In 2009, I graduated with a Bachelor of Education from the University of Toronto.  This was a year of practicums, curriculum focused courses and the development of my self confidence in the classroom.  I was eager to find a job after graduation, but it was not easy.  Following a trip to Cartagena, Colombia, I was inspired by the bright and friendly culture of the beautiful city and decided to forgo starting my career in Canada and opted for London, England. As I prepared for this big move, I was excited to explore a new country, open myself to new opportunities and hopeful for new connections.

 

Kaveh Abhari (2017) writes that connectivism relates to knowledge being acquired through transactions, rather than a transmission of facts. Shifting a mind set that has been taught to teach in a certain way is difficult.  While moving to Europe satisfied my personal growth and expanded on my cultural experiences, it also left me feeling unprepared to meet the needs of a diverse classroom community.  How was I going to design a program that promoted competencies of agency, openness, connectivity and diversity? How was I going to prepare, not only this group of learners, but the many others I would encounter in my career, for a world that is changing at a rapid pace?  

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