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The 90 Degree Shift
Top: Thomas Edison, Alan Turing, Nikolas Tesla Middle: Walt Disney, Mary Cassatt, Marie Curie Bottom: Galileo Galilei, Claude Monet, Albert Einstein
What are the characteristics of an apprentice of Leonardo da Vinci? First, the people above would all qualify as apprentices of Leonardo. All of them grew up in a world of conformity, established beliefs, and standards. All challenged the established beliefs and traditions. Each one was ridiculed, smeared, or shunned. You see, traditions and conformity go hand in hand. Once accepted, anyone who confronts the established validity, framework, or rules is no longer accepted by the masses.
Each above approached his work and then asked a simple question, “What if. . .” It is not just the question(s) they asked it’s the action they all took. They all shifted 90 degrees, and as strange as it seems, their actions caused the rest of the world to eventually accept and benefit from their ideas, visions, and dreams.
My personal 90-degree shift occurred back in 1995. It started with a simple question, “What if my students could collaborate with another school, in another state, on a science project–online?” My school, Don Bosco Technical Institute, in 1995, did not yet have the Internet. But I did on my personal account with AOL. I contacted AOL and asked if we could set up an electronic schoolhouse. I helped to develop the format, and then launched my program, “Space Island’s.” I developed a project that involved a virtual space station orbiting earth. Each participating school would have its own lab onboard to conduct experiments. In 1995, websites were still rare and all communication was done via emails and FTP settings.
By 1996, the program had gone viral with 2.3 million students and teachers in forty nations, ranging from elementary schools to universities. In that same year, the U.S. Congress placed my program into the Library of Congress as a historical event. It was documented as the first successfully launched long distant educational program ever completed online. Today, many universities and educational institutions benefit from online distant learning, and it all began with a question.
In 2005, I had two new questions. “What if educators, who are trained to teach, actually were given the chance to do just that?” Question number two, “What would happen if educators took back the reigns from businesses and politicians that now run education?” In that year, Leonardo’s Apprentice was born.
Leonardo’s Apprentice is about taking a 90 degree shift from the present course we have all been put on by both politicians and big business and giving control back to where it belongs, with the educators. It’s about giving the professional educator the respect and right to plan the strategies of engaging student learning. This is not about creating a new model or template. It is about generating visions, ideas and action that will bring efficacy to future generations. Generations who, in turn, will learn to make their own 90 degree shifts.
The upcoming series will not be a monologue but a dialogue of exchanges. Exchange of ideas, questions, doubts, and most importantly–movement! It will all start by taking the 90 degree shift from conformity and tradition into exploration and discovery. The first dialog will be on, “How To Engage Students.” I look forward to our future discussions and sharing your ideas and visions. Begin by leaving a comment or questions below and registering your email for my future book, “Making A 90 Degree Shift: Learning how to become a Leonardo’s Apprentice Educator.”
Let Pokemon. . .Go!
There is a story of man who was walking through the woods and spotted a target painted on a tree trunk with an arrow straight dab in the middle. He was amazed at the archer’s accuracy. He continued his walk and spotted several more trees with targets and arrows shot dead center. As he continued, he met a man with a bow and arrow and inquired if he was an archer who had made those shots.
“Are you the archer who made those brilliant shots?” the man said.
“Yes, I am.” said the archer.
“I would enjoy seeing you make another shot if you would,” the man replied.
“Sure thing,” said the archer
Stepping back the archer pulled out an arrow from his satchel, attached it to his bow and carefully drew it back as he aimed at an unmarked tree. Firing the arrow it lodge into the tree. The archer then picked up two buckets of paints and brushes and proceeded to paint the target around the arrow.
Finding new ways to motivate and engage students is the big buzz in education today. Many of the articles online are about how social technology can be used to solve these problems. For example, in two recent online articles from Edutopia,(July 22, 2016)“The Educational Potential of Pokemon Go” [http://edut.to/2bfHFPi], and (Aug. 2, 2016), “Pokemon Go…and Global Success Skills) [http://edut.to/2aIhld2] the authors present arguments as to the educational benefits that the Pokemon Go game could have in the Global Community. The readership is encouraged to download the game, play with it, and figure out ways on how to incorporate it into a lesson plan or curriculum. This is what I call, “Painting the target around the arrow.”
Can Pokemon build reading skills? It’s looking for virtual characters, so the answer is no. Will it help students better understand mathematics? Again the answer is no. What about language skills? Not there either. So how does this game build real-life skills? The authors never say how the game will do this. Why? Because Pokemon Go does not address any important learning issues–it’s a game!
Many of today’s educational digital games are no more than electronic flashcards. Pokemon Go offers no learning challenges it’s quite intuitive to learn. As for strategies, the only one I can see is not getting hit by a car while crossing a busy intersection, or falling into an open manhole while scanning for images from the user’s phone.
The authors imply that this game can make students better global citizens? Really? Does it teach about multiculturalism? Foreign languages? Social issues? No! In truth, the game was designed to make money. But there are some people both in education and in the game marketing industries trying desperately to draw their own targets around the arrow of ‘educational outcomes’ to convince teachers that their product or service will motivate and engage student learning.
There is a thread today that sings that education must be fun in order to learn. I like it when learning is fun, but real learning is also hard, it challenges, and demands focus. As educators, we are preparing our students for the real world, not the virtual world. The successes and points in the virtual world pay no dividends in the real world. As teachers in the classroom, our job is to encourage leadership, teach students how to question, how to evaluate failure and how to find alternative options. Our quest is to open the minds of our students to the future where they will be interacting, working, raising a family, making a living, and contributing as a responsible and productive citizen in the Global Community.
In conclusion, games like Pokemon will probably not be here twenty years from now with the evolution of technology and gaming theories. But the language, math, and thinking skills will be required to survive. To modify a line from Gladiator, “What we teach today echoes in eternity!”
I encourage and welcome comments on this and any article posted.
Rethinking Pandora’s Box
Image by HopeOnHope
This morning I was scanning my Periscope App to see if any of the teachers I follow had made any posts, while doing a quick scan I came across a San Bernardino high school student’s post titled, “Our teacher hates kids.” When I logged on, I viewed a live stream of a classroom where a male teacher was attempting to get the class’ attention while the student was streaming live. As the male student streamed he answered other online viewer’s question, drew sexual symbols, and with his camera aimed it at the teacher and drew a swastika.
Teachers today, are caught in a technology dilemma. On the one hand, to incorporate technology as a tool for learning, while at the same time, prohibiting that same technology from creating abuse and an unsafe environment. Periscope and Google Live, are today’s most popular live streaming Apps. There are others. There are all kinds of questions being written on privacy and public trusts issues with these types of technology.
Most teachers allow Smartphones in classroom for a number of reasons. In a math class, students may be allowed to access a calculator app. In an English class, students may use their phones to access a dictionary or thesaurus. In a science class, students might use their Smartphones to access a periodic table, math conversion, or a science term dictionary. It all sounds good and safe, but at the same time, technology, whether we talk about Smartphones, iPads, or iWatches can become a Pandora’s Box unleashing a multitude of problems and issues.
There are programs that will monitor classroom computers and even iPad technology; However, Smartphones present a unique and wildcard problem because they can’t be monitored from one source, and there lies the problem and solution.
There have been dozens of articles on everything from updating the Classroom with technology to Bringing In Your Own Device (BYOD). The pros and cons have been logically presented to the public, but the jury is still out on both the benefits and issues. So allow me to advance a couple of solutions.
If a computer lab is used, such as a desktop lab, or laptop\notebook cart, or iPad set then the teacher can monitor these units from one unit. This would maintain supervision, awareness of student projects, while maintaining a safe working environment. All that would be needed is the purchase of monitoring software and a few hands on lessons.
The BYOD scenario can be controlled, but it requires more student cooperation and teacher monitoring. If students are in a ‘standard classroom of rows of seating, there is no way to monitor student activity. In these cases, having students rearrange their seats in groups of four (fig. 1) reduces the walking and eye observations required by the teacher to monitor everyone’s activity.
Fig. 1 Group Seating
A better setup that works well, is to have students arrange their seats in a ‘Horseshoe’ format (fig 2) where a teacher can monitor all students from one vantage point. The trick is to have the students sit on the inside of the horseshoe, that way the teacher can monitor from his strategic advantage in the center of the horseshoe. In fig. 2, I would turn desks around so that they face out from the horseshoe. Teacher monitors in center.
Fig 2: Horseshoe seating
These are a few of the strategies I used when I did not have a computer lab and was faced with students bringing in their own technology devices. Between the two BYOD formats I feel the horseshoe is the best for monitoring all student activities.
I will post more strategies at LeonardosApprentice.org.
I look forward to any comments or ideas on this topic that you would like to share.
Combating Teacher Brownout
Photo by CCO
Dear Leonardo,
” I have two teachers who are resigning from their teaching post. My assistant principal told me both young teachers are burned out. I feel bad because they were both dedicated and were inspirational. What happened? Could I have prevented this . . .?”
Before burnout, there is a term psychologists have referred to for years called a”Brownout.” A teacher in the brownout stage has become disengaged, demotivated, and demonstrates a loss of interest. This is the teacher who used to come early and leave late; now that same teacher ‘clocks in’ on time and leaves as soon as she can.
Being a teacher today, the brownout can come from several sources, and have a multitude of reasons. Even though in a classroom of twenty or more students, or in an intimate or large faculty most teachers at the brownout stage feel alone, overwhelmed, and angry. The brownout teacher is starting to question their existence as a teacher… if what they are doing really will make a difference… if the lack of respect is really worth the effort to continue?
Teachers at the brownout stage usually release their feelings and frustrations outside the classroom–at home, with friends, or on social media. The problems that can be released especially through social media can damage school or school personnel reputations. For those who have no outlets, stress can be transferred into physical ailments from headaches, to stomach ailments, to lower back pains. This in turn increases teacher absenteeism and in the end affects student learning continuity and progress.
Even technology has played a role into this as well: Emails, texts, cell phones, computers, and social media have not reduced the stress issues, but, in effect, have increased it with longer hours on the job. How then can an administrator or department chair address the issue? One way, is through intervention from outside the school. Why outside and not from within? Simple, an outsider, with strict confidentiality to all parties, allows the teacher to express and release frustrations and emotions in a safe environment, free from ridicule, job threats, and colleague gossiping.
Leonardo’s Apprentice makes itself available as an intervention third party to intercept and address brownout situations before they get to the burnout stage. Our objective is to work with teachers through mentoring and training. We have three decades of experience in education and presently mentor elementary to university teachers.
Drop us a line if you have questions, or for more information visit our website at http://LeonardosApprentice.org.
Tools of the Trade
Back in 1988, I took a photography class at Glendale Community College. This was in PDA (pre-digital age). Like my fellow students I brought in my brand new Minolta 35mm camera. Our first assignment was to go around campus and take a composition picture in black & white showing textures. Our teacher went out as well, taking his 1950 Brownie camera to take shots. When we returned we all prepared our film, chose the best negative, developed it, and proudly placed it on a viewing rack. We then voted on the best picture. Okay, you’re jumping ahead, but you’re right! The teacher’s photo won. I still remember his words, “It’s the eye of the photographer, not the camera that takes a good or great picture.” Years later, when I taught a digital video production class I passed on the same phrase to my students. Composition is a communication skill that should not be left to the camera to decide.
My teacher’s quote can also be applied to today’s professional teachers. The technology available for classroom projects, presentations, and experimentation is awesome. But in the end, it is still the teacher not the tool that motivates a child. Today’s teachers are graduating from the best universities coming out with knowledge and insights on how the human brain learns, memorizes, and thinks. Neuroscience research has become part of the university’s curriculum with the newest information and studies on learning impairments, learning styles, cultural integration, and motivation motif’s. And yet, not one class is set aside on the topic on current technology being used in the classroom. Not one class discusses the best methods and procedures on how to implement any of the technology tools available into lesson plans that will engage and motivate young learners.
Some will say, today’s technology is quite intuitive, and there doesn’t need to be any training in it. There is some truth in this. My Canon Rebel digital camera can take good automatic pictures once I set the auto dials, then all I have to do is push a button, and instantly I get to see my taken image. But professional photographers learn how to compose their own shots, manually setting their own speeds and lighting, using raw files instead of tiff files. Pro photographers expand the envelope of their tools to invent and create new ways to communicate visually. There is a difference between a candid shot and a professional shot. But what has all of this to do with teachers?
Teachers who are not trained in how to manipulate the technology given them are limited to only the program instructions and device functions. Student engagement and motivation becomes a reality when teachers are trained properly on what their technology is capable of doing. An iPad device has access to thousands of apps, however, understanding how a child thinks and learns opens up opportunities in not just choosing the right app, but being able to manipulate it into a functional teaching tool. Teachers need to be taught how to choose the right technology and software programs that will meet the student’s learning style. There is no one size fits all here. It is at this point we transform the classroom facilitator into a EduTech professional capable of changing lives, engaging students, motivating them to their highest potentials, and in the end, even keeping the bureaucracy satisfied with higher test scores.
MOOC’s Achilles Heel
The ancient warrior Achilles had only one vulnerable spot, MOOC has three potential vulnerable spots. MOOC (Massive Open Online Courses) is not exactly new, but some of the participants running MOOC are. I’m not talking about some fly-by-night business Website that is not accredited. I am talking about prestigious universities that are offering free courses for credit: MIT, Stanford, UC Berkeley, UCLA, Yale Harvard, and Duke and more. All that is needed is access to the Web and some time. And yet, the completion rate is low and the failure rate is high! Duke University’s Coursera MOOC program, which registered 12,700 students, had only 350 finish the course–that’s a 97% drop out rate (Rivard, 2013). A lot of students from high school to retirees are jumping on board, but leaving the educational train before it completes its journey. Why?
The first MOOC was created back in 1995 in a project called, “Space Island’s,” which was logged into the Library of Congress in 1996 as the first long distant online educational program ever done in history. The course study was on space flight and space station research. The courses and lessons were free, as today, and reached over 2.3 million students and teachers in forty nations. I know this program well, because I’m the one who developed and managed it. The program started out as a high school project but then exploded into global historical event. Based on my past experiences and the evolution of the Web I think there are three vulnerable spots that MOOC needs to patched up.
Issue #1 :Student Knowledge Expectation
I took and finished my B.S.I.T. degree through the University of Phoenix online course. The first thing I learned was the college’s posit that I had to have already knowledge and experience in the subject matter. For example, one of my courses was programming in JAVA. No problem for me, I had taught computer programming since the early 1980’s. From FORTRAN to BASIC, Pascal to C, from C++ to JAVA. When given a project to create a program in JAVA I was expected to know the software and how to program. Several of my student colleagues went into panic mode when asked to develop a program they had never learned. They expected the class to teach the course, when in effect the course had expectations of already knowing much of the subject matter. I found this true in many of the online university courses. In the words of Albert Einstein, “Information is not Knowledge.” MOOC requires knowledge to succeed. For the most part, the courses are not taught, they are designed to evaluate your knowledge in the subject matter.
Issue #2: Teacher vs Facilitator
Online courses don’t have teachers they have facilitators. In addition, many of the MOOC online courses have online videos lectures. Now, there’s an innovation! Okay, so you are a high school or jr. college student already bored with sitting in a class taking notes. You read about a course you can take for credit on the same subject you are learning in school, and it’s free! Unfortunately, you must listen and watch a 30 to 60 minute video. Head goes down at this point. The statistics gathered from MOOC (Flowler, 2013) shows the best attention span for a lecture is somewhere between 6-9 minutes. Not new to elementary and secondary teachers. But, college professors are not trained to be public speakers nor how to engage student learning. It is expected that students will motivate themselves.
The video, if you are lucky, is probably the only visual you really will see. The majority of the class interaction occurs on a message board. Not much different than receiving a text or email. The interactions can become stagnant when you find the only way you can express yourself is using the Bold key, CAPITALIZING words, or making the same graphic texting symbols you use on your cell phone.
Issue: #3: Technology Evolution
When I launched ‘Space Island’s” back in 1995, the browser was just coming into existence, telephone modems (300 baud) were used to connect to companies like AOL and CompuServe. Some people were still using their own television screens as monitors. The interactions were still by emails, and many of the images were still being sent via FTP site servers.
However, 18 years later, technology has evolved into real-time interactions with the ability to access multimedia, hypermedia, and many forms of interactive and engaging technology. Yet, I was still seeing simple and boring PowerPoint presentations, videos that were not streaming correctly, and communicating with the same black and white text formats in Times Roman I had used 18 years before.
Today’s students need engagement and interaction. Even the Baby-Boomer generation has evolved into the new world of technology selections, and are learning how to use them. Universities that are providing MOOC programming must realize what makes up their audience. The age group, subject knowledge, background experience, and reasons for taking MOOC programs needs to be addressed. Facilitators need to be replaced by teachers, and 21st Century visual interaction needs to be implemented to make these programs work.
Achilles was young, arrogant, and self-assured that he was invincible. However, if MOOC’s efficacy is to prove out the above three issues need to bypass the hubris of college and university MOOC status quo programming and move from the inuring on-campus traditions to addressing ancillary 21st Century learning. Comments are welcomed.
References:
Flowler, Geoffrey A. “An Early Report Card on Massive Open Online Courses.” The Wall Street Journal. WSJ, 8 Oct. 2013. Web. 13 Oct. 2013. <http://on.wsj.com/19gcXKX>.
Rivard, Ry. “Measuring the MOOC Dropout Rate.” Weblog post. Researcher Explore Who Taking Moocs and Why so Many Drop out. Inside Higher Ed., 8 Mar. 2013. Web. 13 Oct. 2013. <http://bit.ly/10oGf7Q>.
Point of Perspective
Question: What does a 15th Century oil painting have to do with the development of NASA’s Augmented Reality iPad App?
I’m always interested in the connections that today’s digital devices have with history. Take for example, NASA’s Augmented Reality App (http://bit.ly/GA82dS). Imagine printing a simple image from your inkjet printer. Then placing the printed paper on your desk, and then turning on your NASA app and iPad camera to scan the printed image on the desk (fig. 1). Suddenly, as if by magic, up pops up a model of the Mar’s Rover, with the appearance of taking up space and volume, but no weight!? (fig. 2). Finally, you have the ability to pick up the model and view it from 360 degrees, as well as animate many of its functions (activating its’ antenna, or moving it a few degrees.) (see figures 1-3)
Fig 1. Printed paper being scanned by iPad camera
Fig. 2: NASA app locks on to image and Mar’s Rover pops up.
Fig 3: Rover can be turned and viewed in 360 degrees.
As I viewed the image on my iPad and enjoyed the ability to see a 3D image that I could move and maneuver in the palm of my hand I marveled with the science fiction I was playing with. In the palm of my hand was the result of years of science, technology, engineering and mathematics; and yet, one crucial element in history had been overlooked. In order to appreciate the full visual affect I was enjoying with this Augmented Reality App I wondered if this was the same wonderment experienced by the few people who saw Filippo Brunelleschi’s painting of the Baptistry in Florence, Italy, 600 years ago. Brunelleschi was a man who was an engineer, architect, artisan, mathematician, and inventor.
Prior to Brunelleschi’s work, artist’s painted and drew in a flat plane with figures that had no weight and sometimes seemed to float in space. Perspective wa
s not important. For example, the castle in the painting (Left) looks like some child’s doll house with no depth, no perspective. The three figures behind the churchman also seem to have no order of depth–no perspective.
Brunelleschi’s work would literally change history and how people would view the world because of rediscovered geometry called “linear perspective.” Without linear perspective today’s video games, movies, holographic projections, virtual reality, and apps like Augmented Reality would not exist. Brunelleschi was the first to introduced the geometry that would gave way to these discoveries and inventions. Using a mirror, he was able to understand how all lines converged to one point. Mapping this information out on a canvas he painted the Baptistry building in Florence, Italy. People were encouraged to view the painting by looking through a hole made at the bottom of the canvas and placing a half mirror at a distance (see figure below) that would reflect the artists work and then give view to the real building. The whole experience had a wow affect. This new discovery would change how artists would paint, and even how maps were to be made. In effect, our 21st Century GPS also has its history to this same event in history. Art is another form of recording data and information, and yet it is many times over looked and shoved aside due to bias and ignorance.
Leonardo da Vinci said, “There are three classes of people: those who see. Those who see when they are shown Those who do not see.” It’s important to remember we see and think in images not words. Technology won’t motivate, but Art has the power to motivate and create, and in the end, isn’t that what we, as educators, are striving for, ways to motivate and encourage our students?
The Forgotten And Most Used Tool
Would you consider a pencil a tool? If you said yes, then it should have its own rubric along with the rest of the technology requirements being given to students today.
I had some fun putting this rubric quickly together. Yes, it’s ridiculous, but so is the idea that technology will motivate students. The 16mm films didn’t do it, nor the filmstrips, even with sound; and when television and VCR’s were put into the classroom that technology didn’t motivate students. VCR were eventually replaced with DVD’s with the same results. Computers are common place today, students are quite comfortable with iPads and e-books. But, math scores are still low, reading is still average, and students are dropping out of school at all levels.
Bill Ferriter, who runs his own blog, recently did a simple hand drawing on the topic, “What do you want kids to do with technology?”, and posted on the Net (which got a pretty good response.) He pointed out that today’s students are motivated by opportunities created by the students not the technology they are using. I agree, and add that the mighty little pencil is still being used by the top designer, architects, and computer leaders today.
Interesting enough during the 1960’s, NASA spent $12 million dollars to develop a pen that could be used in zero gravity. Those pens were eventually sold by Fisher Pens and called, “Fisher Space Pens.” I remember buying one, it cost $1.98, which was expensive at that time. Meanwhile, our competitor for the space race, Russia, invested in pencils and mechanical pencils, and saved millions of dollars. Considering there is no place on our planet that has zero G, unless you are falling out of an airplane and writing your Will on the way down, there is no way a Space Pen can give you any clear advantages or better grades. But, better grades was one of Fisher’s selling points, along with the ability to close sales, think clearly, and clear up acne (Okay, the last one wasn’t in the original marketing makeup).
So, if you agree that a Space Pen, or any pen or pencil will not help you get better grades, what makes you think buying a computer, iPad, or e-book will? Some might say, “Today’s technology has access to the World Wide Web, Multimedia, it’s interactive, it has the ability to cross communicate with all kinds of digital devices, it’s…it’s…it’s a tool!” In the end, it’s simply a tool. I’m open to comments, send them.
The Day the Universe Changed
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- “To be, or not to be –that is the question:
- Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms
- against a sea of troubles, And by opposing end them.”
- Macbeth, Shakespeare
- Interesting enough when a change occurs it is not the change that causes attention, but the future results because of that change. Back on March 18, 1997, the science and technology committee, assembled by President Clinton, finished their 80 page report (Becker, H.J. et al., 1997) called, “Report to the President on the Use of Technology to Strengthen K-12 Education in the United States.” The report carefully outlined all the issues and problems that would face educators to implement any technology program(s) into their schools. So, I am not sure if it was news press
ure or political agenda, but after the report was made public, President Clinton in 1998, increased resources for educational technology by over 3,000 Percent, including training over 600,000 new teachers to use technology effectively in the classroom. The training was at best at the level of ‘computer literacy.’ The edict was given with no instructions on how to implement technology based programs into the classroom, or by what weight success would be measured. Interesting enough, no one seemed to read the last sentence of the report, which read, “The Panel does not, however, recommend that the deployment of technology within America’s schools be deferred pending the completion of such research.” - With no weights or objectives given to educators from the government other than ‘make it happen,’ the conditions were now set for the Bush Administration on how to find and develop accountability.
- In 2002, President George W. Bush signed the No Child Left Behind Act, and Standardized testing became the benchmark panacea for all Federal programs including STEM. Since then, many of the online STEM software companies have developed either their o
wn benchmarks for STEM or have developed their software programs under NCLB policies. In either case, after 20 years and billions of dollars spent on implementing technology into the classroom arena, the United States report card from PISA² is still showing average readers, and below average test scores in mathematics and the sciences. Back to Hamlet “…or not to be that is the question.” - Therefore, do we answer the question of “to be” by having our children, our future, suffer the slings and arrows of a political agenda that has had twenty years to prove itself, and hasn’t; or, do we now face the reality of blunders and mismanagement and oppose it by developing new entrepreneur solutions ? The apprentice of Leonardo seeks to develop alternative solutions. Acta non verba!
- References
- Becker, H. J., Shaw, D. E., Bransford, J. D., Davidson, J., Hawkins, J., Malcom, S., … Young, J. (1997, March). Report to the President on the use of technology to strengthen K-12 education in the United States [Scholarly project]. In Technreporttopresident. Retrieved July 10, 2013, from http://tacticalthinkers.com/technology/Teacher %20Resources/technreporttopresident.html
- ² Programme for International Student Assessment (PISA) http://www.oecd-ilibrary.org/education/pisa_19963777
Leonardo's Apprentice 