Learning Through Life

A documented timeline of a lifelong learner ~ Thank you for joining me

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Post 3 ~ Artificial Intelligence at What Cost?

May 27, 2025 / / 0 Comments
Photo by Igor Omilaev on Unsplash

After reviewing the reading materials for this blog prompt, I kept feeling the curious question rising of: 

"what is the digital and carbon footprint of artificial intelligence use and of more powerful technology now?"

When delving into Neil Selwyn’s 2021 article Facing up to the Dilemma of Sustainable Digital Futures, I found his exploration of the environmental impacts of digital technologies correlates to the unsustainable carbon footprint with the increase of human reliance. From manufacturing to data storage, Selwyn details how the “disposal of e-waste is another major environmental burden” and one that compiles on the existing burdens of AI usage.

He states strongly how we, as a society and individual people, cannot continue to consume digital technology at current rates due to the foreseen and unforeseen detrimental consequences. AI is so early on in the mass production and availability for general use now that we cannot determine the exact impacts it is making -and will continue to make- on the environment… but we can safely predict that it’s not feasible.

Photo by Andreea Popa on Unsplash

Another important point that Selwyn discussed in his article is the human reliance on AI and digital access now. It is inextricably not slowing down and while the technological advances are revolutionary in theory, the practices could be the eventual determining factor of our downfall. Not to give way to the concern of AI taking over, but with regard to the environmental impacts and carbon footprint, AI may take over as one of the largest mass waste producers.

My problem is how many different sources share conflicting results and opinions. I can’t decipher, as I have not conducted any studies myself, what information is reliable. Social media platforms tend to lean towards hyperbolic claims of the damage that AI use leads to while an instructor for another course at UVic requires AI usage as part of their curriculum. The information I am receiving is inconsistent and it’s hard to believe either side.

For example, in this article, Using ChatGPT is not bad for the environment by Andy Masley (2025), he argues strongly how many everyday activities like using a computer or running the vacuum cleaner use much more energy than using an AI software like ChatGPT. While reading through the article, the researcher does seem well-informed and uses many heavily-researched examples, however I do find the tone of the paper to be so assertive that I almost mistook it for satire initially. I also want to point out that the website Masley’s article is published on is a self-publishing site. This means that it may not go through a reviewing process by an external body. These kinds of things are important to note to determine the motivations and credibility behind published materials.

Alternatively, this journal article by Kate Saenjo and The Conversation US titled, A Computer Scientist Breaks Down Generative AI’s Hefty Carbon Footprint (2023) in Scientific American, tends to gravitate towards the other side of the AI use spectrum and argues that the usage of water and energy specifically is actually incredibly harmful towards the environment. Saenjo compares the creation of an AI model called BERT consumed the equivalent energy to a “round-trip transcontinental flight for one person.” Granted, this is measured for the full creation of this particular model. Saenjo goes on to present other comparisons in energy usage and determines that all of it (AI creation, maintenance, and usage) is more impactful to environmental damages than our planet can sustain.

Photo by Gwyn Hay on Unsplash

The image above is how I’m feeling about the argument. Ultimately, as an advocate for environmental protection measures, I tend to lean towards the presumption that the damages to the environment will lead to some catastrophic outcomes. At the very least, we know, as pointed out by Selwyn (2021), that the environmental impacts are unsustainable without the adoption of climate-friendly digital practices.

Post 1 ~ Learning, Motivation, and Theory/Assessment: My Own Understanding and Experience

May 25, 2025 / / 0 Comments

After reading about the theories of constructivism, cognitivism, and behaviourism in the article, Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective by P.A. Ertmer and T. Newby, I reflected upon my own learning style and couldn’t quite place myself into one specific area. I wondered if there was an overarching learning style where each of the specified categories would blend or overlap, considering the complex nature of the human experience and especially that tied to learning. Perhaps each theoretical practice emerges individually or simultaneously during a single learning moment. I wondered if the most prominent emergence would then be considered the theory dominant, specific to that moment and learner response.

My thinking cap was secure.

A woman leaning against a wood door, holding her chin and thinking
Photo by Paola Aguilar on Unsplash

My initial thought was that I align with constructivism more than cognitivism and behaviourism because I can be self-motivated and direct some of my own learning, but I have to wonder if each of these styles emerge continually throughout the process of learning. For example with behaviourism, I do tend to thrive when I have external stimuli motivating me like the act of keeping in pace with my peers. This means that I am motivated externally at times, even when none of my peers are establishing an expectation to perform to their level or above. It makes me wonder, again, if that is constructivismn at play as the motivation stems from my own drive towards achieving a non-existing expectation…

A example of my learning experience is a recent one while working on my car with my mechanic, or my vehicular guru, as I like to call him, who has been teaching me throughout my vehicle journey with my recent dream car acquisition. I have learned how to navigate the regular maintenance and then some. As I am becoming a teacher myself, I seem to have developed meta-observational skills -a term I made up- where I can identify the techniques or styles emerging from a teacher while I am in the state of learning. It really is a bizarre space to occupy as I feel both present in a first-person point of view and omniscient (only specific to my experience, therefore closer to a third-person point of view) when the meta-observational skills kick in.

Photo retrieved on ProWritingAid from Point Of View: What Is It?

To link this back to learning, motivation, and theory, I have to wonder how the skills of recognizing the learning theories helps or hinders my experience. Does being this aware actually advance my learning or could the experience be stunting my experiential learning by taking me out of the moment. Could these meta-observational skills foster support for students as it does for teachers? Perhaps the line between student and teacher could become blurred and would that be the worst thing? After all, who is teaching whom?

Post 2 ~ Open Educational Resources

May 20, 2025 /

While reading the paper, Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education by Catherine Cronin, I considered the ramifications of how Open Resources would affect students in post-secondary institutes and how the educators would utilize the materials. From first-hand experiences, I know how expensive textbooks and resources can be and how that impacts students’ already limited budgets. For the educators, assigning a costly resource must be made worthwhile with expected readings, but I feel an amount of skepticism when the required texts are written in part, or wholly, by the instructor at hand. It reflects a conflict of interest, as I see it, and I have heard it described it as “profi-teaching:” a blend of ‘profiting’ and ‘teaching.’

woman in white tank top placing a coin in a pink piggy bank on a blue table
Photo by Sasun Bughdaryan on Unsplash

On the other hand, I can see how a teacher could advance in their own study and profession to the point of writing all components for their class, but then I wonder how much of it is in alignment with the educational expectations set out by the post-secondary institution or if it more closely favours their own agenda. Regardless, a little part of me always pauses for contemplation when learning that a required text has a direct endorsement to the instructor’s wallet.

Free Resources?!

Back to the article. While reading Cronin’s work, I was drawn in about the educational resources being freely available at hand and online with absolutely no cost to the user!

Except… are they entirely free?

I chose to explore the ‘open as free’ concept further because I was intrigued upon reading how “[in some] cases, while resources are technically free, they have an opportunity cost to the user in the form of personal data and usage data” (Hodgkinson-Williams & Gray, 2009). I know only a fraction of the impact of personal data collection and usage, but I do know that it can be taken and stored, then sold to companies to use for various reasons including tailored marketing. What this means is that data can be sold without the explicit consent from the user, which could be deemed unethical as it can raise concerns involving privacy.

The article examines the various means for Open Educational Resources (OERs). Within the article, I found this conceptual map of the OERs helpful to for the comprehension and categorization for the broad term ‘content:’

Perhaps you too will recognize some services included in the map, as I noticed Wikis, Moodle, MIT OCW (after reading this article about it), Internet Archive, Google Scholar, and Creative Commons. It appears more clear to me to view it laid out in a visual format how the categories are organized and what resources reflect their purpose on the internet.

While the term can be rather vague and defined individually by separate educators and institutions, below is a table from the same article by Hodgkinson-Williams & Gray (2009) that lays out the attributes of ‘openness’ from several perspectives:

I do suggest reading through the article to gain a better understanding for yourself. I recognize that I’ve only scratched the surface for OERs and have more to learn. If interested, please take a look at this short video below to gain a better understanding.

Video by UNESCO on YouTube

An Introduction to Me!

May 13, 2025 /

My name is Hanne and I am in school to become an elementary school teacher! I am going into my third year of the BEd program through UVic. I was an Education Assistant previously and have worked with children since I was about ten years old. I currently work as a nanny, as a tutor, and as a Community Support Worker with people in the disability community.

I have many hobbies and work several jobs, which keep me busy and my life fairly full. With two family dogs and a love for the outdoors, I like to keep active on hikes, swimming, cycling, and general walks. I also love gardening, organizing, making candles and bath bombs, and going to the beach!

These are my dogs: Juno (left) and Riley (right)

I am interested in the Information Communication Technology certificate courses to help integrate more technology into my teaching practices to encompass Universal Design for learning aspects and accessibility implementation. Additionally, the ICT certificate counts towards upgrading professionally to teaching category 5 with the Teacher Qualification Services.

My experience has been one technology course as part of my BEd required courses and that is all, so I am very excited to learn more and pull out some useful strategies and aspects to include in my own practice as a teacher!

A poster I made with the kids on my final day of practicum

Thank you for learning a bit more about me! Please leave a comment about anything you relate to or any questions you may have about my learning journey and experience.
🙂

Post 1 ~ A Reflection on Jon Dron’s Perspective

May 13, 2025 /
Photo by Beth Jnr on Unsplash

While watching and listening to the YouTube video, I was in the shower and let the reflective thoughts from Jon Dron flow while I pondered. I usually do my best thinking in the shower, which can be hard when I don’t have a pad and paper to write down what made sense; but writing it into my waterproof phone does allow me to document my reflection.

Among many intriguing points of conversation, Dr. Dron expressed something that piqued my interest: when you increase extrinsic reward, you decrease intrinsic reward. I hadn’t considered the ramifications of extrinsic motivation and the actions of encouraging such. From my new understanding, it can actually draw the effectiveness away from feeling internal accomplishments and I know that the latter is a better determinant of long-term resilience and success, as detailed in a study conduced in the Journal of Informatics Education and Research. What I have to gain from this learning is the process of teaching -or more so encouraging the exploration of- self discipline and discovery of intrinsic motivators. But, how do I teach this is if I’m extrinsically motivated myself? Is it a fault to teach something you have yet to discover? There exist marriage counsellors who are divorced and counsellors who are still unpacking their own traumas… maybe the flawed existence and continual strive for improvement is only human. I have more to learn and explore on this topic.

Back to Jon Dron’s conversational exchange. He spoke about students’ specific experiences with distanced and alternative learning. For example, portfolios are opportunities that allow students to choose their best work to be submitted for review from the teacher. Conducting a pedagogical approach such as this allows more autonomy over students’ learning assessment and encourages growth. This, paired with formal assessments in the manner of tests helps, students assess their own levels and be responsible for their education, productivity, and effort as they are able to continually progress and reflect.

Photo by Ivan Aleksic on Unsplash

The second speaker with Dr. Dron isolates the theory that to make a big change in learning we must de-couple assessment and learning. This is hard, as I consider how deeply ingrained assessment is in institutions. I need to think about this more deeply as I haven’t heard this directly from an academic. I have felt similarly for a while, especially when studying for a big exam, but I have to keep wondering how education can progress with this while so much of it is standardized to push students through a system that has been breaking down for a long time now. If anyone would want to argue the latter sentence, I would encourage some reading on the decline of literacy rates in Canada and the skill levels that seldom correspond to the grade level. This has been my own observation and research.

There are many aspects of this conversation that I have to consider further and would appreciate having some exchanges to flush out the ideas more for my own comprehension and consideration. It appears I have a lot to learn… and to unlearn.

References:
Role of Intrinsic and Extrinsic Rewards in Motivating Employees. (2024). Journal of Informatics Education and Research. https://doi.org/10.52783/jier.v4i2.1185

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Final Reflection of my Journey

November 30, 2024 /

This is one last reflection on the things I’ve learned during my Inquiry Project journey

A picturesque road extends into the distance, surrounded by autumn trees displaying vibrant orange and yellow leaves. A single yellow line runs down the center of the road, leading toward a foggy, mist-covered horizon.
Photo by Patrick Tomasso on Unsplash

There have been many ups and downs with this inquiry project, namely the premonition that my stereo upgrade was undoubtedly going to happen. I felt disappointed, to say the least, when I learned that the budget I had originally started with was well below the anticipated costs.

Lets take a look at the things I learned along the way:

  • Leave it up to AI: I asked Copilot and ChatGPT to give me a full stereo setup for under $1000 (my budget) and they delivered. However, what I didn’t consider was all the other parts and tools that I would need to replace or remove any of the existing equipment in my vehicle, which ran the cost way up
  • Space for Subs: I learned that my vehicle has a neat area in the trunk/wagon that could be used for the storing of the amplifier and sub-woofer so I don’t lose cargo space
  • Under-seat Storage: If I bought the *mildly expensive* sub-and-amp in one combo, I could get a small enough one to fit snugly beneath the driver’s seat which would also reduce the possibility of new equipment taking up too much space
  • Stereo Found: During my hours of extensive research, I was able to find the exact digital media receiver I want to install and a video showing me how to do it. When the time is right, and gold coins rain down from the heavens into my pockets, I will know what I want and how to install it
  • Financial Frustration: After weeks of research and countless hours watching videos, reading forums, and adding more items to carts, my dream of upgrading my stereo system in my car has come to a pause. I know it won’t stay paused forever, but for now my financial focus has to be on school, rent, and bills. There will be a time, but that time is not now

In summation, I still dearly love my vehicle. Crackly speakers and all. It is my dream car and I am more than grateful that I hanifested it into my life this year. That has been my true dream come true. It continues to serve me very well and I hope to upgrade it’s stereo system one day. Now, at least I know how.

The image shows the back of a blue car with its trunk open, filled with large pieces of firewood. Another car is parked nearby, and trees can be seen in the background under a clear sky.
Photo by Hanne

Final Reflective Blog Post

November 30, 2024 /

Here is a Sketchnote of (almost) all the things I learned in Education Technology and Innovation 336 over this semester

A hand-drawn graphic comprises puzzle pieces, each labeled with different educational tech topics: multimedia, inquiry project, cell phones, closed captioning, coding, TinkerCad, visual schedules, apps for learning, GenAI, and ChatGPT. Center text reads EDCI 336 Tech & Innovation.
  • Multimedia Approach: This can help create an encompassing approach to presenting information with video, audio, QR codes, script, images, and interaction within presentations
  • Cell Phones in Schools: My group’s Technology Presentation was on Cell Phones in School and the ramifications of the recently established ban in BC on cell phone use in schools. This topic was illuminating and brings forth such an interesting perspective of how demanding cell phones can be on our focus and time
  • Coding: I no longer fear coding! It always seemed like a big, scary idea that only students who go through a computer science degree can understand and tackle, but a very light version of coding was introduced in this course and now it doesn’t seem so bad. It’s sort of like a puzzle, and that’s how I’ll present it to my future students too
  • Inquiry Projects: While my inquiry project didn’t turn out the way I was expecting, inquiry projects in essence follow the student’s curiosity and allow them to bring that into their education. My project was wildly different from any one other students, yet we were all able to progress and learn more about something we had an interest in. Encouraging students to explore their passions helps motivate them to further their education on it and they can learn a lot of life and academic skills along the way
  • TinkerCad: My very first time using a 3D printer, TinkerCad was confusing but I got exactly what I wanted. I went off-script which made my process much harder. Had I followed the prompt, I think I would not have felt so frustrated. TinkerCad is a neat way for students ~and teachers~ to learn how to design and produce 3D items and tools
  • GenAI: GenAI, such as Copilot and ChatGPT, can be used as tools for marking in classrooms, developing rubrics, and as a resource to find more resources (think artificial librarian). These AI’s can supplement students’ learning while they become educated on when they should and should not use these tools
  • Apps for Learning: During this week’s class we learned about how many apps there are (and many more to be discovered!) that can inspire learning and exploration for students and aid in demonstrations for teaching
  • Visual Schedules: As a part of classroom management that we learned from the guest speaker, Brittany Johnson, how helpful visual schedules are for all students, especially those who are on the Autism Spectrum
  • Closed Captioning: This is only one aspect of making media and technology for inclusive for people with diverse abilities. Another way is writing alternative descriptions for pictures for people who may be visually-impaired and changing the background text colour to be easier to read and register

Overall, my main takeaway from this course and Rich’s rich (haha!) teaching style, was how he made every new part of learning feel approachable. I used to fear having to teach Applied Design, Skills, and Technologies (ADST) in school because I knew little to nothing about it. I was just hoping maybe it would fall off from the curriculum by the time I became a teacher. After having taken the Technology and Innovation course, I feel so much more equipped to get my students excited about learning new and helpful aspects of technology and AI!

Slowing my Roll…

November 16, 2024 /

How Financial Escalation May Kibosh Plans

two rugged hands holding open a brown, worn leather wallet to reveal nothing inside the wallet, indicating a lack of money. The background shows the out-of-focus torso of a person that the hands belong to wearing a white short and black or dark blue jeans.
Photo by Towfiqu barbhuiya on Unsplash

After a conversation with Sound Advice Ltd. to gain some insight about how much this project could run me in terms of expenses if the installation goes sideways, I discovered it could cost far more than previously expected.

A pile of assorted Canadian coins, including pennies, nickels, dimes, and quarters. The coins feature various designs and different metals, creating a mix of copper, silver, and bronze hues.
Photo by pina messina on Unsplash

I asked how much for installing a new stereo into my stock system would cost if I had bought the digital media player on my own and brought it in to be installed. They quoted me about $1000 because they will likely have to calibrate the new technology to be cohesive with the existing system.

I then asked them how much it would be if I started the installation on my own, then was met with a challenge and needed to bring the car in to be corrected. They thought about it and said, “hmm, about $1000.00.”

A person with long hair in a bun is standing against a brick wall, holding an open book in front of their face. They are wearing a dark jacket and appear to be immersed in reading. Light and shadow patterns are visible on the wall.
Photo by Siora Photography on Unsplash

So Where Does That Leave Me?

In all honesty, I was very excited about this project, and I’m feeling like I am at a crossroads. I can either spend the money, and try the installation on my own, which could reward me with a new stereo system and either garner great frustration and a new learned skill… or I can posit that, throughout my research, I have gained the knowledge on how to do a stereo upgrade, what the potential costs and benefits are, and what resources I have access to in the community to make this a reality. Regardless of which path I take, I have learned a lot throughout the process of my inquiry project.

Moving Forward

How can I achieve a more favourable outcome in the future after spending weeks conducting the research to fulfill this inquiry project. Lets take a look at the actions or decisions I can make for the next time to set a more achievable goal:

  • Gauge the financial stage I am at in life, appropriate to my academic and occupational position. Propose whether I am willing to drop a band on just a new stereo set-up, without the addition of speakers, a subwoofer, and an amplifier
  • Propose an alternative plan (back-up plan) for when things start to become too expensive or extend beyond my realistic capabilities (this would’ve helped the process feel successful because I would have still met a goal, even if it was Plan B)
  • Enlist the expertise of someone who has made a similar or exact upgrade to their stereo system in the same make and model as my vehicle. This would’ve allowed me to gain a better perspective for how the process could alter my existing, and favoured, multi-function steering wheel
  • Access to disposable funds so that I don’t have to consider how the finances would impact my current position as a student and renter
A dark blue station wagon is parked on a wet concrete driveway in front of a white garage. The car has roof racks and the surrounding area features some grass and a hedge.
Photo by Hanne

Final Reflection

This inquiry project was very interesting and had some educational components to it. I learned how to manage and post on a website, how to research for products and processes, like removing the interior panelling of a car door. I do feel a bit disappointed that I won’t be able to install a new stereo system for my vehicle yet, but I do feel accomplished in knowing that when the time is right, I could get it done confidently because I know the steps and where to find more information. Next time I will consider a project that does not require as much of a financial sacrifice, or -ideally- no financial sacrifice. Perhaps I will come into a large sum of money and be able to complete my inquiry project of upgrading my VW’s stereo system.

Thank you for following this journey with me!

A black and white short video Gif of a hand-drawn outlined cat dancing doing the running man, twirls, shaking it's backside, and throwing it's hands up in the air while moving back and forth across a stage with half of a window on the left-hand side of the gif and a squiggle in the top right of the gif
Gif from Giphy

Apps, Apps, and More Apps!

November 15, 2024 /

Educational Apps to Inspire Curiosity

A person highlights notes on papers scattered on a desk. A smartphone displays app icons. Nearby, colorful pens and sticky notes are arranged. A computer monitor and mouse are visible, suggesting a workspace environment.
Photo by Firmbee.com on Unsplash

What if the only apps on a child’s phone or iPad were educational AND fun? The natural inclination to create and experiment becomes much higher when children and young adults have access to technological resources that stimulate learning over brain rot activities.

A screenshot from Urban Dictionary for the term Brainrot with a definition about addiction to low-effort content, mentioning cocomelon. Includes a quote and author name. Buttons show 486 likes and 22 dislikes. A banner advertises a Brainrot mug.
Screenshot by Hanne from Urban Dictionary

Let’s take a look at some of the apps introduced during our Technology and Innovation class. These are my written thoughts and notes during the class, so language and punctuation may not be as proper:

A List of Apps for School

  • Khan Academy apps: I don’t have a lot of information on this one, but I have used Khan Academy for years on my laptop and rate the math explanations quite highly
  • Google Keep: Can do keyword searches to find words from your notes if you take pictures of the writing to ‘search’ your own notes! Try this and add it to the blog?
  • Socratics App: Uses questions to solve them with AI (“What is Mitosis?”)
  • Arduino Science Journal: Could be used for science classes! Measures tilts, gravity force, changes with distance, magnetic pulls, light magnitude, sound, vibration, etc. 
  • Google Science Journal: Lesson plans and activities for age levels and grades complete with written lesson plans and materials
  • Google Sky Map: Point your phone at the sky and it will show you the star constellations (to be used during a camping field trip?)
  • Coach’s Eye/Hudl Technique: An app to video tape a physical skill in P.E. so you can see your performance in slow motion and pause to find the exact motions that need to be practiced
  • Macro Lens DIY: (not an app, just an activity) I have made this before! Try it out. Could be a fantastic inquiry project for students and have them use this to do a science project with cells!

Two Apps I Keep on My Phone (and use frequently)

  • Desmos: An app to use for graphing. It is so helpful to check your graphing coordinates and a fun app to play around and learn through experimenting!
  • Symbolab: You can scan material with the camera option, or write in the equation, to have the answer and the breakdown of the steps. It has helped me tremendously and I do recommend it to my students to use AFTER trying the question first. Symbolab can be used on phones or on the computer via this website: www.symbolab.com

Arduino Science Journal App Experiment

Above is a screen recording of the three experiments I did on Arduino Science Journal on my phone. I did the experiments from the Acceleration Module which teaches about Motion and Aerodynamics in Science. The app is pretty neat and the editing is laid out similar to WordPress, with options for embedding pictures using a personal gallery or the camera function and adding text in the form of titles, subtitles, paragraphs, or notes. The adjusting of the ‘blocks’ uses the same movement as WordPress with two vertical lines of three dots indicating to press and move the ‘block’ of content up or down in the ‘post.’

My Perspective on Cell Phones in Schools:

Below is the link to the blog post before detailing the Technology and Innovation Presentation where my own and my group’s perspectives can be found.

Cell Phones in Schools

In My Future Classroom…

A person wearing a purple and black striped shirt and black pants is sitting and holding a smartphone with a blue and gray case. Their nails are painted dark, and a blurred background suggests an indoor setting.
Photo by Julie Ricard on Unsplash

While technology is all around us and not going anywhere, I do recognize the downsides to the constant reliance on technology. For example, text to speech is helpful for students with disabilities, such as blindness, but it can also hinder students who need to work on their reading skills to strengthen them. Additionally, apps that help with math explanations can be a huge asset, and I can personally vouch for that. However, too much dependence does not allow for students to adequately gain the skills and develop their comprehension of the material. I can also speak to that from experience.

In my future grade 6 classroom, I will consider introducing a new academic app every two or three weeks that will include an assignment using the app for the students to become familiar with it’s functions and uses. That being said, save for potentially a ‘Free Friday Phone Block’ class that the students must earn a block to use their phones, I will be implementing ‘phone-free’ classes where the cell phones will remain on silent but may be with the students. I would do this because there are known developmental effects of the over-use of cell phones by children and adults. Most of us are addicted and too much screen time can affect mood, sleep patterns, self-esteem, and lower productivity rates, among many more. Let’s encourage healthy and appropriate phone use for our students.

Musical Growth Plan ~Complete!

November 15, 2024 /

Here you will find my three songs all played on the piano by me!

This song is Let It Be by the Beatles and I learned this song for my mom. As explained before, this song was played often by my mother during my childhood. My mom got to be featured in this video!

This song was Pachelbel Canon by Johann Pachelbel and I had learned it for my dad. At the time of playing this song for him, he is actually in the hospital right now so I was not able to have him present while I played, unfortunately. I hope you still enjoy it.

The last song I chose was a song for myself: Fur Elise by Ludwig Van Beethoven. Please excuse the quality of the video, but I do hope you enjoy!

Thank you so much for joining me on my musical journey! In all honesty, I asked my mom for help in learning my songs and would practice with her on her big upright piano. She used to play the piano and felt inspired when she was teaching me to get back into it! Now I know three songs and she and I were able to spend time together while I learned a new skill!

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