The ‘Path to Success’ includes letting go..

I came across a great article today that a connect shared on Linked In . Essentially, it is a list of things you might need to let go of, to be successful! I was very inspired by this article and wanted to share the list of these suggested 20 habits to reconsider.

You can find the full article here, but here is the list of “20 Habits You Need to Give Up if You Want to Be Successful“.

1. Give up daydreaming about the future.

2. Give up looking for a reason to get started.

3. Give up waiting for your situation to change.

4. Give up doing something just to fit in.

5. Give up living to please others.

6. Give up blaming other people.

7. Give up worrying about factors outside your control.

8. Give up fixating on things about yourself you can’t change.

9. Give up dwelling on past mistakes.

10. Give up looking for shortcuts.

11. Give up getting distracted by the newest fad.

12. Give up neglecting the present.

13. Give up doing things without pause.

14. Give up empty promises.

15. Give up purchasing objects to seek happiness.

16. Give up taking things for granted.

17. Give up putting aside your health.

18. Give up riding the emotional rollercoaster.

19. Give up letting other people set the standards for you.

20. Give up letting someone else determine your worth.



Adult Learning Theories: a Reflection (Beyond the Black Box)


I’ve been brushing up on my Learning Theories lately, since it has been almost a decade since I completed my M.Ed. in Educational Technology & Learning Design. As the Director of Educational Technology at my current school, I am always thinking about the ways to best support faculty with Professional Development, and mentorship when it comes to integrating technology, media, maker activities, and computer science in their classes. There are many great learning theories out there in the world, which bring value to and justification for designing instruction; but in the end, there is a certain amount of intuition and improvisation that goes into facilitating the actual implementation in the classroom or learning environment.

As a musician, I enjoy and continue to explore the art of improvisation. This free-form immediate music composition has some structural elements, like a harmonic framework or chord progression — that allow for things like instrument or vocal solos, and  forms like call-and-response. Similarly, in education, I believe it is important to keep research-based concepts, frameworks, and methodologies in one’s periphery when designing and facilitating learning experiences so that there are containers for transformative learning moments.

Pedagogy vs. Andragogy

In education, we often speak of pedagogy, which is defined by the Oxford Dictionary as the method and practice of teaching. Instructional strategies help to guide decision-making when it comes to designing lessons for formal and informal learning, and offer best practices in this area. But as I was reading up on this topic, I was reminded of the term ‘Andragogy‘ — not to be confused with androgYny  From it’s Greek origins, pedagogy is essentially translated as being a method or “guide” (-gogy) for  children (peda- ). Andragogy, on the other hand is a theory, methodology, for guiding adults (where andra- is translated roughly as ‘man’). This term was supposedly first used by Kapp, a German educator, in 1833. Interestingly, some folks place pedagogy in the realm of ‘teacher-centered’ learning, whereas andragogy is focused on ‘student-centered’ learning or ‘learner-centered’ education. This is an interesting distinction to consider, as many educators are shifting to the student-centered approach, and integrating making activities into their classes. So if this is the case, we are likely living in a time when approaches that were once considered ‘adult-learning theories’ are being applied in K12 learning environments with young people, especially in MakerSpaces, and for Maker-Themed activites!

Let’s take a look at some of Malcolm Knowles’ assumptions about adult learners, as well as the four principles of adult learning theory aka Andragogy. (Note: The information below is adapted from this article as well as  this article on



  1. Self-Concept (Create learning experiences that offer minimum instruction and maximum autonomy.)
  2. Adult Learner Experience (ones own reservoir of experience becomes an increasing resource for learning)
  3. Readiness to Learn (oriented to developmental tasks of one’s social roles)
  4. Orientation to Learning (shifting time perspective from postponed application to just-in-time immediacy of application; moving from being centered on the subject to being centered on the problem or issue to resolve or tackle)
  5. Motivation to Learn (motivation becomes more intrinsic, or internal, instead of external).



  1. Adults need to be involved in the planning and evaluation of their instruction.
  2. Experience (including mistakes) provides the basis for the learning activities.
  3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
  4. Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)



  • Create learning experiences that offer minimum instruction and maximum autonomy.
  • Include a wide range of instructional design models and theories to appeal to varied experience levels and backgrounds.
  • Utilize social media and online collaboration tools to tie learning to social development.
  • Emphasize how the subject matter is going to solve problems that an adult learner regularly encounters.
  • There must be a valid reason behind every eLearning course, module or educational activity.



  1. There is a need to explain the reasons specific things are being taught (e.g., certain commands, functions, operations, etc.), and they in turn can explain the practical applications & reasoning better to their learners.
  2. Instruction should be task-oriented instead of promoting memorization — learning activities should be in the context of common tasks to be performed by the others, and applied in Situ.
  3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with maker tools.
  4. Since adults are self-directed, instruction should allow learners to discover things and knowledge for themselves without depending on people. However, learners should be offered guidance and help when mistakes are made.


Transformative Learning Experiences

As our educational models are slowly shifting away from the traditional approaches of teacher-centered Behaviorism, and more towards learner-centered Constructivism, we are also seeing schools focusing more on Socio-Emotional learning across K12 environments, where we are teaching kids the skills they will need to collaborate and interact with others as they are solving the challenges of tomorrow.

Sociolinguistics provides a framework to emphasize the importance of language and social interaction on learning experiences, and suggests that authentic learning experiences (where the teacher or facilitator is able to scaffold learner activities to achieve the learning goals) provide a culturally responsive approach to education Learners are: discussing and confronting injustices and inequalities in society, learning ways to have these difficult conversations, and building an awareness of society — and this ignites passion, and connects them to the world outside of the classroom walls.

Information Processing Theory is a more modern approach to understanding learners and cognitive development, that moves beyond stimulus and response, and considers the development of the mind over time, as well as the processing of information as it is received by the brain. In this learning theory, the mind is analogous to a computer, and looks at working (short-term) memory akin to RAM, and long-term memory (a computer hard drive). This analogy of brain function also seeks to demystify the mental models that are formed as meaning is ascribed to the input of information. Thus it is all about information encoding and retrieval. This evolves the Cognitive Development theories of folks like Piaget, who looked at the development of the mind in stages. What is interesting about this area of study is that with the advent of such technologies as MRI, CAT Scans, and other mind-measuring technologies and interfaces, the brain is no longer the mysterious ‘black box’ of yesterday, and is now somewhat observable.  This has helped build evidence towards, substantiate, and validate once controversial theories, such as Elizabeth Gould’s paradigm-shifting theory of Brain Plasticity — which has transformed the field of Cognitive Science.

Finally, I am very intrigued by the Transformative Learning Theory (first developed by Jack Mezirow, and its practical applications in Maker Education. This approach involves having the learner “engage in critical reflection on their experiences [and assumptions], which in turn leads to a perspective transformation.”  (Mezirow 1992) This perspective brings us back to meaning-making approaches found in Constructivism; in transformative learning, ‘meaning structures’ are ‘understood and developed through reflection’ . But many scholars and educators in the Transformative Learning field of study see it as way to construct meaning authentically in adult learning scenarios. When reviewing this approach, three types of learning were described: transmissional, transactional, and transformative. Transmissional learning is the traditional approach where teachers (or educational media is created to) transmit knowledge to students. Transactional education is described an approach valuing experience, inquiry and critical thinking, as well as interaction with other learners. Most cherished learning moments likely fall into this category. It is the third – transformational education – category (that often falls into the transactional category) that introduces a recognition, introspection and analysis of  foundational assumptions and approaches. Some educators posit that by taking action to transform ones mindset, a learner shifts their mental model and approach, changes their thinking around a topic, and is empowered to boldly create a new foundation. They have a transformative learning experience.

THIS I think is the sweet spot of Maker Education. The Maker Movement in schools often focuses on the place – the MakerSpace, and ensuring that it is filled with all of the tools, building materials, computers with software, gadgets, electronics and flashy accessories. But it is important to support the people who are tasked with supporting these innovative, yet familiar, hands-on learning approaches. Many survey results (including some of my own research) indicate that Professional Development for educators & MakerSpace coordinators is an often neglected element in K12 in this area. There is an assumption that teachers will: figure it out on their own, do the lesson planning, and (like with all other content that they are tasked with transmitting to students) will use their training to successfully create lesson plans in Making. This is not the case! Time is valuable, and there is value in efficiently designed experiential learning, where one can experiencing a cyclical systematic approach to making. Risk-taking, confidence, iteration, and design-thinking skills need to be developed and fostered within a community of practice — a support group of fellow educators that are also seeking to break the mold and shift the model. MakerEd is a cutting-edge organization that offers: Professional Development opportunities like Micro-Credentials (in collaboration with Digital Promise); and Programs such as Making Spaces (in collaboration with Google & the Children’s Museum of Pittsburgh) — all designed to empower educators to do things like: building a social network, attending a local Maker Educator Meetup; and sign up for PD offerings to take this Transformative Learning journey as a cohort. Both learners and educators can look more critically at their current learning models; develop new skills and mindsets in a supportive and semi-structured setting; and explore where they can begin to integrate the Maker Mindset.

And so…

As a trainer and instructional designer, I continue to revisit and explore new learning theories; and continue to refine my approaches to organizing, designing, and offering Professional Development. As a systems thinker, I’m always thinking about the optimal ways to organize information and elements in a system. As a technologist and computer scientist, I hope to continue to inspire and empower humans; and evolve best practices through action research, latest trends, and societal tendencies. As a lifelong learner, I’m always seeking to develop new skill-sets, and deepen my human experience.  And so, I will continue to explore learning theories, and technology integration frameworks, and synthesizers soundscapes… and hope that you too will follow your passions and seek to make the world a better place.

Thanks for reading! This writing is a work in progress.

If you are interested in sharing your perspectives on learning theories, the state of education, or anything else I mentioned above, you can leave a comment here, or  find me on Twitter @tatyanakgriffin .

Click HERE for some additional resources on Adult Learning Theory.

… And for Visual Learners, behold the Infographic below. The original file is found HERE.


My New Maker Educator Website (work in Progress)

Happy 2018 Everyone!

Last month (December 2017), I began working on my Maker Educator portfolio website. In it, I am working on organizing the media and artifacts from all of the maker projects, events, workshops, and collaborations that I have been a part of over the last decade. It is still a work-in-progress, but feel free to check it out.

Tatyana Griffin: Maker Educator

Screen Shot 2018-01-08 at 4.18.53 PM.png

Update for NEW Google Sites –> you can now embed HTML & JavaScript!

Exciting times!

As the new Google Sites app catches up with Classic Sites, in terms of features and plugins, I’m keeping my ear to the ground for new updates for G Suite, particularly for the new Google Sites, because it looks better, and includes responsive design features… but it is missing some key elements that many teachers have build into their classic sites for Courses.

Today, Google released an exciting new feature: You can now embed HTML & JavaScript in the new Google Sites. Click HERE to learn more, and give it a try!

G Suite for Edu (What’s New in Nov 2017)

Earlier this week, Google shared their latest & greatest. There have been some great updates happening in the Google’s G Suite for Education area. Many of these should be very exciting to both educators and general users of the G Suite Apps.  Below are some slides from their G Suite November Update. Of course, you can always check out the latest and greatest in the G Suite Release Calendar!

So check out the slides below, and scroll down to read some of my highlights!

Screen Shot 2017-12-13 at 12.00.14 PMScreen Shot 2017-12-13 at 12.00.21 PMScreen Shot 2017-12-13 at 12.00.28 PM


What might Personalized Learning look like at *your* school?

I recently came across this survey by that asked various folks in education what Personalized Learning should and shouldn’t look like. It’s a concept that still intrigues me, whether it is mediated with technology or not. I know that it is gaining momentum in many education circles, and is not necessarily a new topic. Click below to read the responses…

Screen Shot 2017-11-26 at 5.52.04 PM.png

What do YOU think?


The 6 (no wait, 15) Laws of Technology Everyone Should Know

A contributor to the Wall Street Journal published an article about 6 Laws of Technology written by an MIT Professor during the cold war, that he believes can apply to today’s climate of Tech Giants and Social Media. You can check out the article HERE for more details, but here are the 6 Laws in list form:

  1.  ‘Technology is neither good nor bad; nor is it neutral’
  2. ‘Invention is the mother of necessity.’
  3. ‘Technology comes in packages, big and small.
  4. ‘Although technology might be a prime element in many public issues, nontechnical factors take precedence in technology-policy decisions.’
  5. ‘All history is relevant, but the history of technology is the most relevant.’
  6.  ‘Technology is a very human activity.’

In response a writer an wrote an article in response that listed 9 Laws the WSJ had missed. Here is a large excerpt from this article below: (Warning: snarky slopes ahead.)

Law #1: Big brother is watching, along with 273 of his siblings and an unemployed college dropout living in his parent’s basement in Parma, Ohio.

Law #2: The actual battery life of your phone is always less than one half what the manufacturer claims it to be.

Law #3: As technology firms grow larger they either become cable providers or start behaving like them.

Law #4: Each new feature added to a product adds diminishing value and increasing complexity. Corollary 1: After release 5.0 that complexity creates a steady state where fixing one bug creates another bug. Corollary 2: After release 10.0 fixing one bug creates at least two additional bugs. (E.g. Windows, iOS, Mac OS)

Law #5: Engineers inevitably design technology that is easy for engineers to use. Corollary: if you are not an engineer, all technology will eventually make you mutter “WTF?” under your breath.

Law #6: Your IT support person thinks you’re an idiot.

Law #7: “Labor saving” device are designed to foist labor onto the customer. Corollary: “Time saving” devices are designed to eliminate your free time.

Law #8: Technical support lines play irritating music and obnoxious up-sell ads because they’re hoping you’ll hang up and self-service using their website which contains a useless FAQ, an indecipherable user manual, and a hopelessly impenetrable customer-run forum.

Law #9: The intellectual and social value of a blog post is inversely proportional to the ‘clickability’ of its title.


What do you YOU think?

Can we improve the world’s food system with Tech?


I came across an interesting article called, “Rebuilding the World’s Food System Using Technology: Here’s How” that talks about how we can use our latest IoT sensors to improve the human condition through this process.

From the article:

” What if we could capture and analyze data that would enable us to predict consumer demand and adjust our food production for better yields? What if we could track the location and temperature of our products across the food supply chain to prevent food spoilage? What about monitoring the health of our livestock to prevent a contagious disease from spreading in herds? 

We can now. Sensor and auditing technology has become more sophisticated over the past decade, not only capturing data points but also communicating with other systems to automate solutions. The internet of things is revolutionizing the food industry. “