Peer Reviews of group Wiki...

I checked the Peer Review system on LMS and discovered that I had two reviews for our group Wiki. 

The person who did Review 1 said how much they liked our group Wiki because it was fun, engaging and clear. They also enjoyed our online presentation and said that it was evident that we had spent a lot of time planning and implementing it. Review 1 mentioned no areas that needed to be improved, however, it was pointed out that there were some minor speaking mistakes on our online presentation.

Review 2 suggested that we needed to be more explicit about the teaching area, year level and project overview on our Wiki Home Page. It was also suggested that the "9 Elements of Authentic Learning" table, (that we had created), needed further explanation of how we incorporated the "9 Elements of Authentic Learning" into our project.

I quickly checked our Wiki and I personally think that our Wiki Home Page does cover the required elements, (as stated in the Marking Rubric), and I also believe that our table, describing how we have incorporated the "9 Elements of Authentic Learning" into our project, gives a thorough explanation. However, I decided to log into Face Book to ask the other members of the group what they thought of my review comments and to find out what comments they had received.

After sharing our reviews Tegan decided to alter the Home Page slightly by enlarging the title to make it clear that the Wiki site and project related to volcanoes.

Sarah said that she had received a comment about the teacher tips not being in line with the lesson plan so she removed the widget boxes and incorporated the teacher tips into the same table as the lesson plan outline.

I decided to add a link to a word-search-maker site, (in Resource 3 on the Student Resources Page), because I remembered Jenni saying that although word searches are good it is better to get the students to demonstrate their critical and creative skills by making their own.

We all decided that the explanation of how we incorporated the "9 Elements of Authentic Learning" into our project was sufficient and did not need to be altered. As a group we are aware of the minor speaking mistakes within the online presentation, however, it is so difficult to produce a perfect narration so we decided to stop re-recording and stressing because we were happy with the content and the end product.

Overall I am happy with the Peer Reviews that our group Wiki has had because, (according to our group discussions via Face Book and our mobile phone discussions), they have all been positive and everyone seems to have enjoyed the project that we have created.

Lecture 13: Online Live Classroom - Interactive Whiteboard and Mobile Learning....

I am now able to sign into the Online Live Classroom Lectures without any difficulties and I enjoy using this technology as a learning tool now that I feel comfortable navigating around the screen.

Jenni started the lecture by asking whether everyone had completed their online peer reviews and the result came back indicating that 91% of us have completed 2 peer reviews.

Screen capture of completed peer review results.

Interactive WhiteBoards:

The lecture then focused on Interactive Whiteboards, (IWB), and Jenni made a great point that the culture of teaching needs to be changed before digital devices are added. Teachers need to adapt to 21st Century learning and use technology to actively involve students.

"CENTRE LEARNING AROUND THE LEARNER"

Jenni then talked about the different brands of Interactive Whiteboards that are available, (Smartboards, Teamboard, Electroboard etc...), and directed us to LMS where there are various links that explian how to set up and use an IWB. Jenni also advised us that Scootle has great IWB resources that will probably come in useful when it is time for us to go on practical work experiences at schools. Another interesting point Jenni made was that it is possible to set up lesson plans for an IWB on a laptop so that you are organised and ready to teach before you attend the school. It was interesting to note that 41% of the lecture group have used an IWB at some stage.

For the IWB to be used for their purpose, (to provide interaction), Jenni suggested that as a tecaher you should get the students involved by getting them to use the technology instead of you. A good example would be to have a roster where the students calibrate the IWB on a daily basis. It is important to put the learning into the students's hands - let them be the teacher.

iPads (mobile devices):

The next part of the lecture addressed the use of iPads and mobile devices and a quick poll was taken to see how many people in the lecture group owned or had access to an iPad or Android Tablet. The results are below...

Results from the above poll.

Jenni explained that iPads are becoming a popular mobile device that are being used within a teaching environment and it is important, (as a teacher), to take advantage of this learning tool by using it not only for teaching with apps but for real world relevance like out in the field for taking photos or recording, (use them for the purpose that they have been designed for - mobile learning). The Technology Toolbox for Educators wiki has a link to a great website that demonstrates how iPads bring "A Change In Teaching Style." 

It was also suggested in this lecture that in a few years time there will be a shift in the mobile phone policy at schools and they will become learning tools for students. Again the Technology Toolbox for Educators wiki has a link to an interesting website that gives "10 Reasons Cell Phones Should Be Allowed In Schools."

Jenni then discussed the characteristics of mobile learning as listed below:

• Explore - Provide time for exploration of mobile technologies.
• Blended - Blend with non mobile technologies e.g., claymation and iMovie.
• Whenever - Use mobile learning spontaneously.
• Wherever - Non traditional learning spaces e.g., a museum.
• Whomsoever - Use mobile learning both individually and collaboratively.
• Personalise - Employ the learner's own mobile devices, iPads, smartphones, ipods.
• Affordances - Do not use like a PC, use device to its best advantage e.g., ipods-digital stories, iPads-show me tutorial, presentations, drawings etc...
• Mediation - Use mobile learning to mediate knowledge construction.
• Produse - Use mobile learning to produce and consume knowledge, (like the tasks completed within this unit).

It was also clarified that as a teacher it is important to ask questions about the learning environments that you create in order to encourage motivation and deeper meaning.

I particularly enjoyed this lecture because it was so relevant to the 21st Century teaching and learning pedagogy within schools. At the school I work at, (as an Education Assistant), Primary School students have been issued with iPads and Middle School and High School students have been issued with MacBook Airs making the learning environment collaborative, engaging, fun, spontaneous and social. At the beginning of this school year I was issued with an iPad, (instead of a laptop), and at first I admit I was apprehensive about its suitability within my job role, however, I have been pleasantly surprised. The iPad has proven to be a fantastic mobile device with which I can use to spontaneously take photos, make recordings, use fantastic apps when I work with students that require extra support, check my emails, use the net for research and much more...

From studying this unit, (EDN113 Living and Learning with Technology), I truly understand how today's learning is definitely at the fingertips of our students!

Last minute changes...

After re-reading the online presentation elements that are required, (from the Marking Rubric), my group decided that we needed to talk more about how and why tasks were allocated to particular people. We decided to meet up in the student common room and re-record our online presentation to include this information:

Screen capture of the presentation elements that are required.

• Sarah - was given the title of "MANAGER" because this is the area in which her strength lies. Sarah talked about how she created a Google Doc. so that we were able to know exactly what jobs needed to be done and what jobs had been completed. Sarah also organised the "9 Elements of Authentic Learning" included in our Wiki into a table as well as research teacher resources and edit the Wiki.

• Tegan - was give the title of "TECHNOLOGY GURU" because she always seems to be the first person in our group to solve any technical issues that we encounter. Tegan is also extremely creative so she made our model volcano and created the Home page of our Wiki as well as researching teacher resources and also editing the Wiki site.

• Roxy - was given the title of "ASSISTANT" because she is always happy to lend a helping hand and provide additional suggestions. Roxy also created the student Blogs that are on our Wiki, added appropriate images to them and also edited the Wiki.

• Myself - I was given the title of "EXPERTISE" because I was able to draw on my experiences as an Education Assistant to make our Wiki an authentic learning resource. From working with students within the same year level that our Wiki is aimed at I was able to include student resources that I knew would be engaging and appropriate. I also contributed to the group volcano experiment that we conducted and edited the Wiki site.

Our new recording did not take long to complete because we were familiar with the technology, (PowerPoint and Sreencast-O-Matic), and we had already practiced what we were going to say. Again we allocated each group member various slides to narrate, however, Roxy was unable to attend so Sarah talked on her behalf.

On reflection I am glad that we took the time to re-record our online presentation because it appears  more professional and the narration is less rushed and more relaxed. Because we had more time we also discovered that we could choose from a variety of editing options at the end of the screencasting video. With this new knowledge we decided to remove the cursor halo and use a highlighting tool instead which was less distracting for the audience when watching the video. We also noticed in our first online presentation that there was a lot of clicking during the video because we had not scrolled down the screen, therefore we used the scroll function in our final recording.

Playing back our final recording of our online presentation was so satisfying and we are all happy and proud at what we have achieved. I feel that all the hard work, organisation, communication and collaboration has definitely paid of and I can honestly say that we have all done the best that we could have.

This experience of working as a team has been so rewarding and positive because we have all respected and pulled together as a group.

"GREAT JOB TO THE EXPLOSIVE TEAM!"

Peer reviews...

Almost at the end of Task 3!

I have completed three peer reviews and thoroughly enjoyed the experience. All of the Wiki sites that I reviewed had great project ideas and the context was appropriate for their target audience. The first Wiki was called, "WHAT'S IN OUR BODIES?"  with the emphasis on how humans are made up, the second Wiki was, "Biological Sciences Teacher's resource," which was aimed at life cycles and it used the growing of tomato plants as an example, and the third Wiki was, "Skilldevelopers," which looked at developing students personal skills in a chosen sport. As an outsider looking in I was able to give lots of positive feedback as well as some ideas that would help further enhance these sites. Unfotunatley I was unable to give any feedback on both the group's presentations because they had not yet been hyperlinked or embedded on the Wikis. I will go back into the review system at a later date and see if the presentations have been added, if so I will review each of them.

Screen capture of the sites that I have reviewed.

It was interesting to see how each group, (with the same set task), has used different organisation methods as well as varying levels of creativity. I have not had a peer review yet, however, I am looking forward to hopefully receiving some constructive feedback shortly.

The group Wikis are going to be fabulous resources to refer to in the future whilst completing work experience at schools and as a future teacher. It is amazing to see how Wikis can be used over varying year levels to promote collaborative, engaging and authentic projects. I am proud of the skills myself and the other EDN113 students have achieved over such a short period of time and I am definitely going to enhance my technology skills through further research and independent learning.

My reflection of unit EDN113 "Living and Learning with Technology."

I remember enrolling in this unit and thinking to myself that I was going to find "Living and Learning with Technology" a huge challenge because my knowledge of technology was very limited. This thought became worse when I read each of the assigned tasks. I can recall thinking that I was going to be completely out of my depth because there was no way that I would be able to create a Web Site, Blog page, Screencast video or a Wiki, (and I wasn't even sure what they exactly were).

Task 1 was a struggle for me but with the fantastic learning resources that have been available to use, (lectures, tutorials, unit text book, "Meaningful Learning with Technology," online resources, LMS discussion forum and my peers), I managed to complete the task successfully and gain confidence in using technology. Task 2 became less stressful because I started to enjoy exploring new technologies and started to visualise how these technologies can be used within a learning environment. Task 3 was the task that I enjoyed the most because me and my group members all had different skills that we mixed together to produce a great teaching resource.

From this unit I have obtained many transferable skills that include:

• Independent learning
• Research skills
• Knowledge of various technology tools
• How to implement technology tools into a learning environment
• How to create a collaborative learning environment
• Ways to promote critical and creative thinking
• Working as a team
• How to give constructive feedback
• Using technology as cognitive tools
• Developing a 21st Century teaching pedagogy

This unit is so relevant to my future role as a teacher and this has been clarified on numerous occasions within my current position as an Education Assistant. Only a couple of days ago I was in a Year 7 English class listening to a teacher giving a presentation to her students on how to navigate around, reflect and post work on their Blogs. The teacher also talked about a digital magazine that has been created for the students where they can add their own articles on things of interest e.g. sporting activities, how to make the best muffins, book reviews etc.

I can honestly say that I have gained so much from this unit and when I look back at what I have managed to create, (in a short space of time), I feel extremely satisfied and proud. The thought of using technology no longer scares me, instead it fills me with excitement because technology can be so empowering when it is embraced.

Tutorial 12...

Jenni explained that once we had added our group Wiki URL to the sign-up-sheet we were able to use the rest of the tutorial to work on our group Wiki.

Tegan added our URL to the sign-up-sheet then as a group we decided that the most important element for us to concentrate on was the online presentation. We still have a couple of components to add, (that we identified from our group meeting that we had before today's lecture), however, these components could be added by us individually whereas the creation of the presentation required the whole group to be together.

So that we could record our presentation we worked in the student common room to avoid any distractions or interruptions.

Tegan had all the images on her laptop from the volcano eruption activity that we recorded so she began to create a PowerPoint presentation. We reflected back to the lecture earlier in the day and remembered Jenni saying that our Wiki should have a beginning, (an introduction), a middle, (the content), and an end, (a summary). With this is in mind we followed the same guidelines with our PowerPoint slides by starting with an introduction.

Introduction: We began by introducing the topic of our Wiki which is Volcanoes. We then introduced ourselves as "The Explosive Team" and mentioned each team member individually. The next slide we added was a brainstorm of ideas that we had at the beginning of this Task which helped us create our final product. We then added a slide that displayed how each of the tasks that needed to be completed were allocated followed by a slide showing where we got our resources from and an example of a lab safety video that we thought the students would definitely enjoy.

Content: This is where we added slides relating to our Wiki such as the Home Page, Lesson Plan Page, Teacher Resource Page, Student Resource Page etc...

Summary: To summarise we gave an overview of our project be mentioning the teaching area and year level the project is based on, the learning objectives, the technology resources used and how we have included the "9 Elements of Authentic Learning." We thought that it was important to show an end product for our project so we also included a short screencast video of our group volcano experiment activity that we conducted.

By following the above guidelines we found that our PowerPoint slides flowed together well and the information was very informative, however, we wanted the audience to acknowledge how much fun we had working on this project and we also wanted to engage them. With this in mind we decided to add a small section of one of our teacher resources, (a volcano song), as part of the introduction.

As a group we all felt really pleased because we had found Microsoft PowerPoint to be an easy technology tool to work with that produced professional looking slides. As an Education Assistant I use Microsoft PowerPoint regularly with the students that I work with because the students also find the presentation tool simple to use and they love the different themes and functions that are available.  Most of the students teach themselves how to use Microsoft PowerPoint by exploring the presentation tool and collaborating with other students, however "How to use Microsoft PowerPoint 2010" is a great You Tube video resource.

We then proceeded to upload our Microsoft Powerpoint to PresenationTube so that we could record our narration. PresentationTube is a free video presentation recorder that synchronises a variety of visual aids including PowerPoint slides.

DISASTER STRUCK!

We allocated each group member various slides to introduce and clarified what we were going to say and then we started to record. After fifteen minutes we were all about to pull our hair out! Every time one of us made a mistake we were unable to record over the error, instead we had to start the recording again from the beginning. The pressure of not making any mistakes was so intense that we were all stumbling on words during the recording and feeling bad when we were the cause of having to start the recording all over again. The whole group started to get stressed out because time was ticking away and we knew that this was probably going to be the last opportunity that we would all be together to record our presentation.

Finally Tegan suggested we try using our original choice of technology tool, (Screencast-O-Matic), and create a screencast video. This was not as straight forward as we thought either!

The first problem was we were unable to click on the PowerPoint slides when using Screencast-O-Matic so each time we wanted to narrate a slide we had to retrieve each slide individually and then do our recording.

The second problem arose when we tried to add the "Volcano Song" as the backing music to our first introduction slide. We had to click on the volcano song video link and then quickly navigate back to Screencast-O-Matic and click on record, it sounds easy but it was impossible to get the correct timing and we were continuously missing the first part of the song. Stress levels began to rise again and we almost decided to forget about the song but then Sarah suggested we record the volcano song on her iPhone and then play it back over the laptop microphone so that Screencast-O-Matic could pick the sound up. Success, this method worked well and we were all so excited that we were able to include the song in our online presentation.

The rest of the screencast recording run smoothly because we all felt at ease knowing that if we made a mistake during our recordings we would be able to re-record over them, unlike our first attempt using PresentationTube.

We all gave a sigh of relief, Tegan clicked playback on the Screencast-O-Matic menu bar and we all sat back apprehensively waiting to view our online presentation. A huge cheer errupted in the student common room as we realised that we had successfully created our online presentation and we had almost finished Task 3. The "Explosive Team" had a group moment and we all told each other how proud we were of our team work and of the fantastic Wiki project that we had all created.

The "Explosive Team" feeling extremely happy!

We left the student common room after confirming our last allocated tasks to complete our group Wiki project:

Tegan:

• Add links to the student resource page.
• Embed our screencast video presentation into our Wiki home page.

Sarah:

•  Find some research books to include in our teachers resource page.

Roxy:

• Finish of the Blogs.

Me: 

• Create and add the teacher tips to the lesson plan page.

Peer Reviews:

I am looking forward to completing the Peer Reviews to see what topics the other groups have covered and to find out the different ways that each group tackled this task. I must admit I did feel uncomfortable when I first started using the Peer Review system but now I enjoy looking at the alternative methods used to complete each task. From practice and looking at other peoples comments I am finding it much easier to give constructive feedback, (which is an important skill to have as a future teacher), and I look forward to receiving constructive feedback in order to critically analysis my own work and make improvements if necessary.

Lecture 12: Presentations...

Today's lecture began by Jenni discussing how important it is to make sure that we refer to the Marking Rubric to ensure that each element that is required in Task 3 has been included in our Wiki sites. I remember thinking how important Jenni's advice was because my group had just realised, (a couple of hours before the lecture), that we had left out some required elements. Fortunately, (from mistakes made in past tasks), regular checking of the Marking Rubric enabled us to add the elements that we had missed i.e. links from the lesson page and teacher tips.

The next part of the lecture focused on the online presentation requirements which included the need to demonstrate, (through narration and visuals), how the group worked together to create the resource and an overview of the project. Jenni showed examples of  PowerPoint presentation for Task 3 that were created last year, (including "The Nutty Nutritionists"), and explained that if we was to use PowerPoint we would have to upload it to authorSTREAM in order to record a narration. On the LMS, (under Task 3), Jenni has created a page where she has embedded a variety of example videos that explain some of the technologies that can be used to create narrated online presentations that can then be embedded into a Wiki site.

The lecture concluded with Jenni discussing the Peer Review system for Task 3 and the importance of completing the reviews in order to give and receive constructive feedback and to accumulate marks. Jenni also re-enforced the need for each student to complete a Task 3 cover sheet in order to be assessed and for one group member to input our Wiki URL into the Task 3 sign-up sheet to enable our Wiki site to be reviewed.

After the lecture my group decided that we would use PowerPoint uploaded to authorSTREAM to create our online presentation because Jenni had mentioned that it is difficult to create a screencast video from PowerPoint slides.

I am feeling really excited about creating our online presentation because my group has so many ideas, (that we were jotting down during the lecture), to produce an engaging and informative short video. This is a good example of how collaborative learning can lead to a more creative end product because a variety of different views, experiences and skills are being drawn upon.

Group Wiki meeting...

Before the lecture today our group met up in the student common room to discuss our Wiki site.

As a group we went through the Marking Rubric and realised that we needed to add certain elements to our Wiki to meet the criteria, therefore we allocated our selves specific tasks that we felt the most comfortable completing because we had already worked individually on the pages where the necessary elements had to be added (the tasks are listed below).

Tegan - is going to add links to the lesson page so that the students are able to access the relevant resources related to the specific week.

Roxy - is going to work on the Blog page by adding some related links and images to make the blogs look more appealing.

Sarah - is going to research Amazon and the Murdoch Library to find books relating to volcanoes and chemical reactions that she can add to the student resource page.

I am going to add some teacher tips along side the lesson plan in order to help each weeks lessons run as smoothly as possible. To complete this task I am going to relate to my job role as an Education Assistant and draw on the knowledge and observations I have experienced during this time. I am also going to add a link to CHEM4KIDS website in the teachers resource page so that teachers can direct students there for extension activities.

As a group we also decided to use a screencast video instead of iMovie for our group presentation because we believe it will be easier for the audience to follow the different pages that we will be displaying and discussing.

This was a very productive group meeting and we are all feeling satisfied at what we have achieved so far. I feel that we have accomplished so much in a short space of time because we have all been communicating with each other on a regular basis and we have, (through effective collaboration), shared the work load equally.

Group volcano experiment...

Today our group conducted the same science investigation that we have created on our "Explosive Learning" Wiki site. We followed the steps from the web site, "How To Make A Homemade Volcano," and made a realistic looking volcano. We then proceeded to scoop four table-spoons of Bicarbonate-of-Soda into the volcano along with a solution of vinegar and red food dye in order to create a chemical reaction that represented a volcanic eruption, (see images below).

 

As a group we were all really excited about the chemical reaction that took place between the Bicarbonate-of-Soda and the vinegar and how realistic the eruption looked. We are pleased that we took the time to complete the same investigation that we have designed for our students because we know that the experiment works and is a lot of fun. 

We have decided to use the photos that we took making the volcano and during the experiment to create an iMovie, (as per instructions in the lesson plan on the Wiki site), to see how creative the students can be.

I am thoroughly enjoying Task 3 because it is great to see how our Wiki site has started to look like a professional teaching resource. As a group we are continuously communicating with each other, mainly via Face Book and organising convenient times to meet up, which has made it easy to stay on schedule with each component.

Working on the student's resource page of the group Wiki...

I have been responsible for adding the relevant resources to the student's resource page and have included a safety video, (that is in the form of a rap that is fun and informative), a video that demonstrates how chemical reactions happen around us all of the time, a word search that I created from a word search generator, a spot the safety hazard worksheet, a screencast video explaining how to complete a Lab Report, a Lab Report template, Blog guidelines and a Marking Rubric.

Screen capture of the "Explosive Learning" word search that I created.

All of these resources will assist the students in completing their science investigation by helping them gain a deeper understanding of chemical reactions, become aware of the safety procedures that need to be followed when conducting their experiments and provide them with the knowledge of how to interpret their results.

Working as an Education Assistant at Tranby College has given me an insight into what students find engaging and this definitely helped me choose the resources that I have added to the student's resource page.

I decided to call the Marking Rubric the Marking Key so that it will be easier for the students to understand what it refers to. I found chapter ten of the unit text book, "Meaningful Learning with Technology," a valuable resource for creating the Marking Key because it clearly defines rubrics and their significance in helping assess meaningful learning outcomes as well as providing guidelines on how to create an effective rubric for assessing students work (Howland et al., 2012). I also thought that it was important to add a teacher comment box at the end of each criteria so that positive feedback could be given to the students to help them become critical thinkers and make improvements in their future work.

I am feeling excited at how the group Wiki is looking and this week my group will meet and discuss any improvements that we feel could be made to further enhance our Wiki site.


Reference:

Howland, J. L., Jonassen, D., & Marra, R. M . 2012. Meaningful Learning with Technology. 4th ed. Boston, MA: Allyn & Bacon.

Including the "9 Elements of Authentic Learning" in the group Wiki...

I am aware, (by the lectures, tutorials and resources from the "Living and Learning with Technology" unit), that as a future 21st Century teacher it is vital to make sure that one's teaching pedagogy encompasses the numerous technologies that are available today. In doing so a teacher is able to engage and empower their students by using technology as cognitive tools to ensure that the students learning is an active process that is meaningful and realistic.

As a result our group decided that it was necessary for us to include the "9 Elements of Authentic Learning" in our group Wiki. To achieve this we created a table, (illustrated below), that clearly explains how each of the "9 Elements of Authentic Learning" have been incorporated into our Wiki learning resource.

"9 Elements of Authentic Learning" incorporated in our Wiki.

Lecture 11: Working with Wikis...

I managed to go straight into the Live Classroom this time with no problems, however, there were a few technical issues throughout the lecture which were dealt with in a calm and professional manner. As a future teacher I am aware that I will also face similar technical problems at times and realise that it is important to be able to think on your toes and be able to adapt the lesson accordingly.

The lecture started by explaining that Wiki sites are different to Web sites because they are designed to...

• Enable group work.
• Keep a history of what has been added and by whom.
• Undo changes that have been made by someone else.
• Notify the creator of the Wiki when changes are made to the Wiki, (may need to pay a subscription fee for this facility).

Just like Web sites there are a variety of Wiki sites to choose from. My group chose to use Google sites because it is free, (for a basic Wiki), and we already have Google accounts therefore a new password did not have to be created or remembered.

The next part of the lecture demonstrated how to create a Wiki. My group has already created our Wiki and we have individually added resources and links to the various pages that we were allocated to work on. However, before I started to work on the group Wiki I searched Google and found this great web site, "How to Create a Wiki without any Technical Know-How Using Google Sites," that gives a step by step guide on how to create a Wiki. I was surprised at the similarity between Google Web sites and Google Wikis which enabled me to navigate around the screens and add links, images and my screencast video with ease because I used Google Sites to create my Web site.

When I first read the section on Wikis from the text book for this unit, "Meaningful Learning with Technology," (Howland, Jonassen &Marra, 2012), and from using the school Wiki at Tranby College, (where I work as an Education Assistant), I remember thinking how complicated it must be to set up a Wiki site. But now I am feeling so excited because I have developed so many new technology skills that will enable me to produce a Wiki which will provide meaningful and authentic learning.

Reference:

Howland, J. L., Jonassen, D., & Marra, R. M . 2012. Meaningful Learning with Technology. 4th ed. Boston, MA: Allyn & Bacon.