printed on small strips of paper – the paper we use breaks down in the environment in a matter of weeks BTW, so our High Hopes will become one with the Earth. One batch of the High Hopes will be designed to helicopter or glide in the air (to be designed by the elementary students) and have to be released at a lower altitude, but the bulk of the High Hopes will be released as high as possible (around 100,000 feet or 33,000 meters). So that requires 2 payloads.

The students informed us a week ago that they had done some initial designing and had some mock-ups to show us, but more importantly had questions about requirements and conditions to deal with. We set up a time to meet with them and included Andy Smith who is a mechanical engineering graduate student at the University of Nevada, Reno. Andy is close to receiving his doctorate degree in engineering and has launched over 50 balloons himself, as well as designing payloads and the communications devices required to track them so they can be recovered. He has agreed to consult with students throughout the project.

IMG_2800The students showed us 2 designs – one basically a pyramid shape they envision being a bit more aerodynamic and stable, and another shaped more like a rectangular prism. The rectangle design also had a rudimentary release mechanism built in. They had chosen styrofoam sheets,  as the material … oh and the ever ubiquitous duct-tape.

One question they had was about payload size. They had no idea just how many “High Hopes” they had to transport, but they assumed about a ream of paper worth (500 sheets). In fact they had placed a ream of paper inside their initial designs and dropped them from their school building as an initial test and both survived intact. We explained we really had no firm idea just how many we might receive over the months before we launch, but that their test seemed like a good start.

 

Andy answered their questions about release mechanisms and how to release the High Hopes at the right moment. They discussed the possibility of using arduinos they could build and program, perhaps based on altitude readings. Andy also made them aware of some of the other design issues they would have to overcome including temperature, high and very low humidity, and high winds …  and that some glues and other materials don’t do well under certain conditions.

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Andy answering questions about engineering design.

We’ll keep you updated as designs progress. PLEASE SIGN-UP TO BE PART OF THIS PROJECT!

Learning is Messy!!

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A Professional Learning Community/Network Example

Or: “Why many educators find Twitter and other social networks indispensable.”

I’m currently attending the NSTA STEM Forum and Expo in St. Louis. Last night while taking a class on using telescopes in the classroom,  not far from my house in Nevada I got an email request from a teacher wanting to know if there was a way to live stream from her classroom so that the chicken eggs her class is observing could be watched all night so as to not miss their hatching.

I thought of USTREAM, but I haven’t had reason to use it in awhile and when I checked it out I could see it wasn’t going to meet her needs. So I went to Twitter to see if the network of educators and various “techies” and others I’ve been fortunate to be part of could help:

My Twitter Request

 

 

 

About 5 or so minutes went by and lo and behold Chris Craft from South Carolina chimed in. He suggested using Google Hangout … then when I balked somewhat, he filled me in as to why it should work:

Chris Craft Twitter

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(Note my typo in the last Tweet – it should say “so I’ll have…” not si)

In the meantime I touched base with the teacher that requested the help and set up a time next week when we will try to make this work (or a variation of it) well in advance so we have time to problem solve. I’m not positive it will work (at least in part due to limitations on my part) but it gives us a solid place to start and a resource (Chris) I can go back to for clarification if we do run into issues.

I lament all the time along with many of my colleagues that we don’t share these examples of how a PLN helps … is really indispensable anymore. So when this happened I made sure to share … but there are many examples and it is hard to always share. Hope that helps clarify PLN’s a bit more.

Oh! And I’ll do my best to share how it goes!

Learning is messy!

 

 

 

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Hand Held Windmills – Messy Learning At Its Finest

A few weeks back I posted about a training we did with teachers using windmills and wind turbines. This past week Lou Loftin and I were the show at a local school’s STEM (Science, Technology, Engineering and Math) Night designed to get families fired up about STEM education. Instead of the standing kits we used with the teachers that can be used as windmills and turbines, and because we only had 50 minutes for this activity, we utilized hand held wind mills we had constructed ourselves the day before … 50 of them … now we have them for future trainings as well.

Video  – Click here to see video of the windmills in action.

The hand held windmills are made from wood dowels, closet rod, PVC pipe, swimming “noodles” cut 3 inches wide, a washer, and hot glue. Using a power saw , drill press and a hot glue gun it took us about 4 hours to make 50 windmills.

 

Hand held windmills ready for use … note fans set up on tables in the background.

Lou introduced the activity … he pointed out the materials they could choose from to design the blades for the windmills – wooden skewers like you would use for shish-ka-bob, and various materials for blades (paper plates, cups, cardboard, plastic sheets and more). It was explained that once engineered and constructed the windmills would be tested to see how much work they could do. A cup would be attached with string and marbles would be lifted by the wind power. Data would be collected on how many marbles could be lifted and then redesign would be encouraged to lift more marbles.

NOTE: Click on the photos below to see them larger.

 

 

 

 

 

 

 

 

 

 

 

 

 

Once we gave the go ahead to start hands got busy. Materials were organized, discussions on design commenced, and within five minutes windmills began taking shape. Soon fans were being turned on to test early designs. Redesign and strengthening of or reattachment of the blades usually followed. Next strings tied to plastic cups were attached so it could be determined just how much work the design could really accomplish. After 10 or so marbles were lifted and it was determined that was the maximum the design could accomplish, many thought through changes that could be made to improve the design to lift more weight.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

When time was up we re-seated everyone for a quick debrief. It was noted how different many of the designs were. We also explained how in the classroom this activity could go on for days. This could be the introductory experience, but then only one material could be allowed so that the exact blade design could be tested to see what shape, angle (we actually have protractor-like measuring devices to adjust the angle), size and more. Then materials could be tried to find which material made the most efficient design. Lots of messy learning as well as writing and sharing opportunities here. Think of video-conferencing with other schools to share designs or talking with experts. Blogging to share experiences, photographs and more. Add your own experiences and ideas in the comments.

Learning is messy!

 

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#Nasatweetup

What if you come for a shuttle launch and the shuttle doesn’t launch?

A waste of time? Hardly. My trip made people where I’m from more aware of the what school could become. Our local paper did a short article, and although I was supposed to Skype in an interview (the usual “convention effect” bogged the internet to a crawl) I did do a phone interview with a TV station as well. Even before I left on my trip I was asked by teachers and parents to explain what I was doing and what educational impact it could possibly make … so I had those conversations too.

Most importantly I connected with my students and other classrooms, and shared what was going on. It could have been much better. I could have streamed video of some of the events and provided virtual tours of what I saw. I had planned to Skype as well. But between not having someone at my school that could assist on that end, and my concern about bandwidth at an event attended by mega-geeks with big cameras requiring huge file downloads, I knew that would be problematic. That didn’t matter. Through Flickr and our class blog, and wikis to a lesser extent, I connected and assigned writings and research and have a backlog of lesson ideas for science (Spiders In Space! Oh my!) and creative writing and more. When I return to class on Monday we can follow through and expand on what was started.

I might mention that my students are just a bit excited and motivated about the entire experience. Coming into class in the morning to see what I had already left for them on their blogs. To open up Flickr and view the photos I’d posted and continually updated. And then finding out online about things I was seeing and they were seeing pictures of often within minutes of me taking them. Monday I can add the stories behind the pictures and my postings, and in doing so I will be as excited as they are and we will get each other fired up to learn even more.

Tweetup attendees heard from astronauts that have flown on the shuttle. Had the “Spiders In Space” experiment shared with us by the scientist leading the program. The NASA meteorologist explained the weather patterns that effect spaceflight, and on and on.

Being part of the Tweetup also grants you access through your “semi” press badge through guard gates to places most visitors only see from afar. The air-conditioned tent they had set up for us was maybe 100 meters from here:

The Vehicle Assembly Building where the parts of the space shuttle are put together. We got access inside. Besides being amazed at the vastness of the place, you could just grab a glimpse of the Atlantis Shuttle that will launch (the last shuttle launch) scheduled for later this summer where it is being held in place as it is being readied for it’s last trip.

Of course I’m disappointed in not experiencing the launch (there is one more … Hmmm), but this was far from a wasted trip! It was just another messy learning experience!

Learning is messy!