10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague


My Morning Coffee Break with the Emoji Makers

My Morning Coffee Break with the Emoji Makers Learning with Fun and Purpose using Emoji Generators

Personalized Emojis with the Assistance of AI
Technology wizard Miguel Guhlin once again combines that latest technology interest with reliable sources to spark educators’ instructional creativity!!

In Guhlin’s post on the TCEA Technotes blog titled “Create Emoji Mashups in Seconds with these Emogi Makers” educators are invited into the virtual sandbox of designing personalized emojis.

My Morning Coffee Break with the Emoji Makers:

Four emoji makers were each described with specific purposes. Some resources have pay features that kick in after 3-4 emoji-creating renditions. All emoji-makers were guided by typed prompts from the human user. There did not seem to be a voice command option. Response time after each command was 8-12 seconds. One outlier of 20-seconds occured when I fashioned a long-ish prompt in three languages (Spanish, English, Latin).
Successful design was achieved following three or four interations. Over twenty educational and design applications with a curricular focus were also shared. The comments section of the blog post also included recommendations for instructional practice.

Application to Graduate Curriculum in Education, STEAM/STEM, Engineering Design

The Emoji makers in Guhlin’s post with catlayst my graduate students concept-building and imprinting for the following learning technology, curriculum, and instructional design concepts:

  • Iterative design
  • Specificity of directional conversations for new technology integrationwith colleagues, instructional coaching cohorts, parent groups, etc…
  • Conversational assumptions and biases in communication (Law, 2020) with AI and its antecedent experience with humans
  • Assumptions and biases in written, directions mediated by communication with AI and its antecedent experience with humans
  • Applications of the Makers’ Mindset (Green, et al., 2020) in instructional learning environments (face-to-face, hybrid, online, independent).
  • Informational text

Success for me was found with increasingly specific and descriptive prompts. The process for each emoji rendered was about 4 tries. This brought up a third activity addressing the assumptions made in communication (even AI does not work with assumptions and biases. For example, one of my prompts was “emojji holding tennis racket with Christmas decorations.” The result was a Telly Salvalas-looking dude holding a metal racket with Christmas decorations surrounding him. Four prompts later with increasing specificity on my part resulted in success for me, according to my pre-conceived idea! Interestingly, I also like emoji.is’s third rendering but it was not exactly correct (for me) until prompt #4.

Guiding AI with increasing specificity

Here is the iterative design aspect achieved through a series of increasingly specific prompts using the Emoji Generator emoji.is 
The goal was generation of a tennis racket with holiday decoration (key words in the request are also displayed).

1st Try:


2nd Try (First iteration):

TellyS 3rd try

3rd Try (2nd iteration):  tennis racket with Christmas decorations on racket strings

red decorated tennis racket

4th Try (3rd iteration) – emphasizing preferred wooden racket

3rd tr

5th Try (4th iteration) – emphasizing single wooden racket with Christmas decorations



Suggestions for Continued Fun in Learning and PLN support:
Join TCEA today to connect with educators, learn through timely webinars, and collaborate in personalized digital groups! Oh, and TCEA hosts a hugely popular annual technology conference in Austin, Texas every year! Click here to learn more!

**Thank you, Miguel Guhlin and TCEA for sharing these resources!!!



Green, T. D., Donovan, L. C., & Green, J. P. (2020). Making technology work in schools: How PK-12 educators can foster digital-age learning.

Guhlin, M. (2023). Create emoji mashups in seconds with these emoji makers. TCEA TechNotes. https://blog.tcea.org/emoji-makers/

Law, N. (2020). “Equity challenges associated with distance learning.” [VideoFile]. In Fisher, et al., The distance learning playbook, grades K-12:
Teaching for engagement and impact in any setting
. Corwin Press. p. 7


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Animated Word Cloud Comparisons

Animated word clouds add interest to instructional practices in the school and workplace. Using word clouds to compare and contrast ideas. Populate a word cloud generator with text either, transcribed from spoken discussions or copied from written online discussion boards.  Add animation for interesting effects. Students can analyze various word clouds for the similarities and differences of perspective and summation. Older students can create and produce the word clouds.

This word cloud represents the discussion of 29 graduate students, learning online from three different states. MonkeyLearn was used for the initial word cloud instruction. PicMonkey was used for animation, layout, effects, captioning, and gif file creation.




Creating a Class Recipe Infographic with Piktochart!




Creating a Branching Scenario using Twine – Rough 1st Attempt

Here is the link to preview the first decision component on Neocities: https://10replearning.neocities.org/APAinTwine.html

Khalil works as a teller at a credit union in San Diego, CA while pursuing his graduate degree in Curriculum and Instruction. Some of his recent writing assignments in class have received low scores. Khalil would like to understand the problems he needs to address in his writing.
Follow Khalil as he understands how to correct assignment feedback.
[[Let’s Get Started]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))After a recent assignment, Khalil was checking his grades. He noticed assessment scores in the 70% range and assessment comments. Khalil knows that if he does not do something soon, his overall average will suffer. Khalil’s instructor told the students to check their TurnItIn reports for issues. Khalil knows that he did not cheat. He is increasingly frustrated that his assignment score is lower than expected. He made A’s in his undergraduate work.

How should Khalil proceed?

[[Call the professor to complain. He knows that he did not plagiarize.]]

[[Work harder on the upcoming assignment.]]

[[Click on the TurnItIn percentage icon to see the report.]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))Spending more time in proofreading and editing is a good idea. But there is more to graduate writing than proofreading and mechanics.

//Without looking at APA style and formatting, and attribution errors, Khalil might continue to make the same mistakes.//

[[Go back to the beginning ->Let’s Get Started]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))//Clicking the TurnItIn icon will display the assignment and show areas of attribution errors. Attribution errors can include an excess of quoted material (even if it is quoted correctly). It can also show text copied from other sources as well as errors of mechanics. It is recommended to check the TurnItIn report before submitting work to correct errors. Always check TurnItIn reports with scores over 20-22%.//

[[Restart->APA Style and Format]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))//This is Friday night and the Instructor does not have weekend office hours. Khalil needs answers now. //

[[Go back to the beginning ->Let’s Get Started]]




Quantifying Instructional Practices: an informal timeline

For my graduate students….

The innovative work of John Hattie first in Visible Learning and next in The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting, is the quantifying of instructional practices, especially involving a technological affordance.

The scope of the work of quantifying innovative instructional practices seemed stalled in the 1960’s -1970’s. In 1962, Dr. Everett Rogers published a groundbreaking book, Diffusion of Innovation, which addressed how ideas are transmitted through communication channels. Now in its fifth reprinting, Diffusion of Innovation is often linked with technological innovations and advances. During the 1970’s the work of Hall, Loucks, Rutherford, and Newlove produced a framework called “Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption,” addressed innovative processes.

But the Hattie team’s work guides educators (and all who instruct) in a quantitative pathway for the use of best practices. This is one of the many reasons, why I gently guide (i.e. push) for all of us to read and include the course textbook, which, as you will note is in its first edition.

Glad to learn along with you all and have the opportunity to provide an informal timeline!




Fisher, D., Frey, N., and Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting (1st ed.). Corwin. ISBN-13: 9781071828922

Hall, G. E., Loucks, S. F., Rutherford, W. L., & Newlove, B. W. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of teacher education26(1), 52-56. http://citeseerx.ist.psu.edu/viewdoc/download?doi=

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Rogers, E. M. (1962). Diffusion of Innovation. Macmillan Publishing


The Power of Peer Interaction

The Power of Peer Interaction

Colleen Flaherty writes in the Inside Higher Ed blog about a new study that shows that although student learning suffered during the switch to remote instruction last spring, that small group activities helped reduce this loss.

Link: https://www.insidehighered.com/digital-learning/article/2020/11/03/power-active-learning-during-remote-instruction




Do you have learners who have resigned mentally?

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