Category Archives: Blog

What’s Happening on COOC’s? Here are the Latest Blogs

Outside In at the Manchester Art Fair

thesis canvas video


The rain cored every inch of air, the red brick first floors and upward as gloomy as ever. The ground floors illuminated the streets, often providing a soundtrack, a price tag and lamp lighted new ways of thinking that rejected clichéd rainy Manchester grimness.   Amongst my own whirling mentalised memories and futures was the desire to get to an Art Fair that sold itself as one interested in outsider creation.

That was good.  Once inside I recognised my own feeling of being outsider and wandered around with the sense of bolting for the door located as a thread from head to lower spine.

Familiar spaces of booths and names on frames belied the creativity that was slotted on walls and behind curtains.  Price tags abounded, but personal exploration was there too.  Bolting instincts remained but then I came across Outside In.

Funny how I became animalised, I circled, wandered in, quickly wandered out, wandered away, wandered back.  Like animal wanderings, the wander was not aimless but territorialising.  First deterritorialising, finding in this little booth a sense of familiar – first time as stranger, second time, a returner.  Only sixty seconds between these visits but a minute that came with recognition, an opening conversation, a chance to ask questions and spark those electrical connections.

‘Outsider Art or Art Brut referred to works untouched or uncooked by mainstream culture’

Here the familiar price tags that place you outside but also conversation that brought me inside.  Outside In offers people without connection to the art world a connection to similar artists in a world that begins with the commonality of art.   Is this the art work or not?  This seemed irrelevant because the potential was a connective space that recognised that art was not necessarily from the inside.  I had recently been chastised for using the term outsider artist, instructed that the term was meaningless as artists were all outsiders, illuminating the world, creating critical space with brush, clay, oil, wood, whatever was most powerful.  I’d never felt more outside as those I considered inside pointed out I could not know the outside because I was not – it seemed to me – inside enough to know where outside might be.

I also agreed, the point of art had to be outsiderliness.  There was love in these exchanges not dismissive rejection.  What is it to feel outside then if we cannot locate either in or out?

Perhaps ironically, our exchanges followed a film on being outside, of feeling beyond the spaces and places of art at least partially defined by access.  Playfulness here can be misconstrued as piss-taking mockery.  Playfulness does confer a sense of being involved and recognising breathable air as intoxication, not silly but giddy, delirium not cynicism.  Finding others can generate euphoria, heads swirled with rich (new) oxygenated AIR.

Reflecting on this, outside is the space without any recognition – almost always unburdened by the need to be recognised.  But recognition differs from connection.  Solitary creation can become stifling, free of air, unblown flames that wither, fuelled but not aired.

Outside In becomes a breath that was welcomed and excited the desire to breath deeper.  It seems to offer similar freshness to Deleuze’s discussion of Art Brut.  This philosophical approach indicates how we might be closer to egalitarian models of existence through art.  Not as spectacle or even as artefact but as process of becoming.   For Outside In, the outsider comes from clear delineation of the world of art and artists.  Its form, its communicative processes, its people and its products coalesce and offers a new atmosphere.  As if oxygen itself, the atomised micro spaces of life, had multiple dimensions and only through partnership with others could a new space in which to breath become possible.  Outside this, the action of creation offers space to breath but isolated bubbles that can be exhausted and lead to choking, blue-lipped asphyxiation.  From inside, claims to uniqueness provoke familiar responses, of insider out-creating insider, of new formations that have served the requisite time, proven their credentials.  Who are we to claim outsider in the process of finding outsider, easy claims that miss the very purpose of art as linking those microbes of breathable atmosphere.  What distinguishes those who claim involvement in such atmospheric creation while indistinguishable from the choking mass of non-creation?

I think Outside In here is not making claims of outsider, not interested in new establishment of uniqueness.  The cries are for linking, the necessity of breath, the desire to have the fuel also aired and fired through dialogue and reflection.  These are not new spaces, but existing spaces that come from alternate directions.  Oxygen that comes from other pipes, farted and burped out without the necessary processing.   But oxygen all the same.

Writing this, I am surrounded by discussion about price, deals, budgets, reputation, profit, potential.  All necessary elements of how creativity can lead to bread and milk, bed and silk. What outsider excitement I keep within, ignited by chats with artists here, is that becoming allows for breathable air and this is at least a by-product if not the main purpose. This relates to how we might develop future spaces, made tangible by product perhaps, but generating new oxygen, breathing space that is invisible but alters the atmosphere in which we walk, talk, express.

We will create a collaboration between outside in and those others I do not yet know but from whom I want to find breath and give breath.  This might be an exhibition, it might become tangible, familiar, purposeful – it might be barely visible alliances and exchange.  It will be a space in which those that want to breath new air and create with the opportunity to talk and stare, think, inspire, criticise, praise, wonder, wander or ponder with each other.   I think COOCs might offer a space, but really it needn’t be any space at all.  It is the connectivity that generates the oxygen, how to make those connections is what Outside In makes some promise for us to consider.

I visited the Outside In stand at Manchester Art Fair on Sunday 14th October 2018


October 14, 2018 Blog

Vote COOCs for Learning Technologist of the Year!

Life is Richer2

This is an exciting week as COOCS are represented at the Learning Technologist of the Year awarded by ALT (the Association of Learning Technologists).  We are alongside some brilliant projects, individuals and teams from the world of education, so it is amazing to think our project has been included.  For those of you already involved in COOCS, it is a fantastic reflection of your efforts in creating learning for free, in multiple spaces and places and often with people accessing learning they could otherwise not find.

If you are new to COOCs, we would welcome you and your ideas for learning at any time, on any subject.  It does often feel that we can be outside the discussion on education, and that is why it is so significant to have the support of ALT, a recognition of these outsider spaces of learning being important.  The whole COOCs project came about by recognising that the more discussion focuses on what happens in the institutions, the more those innovations, energetic learning ideas and vibrant communities happening outside can be marginalised and forgotten.

A few key things define COOCs, it is free because we do not want people to be put off by lack of money.  It is open to what you want to teach and learn, because we realise this can be something that applies to small-scale and local interest and won’t always fit with formal courses.  The term community is fluid, it can mean one or two people creating learning they want to share, it can be whole organisations, community groups or newly formed groups of people coming together around a shared passion.  The idea of courses is also free, it can mean different things depending on context.  Length of course, who interaction occurs and what the point of the learning is comes from those involved.

These freedoms can be challenging.  There is no quality control, no cover-all standard of what needs to be done and what that needs to look like.  It requires responsibility, reflection and ownership of the learning that takes place.  Free does not  mean without value, it can mean an increase in participation because without it, there are no giant establishment scaffolds to keep things aloft.  Free comes at a price, and that is the price of purpose.  Without a purpose then learning cannot thrive and although that may mean long-term projections are impossible in an environment of rapidly changing purpose, it does mean fluid, responsive approaches such as COOCs can accommodate such flux.

Collectively, participation in learning in such diverse places has highlighted some exciting practices.  it is clear for instance that those involved in learning creation are able to create knowledge pathways best by including their own lives and experiences.  Rather than attempting to ‘discover’ a utopian platform of objective truth, beginning thinking by realising our use of knowledge is important, has been powerful.  In some cases this has meant challenging conventional wisdom, seeking new spaces of thought beyond medical or social problems of health for instance.  We came to know this as gonzo pedagogy, reflecting Hunter S Thompson’s approach to journalism that recognised sometimes the subjective narrative tells the story better than a simulated objective truth.  Gonzo pedagogy, like campfires of creativity which also emerged as a means of creating learning, requires dialogue first of all and a willingness to allow others to begonzo pedagogy included in what is created.  Without an immediate adherence to what has gone before, what is accepted and expected as a common sense approach to learning, then new approaches can emerge.  These rarely followed familiar and standardised roads, and more likely lead to creating new pathways altogether.  And it is this that means we can celebrate COOCs as one strand in the many ways we might create fairer, more responsive ways of learning together.  By responding to changes that do not happen to everyone, everywhere, but are happening to you, right now we can see knowledge- creation as something we contribute to and help create.

Thanks to ALT, it feels as if we can engage with others in discussion.  Along with others doing great work in the in-between spaces, such as the Ragged University, the possibility of helping shape alternate ways of developing formal and informal education seems possible.

Please consider joining COOCs, we collect no data, trade no details, run no adverts and charge no fees.  We are non-institutional but supportive of all those educators inside and outside the educational institutions who work to try and create educational opportunity that is accessible and reflective of the communities in which we all live.

If you read this before 12th September 2018, consider voting for COOCs in the ALT Community Choice Award.  Win or not, it would be great to have your support.

To Vote by email:

Use the subject line ‘Vote #LTA10  Shukie’ and send to

To Vote by Twitter

Tweet the phrase ‘Vote #LTA10 Shukie #altc’



September 10, 2018 Blog

A COOCs article from the Creative Academic magazine.

Thanks to Norman Jackson and the people at the Creative Academic for sharing an article on COOCs.
To read the article follow the link here
This allows you full access to the CREATIVE ACADEMIC MAGAZINE Issue 7 based around Exploring Creative Pedagogies for Creative Learning Ecologies
They welcome articles from educators all over the world and across the learning ecology.  Hope to see you published there soon
February 23, 2017 Blog

BETT Journeys: Return to Stratford and Trainspotting too!

stratford theatre

I have been fortunate enough to get the opportunity to visit the BETT show for the fist time in a few years and engage again that ferment of the commercial, theoretical, practice-based and aspirational.

It also meant I got to stay in Stratford for the first time in a long time, after being based here as a student in 1986 – 1989, then living around here into the early nineties.  If I wanted an awe inspiring example of the future drift discussed at BETT, I found it here!

From the relatively small, navigable town I landed in 30 years ago, (more, cripes!) the present brought a vision of a Bladerunnered transformation, I was thrust into this as if falling into a future world.  Funny how memories remain as solid space, uncorrupted by the reality of what happens to those spaces.  I knew, of course, of the changes brought about by the 2012 Olympic transformation of 2012.  But being here, feeling the change, walking the spaces and seeing the modernist vistas of the current Stratford was incredible.

Not a nostalgic meander this, but a recognition of the speed of change, the dramatic potential of ideas, turned into collaboration, finding an outlet, building a vision, then boom, it’s all here.  No matter how intricate the changes experienced by individuals, as a temporal accumulation of atoms, the world about us is so fluid.  What we dream, of fear, is so close.  It smells different here now, feels different and makes you look differently, upwards and (surprisingly) into wide open spaces rather than in narrowed streets and thoroughfares.

A massive shopping centre, a lot of commercial,  a dramatic change in pace and purpose.  To live here now must be so different to living here then, as I remember it.

Yet I found some small links, some beautiful still surviving and flourishing remnants of the past.  Stratford Theatre Royal is here, and joined by a picture house and an arts centre.  Brilliant vibe in the coffee shop of the art centre (new to me, but the staff told me with awe that they knew people had worked here ten years ago, they wowed at that – I have clothes from then).  As  write this, a vibrant hubub of children on a theatre visit surrounds me.  The excitement, the energy, reminds me of how important this is, especially important when looking at how technology is discussed in education.  The visceral, the community aspect, is so important in maintaining the infrastructure of the local, the experiences of being together, doing things together.  It is not that technology is an opposite, but that it has to be integrated, part of, not instead of.  The art here, the people here, describe the work, the art, the performances with love and pride.  Past is gone, future not yet, here and now is always most significant.  That the cultural hub has maintained itself and grown, been a site of creativity and coming together is uplifting and inspiring.  I appreciate that the BETT show is in part a trade show, as well as an ideas share, but here the lack of ‘sell’ is massively important.  It ‘sells’ by promoting the people that use it, that make it, that form it through doing and being.  It is not the nuts and bolts of things but the spirit of the people that makes this place happen – and I am sure it this that is the lifeblood that has helped it thrive alongside the gigantic investment that surround it and that have transformed the landscape here.

Over in the docklands, a massive transformation in itself, the BETT show seems to indicate something similar going on, a reflection of the blend between the tech and the spirit, the hardware/ software and spirit of life that is important.  To recognise these as a combination is essential.  Stephen Heppell gave a great keynote where he described the value of technology, but at every turn and in every project, it was the humanness of the enterprise that was most significant.  Prof. Heppell said, in an aside really, all these projects are more or less the same, thay are all about the bridge between people and technology.

This I found so crucial, the recognition of a combination of influences and purposes.  maybe we can never live independently of a commercial infrastructure.  It permeates the world and moves to an idealised past nirvana without such things is pretty much without foundation, or precedent.  The drive has to be to always reassert the human, be a part of that, help enrich our planet with our own humanity, creativity, experiences.

that is what COOCs is all about.  Not about being adept as a whizz of technology but a space to meet others and make a real world change with a blended appreciation of the environment in which we live.


In my last year here, I read Irvine Welsh’s Trainspotting.  I loved the idea of a book written that reflected regional and individualised ways of speaking, a recognition of a me in literature I thought then.  All things possible, lives similar to my own, my friends.  This went on to be a film, directed by Danny Boyle, who then went onto create the Olympic ceremonies that bracketed the 2012 Olympics.  Lives interwoven, made great by creative zeal and courage to be individual.  Circumstance and coming together made for massive successes by the writers, actors, directors.

My own travails much less glamorous perhaps, but we are all part of this web of life and it is superb to see that creative endeavour and participation become the most visible markers, the brightest lights along chains of time.  COOCs is but one aspect of things but hopefully in future years we can see this as a space that always come back to the creative human spirit.










January 27, 2017 Blog

Vote COOCs!

Coocs are included in a series ideas that are open to votes in an ‘improve my city’ challenge.

See my presentation here (I will do another, better one if we win) – to vote for COOCs, go to the website and regsiter, click the thumbs up to vote (we also get a point if you leave a comment so please feel free to do so).


April 5, 2016 Blog

COOCS, Howard Rheingold & DML Central

COOCS recently had the privilege of being discussed with Prof. Howard Rheingold  for the DML Central network.

The blog and video interview id included in full her and more DML Central projects can be found at

The Power of Community Open Online Courses

When MOOCs came along, and were swiftly adopted as the latest venture-funded startup fad, many who didn’t receive so much publicity back then started thinking of possibilities other than massive courses or strictly commercial open courses. Peter Shukie, lecturer at Community College, Blackburn, UK, and doctoral student at Lancaster University, started experimenting with “COOCs” — Community Open Online Courses.

“The idea came from my experiences in adult literacy and community education, especially around students and teachers who seemed to be excluded — while at the same time being courted — by moves toward a technology-inspired learning ecology. At the same time, I was hearing many staff and students bemoan the way that technology was ‘getting in the way of learning,’ I was seeing the world of Web 2.0 possibilities. After following the emergence of MOOCs and the way they were portrayed at first as a Borg-like mass of traditional educational institutions and entrepreneurial institutions, it seemed to me that the biggest issue was not the technology — videos, forums, chats, and online texts — but the way it was being introduced by business managers and governments, policy-makers and software salespeople, start-ups and big universities with little indication that the technology had emerged from any kind of educational evaluation,” Shukie says.

Like many of us, Shukie was inspired by Jim Groom and what was called at the time “Edupunk” (a term Groom no longer uses), a pedagogical approach that emphasized openness, participation, learner-driven curriculum, experimentation, DIY ethos. Another influence wasSugata Mitra’s “Self-Organized Learning Environments.”

“It has been important that COOCs is not linked to an institution but stands as a free space where creativity and exploration are the goals. The curriculum is whatever people want it to be and it is decided by the users.  I have been motivated in the past by popular educators such as Paulo Freire, Myles Horton and Tom Lovett.  The idea that the secret is not a secret, that the goal is not elusive and that learning is not a mystery always needs the involvement and motivation of the learners has driven me. COOCs rely on people being willing to share what they know, to be willing to try creatively to express their interests and ideas and be motivated to do so out of an innate human need to learn, and develop,” Shukie says.

The basic principles of COOCs are simple: Learning is everywhere, not just in institutions. Like P2PU, anyone can start a course at any time, for no cost, about any subject. Interest comes first and the course, as decided by those who are interested in learning a subject, derives from that. Like peeragogy, COOCs don’t even require a designated instructor — the group can decide for itself whether to follow an instructor or divide the labor of facilitating learning. Do they “work?” Shukie believes that assessment of the effectiveness of a course should belong to the learner: Drop-out rates don’t matter if learners feel that they’ve learned something. Assessment and evaluation are not ruled out, but they are defined by the learners.

In our video interview, Shukie and I talk about how COOCs work and how they are working.


March 21, 2016 Blog

COOCs in the News

COOCs has found its way into a few other publications over the last few months and in an attempt to put these together I thought a blog post would be helpful. I have included the links below and hopefully the collective dialogue offers some insight.
It would be great ti get some COOCs users speaking on here, either in an interview or through writing. I’m learning how to podcast at the moment and hopefully that will be an new avenue for us to share what we are doing.

Here are the links mentioned:

‘Ill let you be in my dreams if I can be in yours’ article in FE News

Free Education interview with Inspire Share

PODCAST with Ragged University on philosophy of COOCs

Keith Smyth’s excellent blog on Third Spaces in tertiary education

Jeremy Knox’s journal article in Distance Education that inverts what we are doing it seems, but offers a view from within the institutions that is worth challenging

Anything more you’d like adding, sharing or promoting course or views wise, let me know. If you would like to take part in an interview on your COOCs experiences, positive or negative, get in touch and we can arrange it.

December 26, 2015 Blog

Talking about COOCs in ‘COOCs Talk’


Getting involved is all there is to it

Getting involved is all there is to it

Here is the opening to a new space on COOCs, a ‘course’ in as much as it has that name – in essence, it is a place to share any thought about learning, sharing, creating and anything at all about COOCs.

The course is HERE  and all are welcome.

Hi, I am Peter and I have created the opening stages of COOCs based on my belief that we are all able to learn, and that we are also all able to teach. I have learned form many people in my life, and for the most part this learning has not been in institutions (although lots of it has). The people that have been the most compelling teachers are not necessarily those that have had an official role of ‘teacher’.

What I have learned has also been wide and varied, some of it painful, some exciting, some of lifelong relevance and some that lasted only a short time – how much do we learn and forget!

What started my interest in COOCs was the growing awareness that what I needed to learn, and who would be able to learn it from, could not be confined to purely institutional courses, set curricula and a focus on accreditation/ certificates/ qualifications. As I look back over many experiences it was the development of my self, through books (and film, and poetry, and TV and theatre and comics and newspapers, magazines, graffiti, letters, blogs!!!), discussion, experiences, demonstration and instruction, challenges, opportunities and many other forms of engagement that have kept me interested in learning.

But where does this go? I think many people are left to sugar their experiences with a relatively small group of friends and acquaintances. So much of what we know and have to share is left unsaid or isolated. While institutions are making use of the internet and new networks to spread the knowledge of the experts in those places, what about everyone else? What about the beekeepers, the outsider artists, the poets and the gardeners, the writers and the philosophers, the builders, makers, thinkers outside the university? Where do all those skills and ideas go to?

It is clear that much of the internet is being built up by groups of people that are interested in a whole range of things. These smaller (even high) communities are exciting and have huge potential. What i hoped COOCs could do is create a space where we can do something similar to that but also share amongst us the ways that we can use technology, create online spaces and begin to develop new ideas about who teaches, what they teach and how they do it. The internet is a free space (for now!) and COOCs is an attempt to continue to create free as an aspect of education, a key feature that encourages engagement and play, experimentation and creativity. Without institutional involvement there are fewer issues around what should be included, how long things last, what entry criteria exists, who is invited and who is not.

You can design the whole leaning space based on your interests and ideas.

What I would like to do is ask you to make some comments on your view of COOCs. These may be positive, they may be unsure or even negative. What i would like is an opportunity to create a place to learn from you, for all of us to learn from each other. COOCs is not a finished article, it is very much a becoming, something not finished. I want to invite you to take part, add your ideas and help shape what our become will be. We have made sure that the content and access can come in public spaces, libraries and community venues where they exist, and as much as possible we have tried to avoid any hidden costs related to broadband and device ownership. I know this is reliant on the situation where you live and any ideas on how we could help advance that, make us more accessible, would be great to hear.

This section is a forum, a simple drop in and talk/ type/ post place. I look forward to speaking together and hope you will join in and help us make COOCs something that works for you.

See you there (well, HERE!)

October 30, 2015 Blog

COOCs and the RSA

This week COOCs featured in the RSA newsletter under the ‘Big Idea’ section and the article is linked to below.  It is great to have some backing from an organisation like the RSA as it promotes the spreading of ideas, thinking and action beyond the walls of the institutions.  I hope that each of you can benefit from some increased exposure and if you have any ideas of how we can help you develop and promote your courses please get in touch.

The emphasis is always on the development of you as course creators and the communities of learners you serve.  What our own COOCs community can hopefully offer is a supportive and vibrant space to exchange ideas on how we make courses more engaging,  the templates of teaching and learning, of sharing knowledge, are not fixed, static or even stable.  They are free-flowing and responsive to how each of us envisions them.  We can break the mould of who does the teaching and what is taught and it is an exciting time for us to add our ideas, skills and practices to the discussion.

Here is the RSA article and it would be great to see COOC creators commenting on the RSA blog or here.  The more we get involved, the more we can see each of our COOCs develop.


There is an exciting and impressive approach to developing a well being course by Jo Riley that has gone live this week.  Wellbeing through Floristry attempts to merge real world skills and practical application of creative potential in a supportive and developmental way.   Jo has used an existing interest in how activity and participation can help loosen the ties of mental anxiety to begin a course of personal growth.  It begins with floristry and will grow to include cookery. photography, art and other creative pursuits.  We wish Jo all the best with her COOC and hope that some of you are able to sign up, take part, make something beautiful and help yourselves and the community become even more active and alive.

Let us know if you want to share anything with others via the blog and tell us what COOCs you have got planned.  we hope to develop the ‘how to COOC’ course soon and really all we are waiting for is some ideas and offers of help.

Get in touch, stay happy

Much Love


February 7, 2015 Blog

General Guidance or a Course?

Anyone-can-teach-or-learn-at-coocsI have been pondering how best we can develop the way we create COOCs.  We have had around a dozen new COOCS in the last few months and the way these develop is done to each individual.  In a way, that is the whole point.  We want the space to be open to anyone to develop their course, for their audience, with their knowledge, using their practices just as they see fit.

What may also be great to see though, is the sharing of these ideas to help each of us learn new ways of creating, building and developing ways of learning and ways of teaching.  I have created a rough (it is rough) guide to a sort of meta-course we could do together, teach together, learn together.  Really, it seems to read as just session one/ week one/ stage one and might go on to show how we use video or how we use collaboration?  Perhaps we can look at assessment and how we can use some, none, lots?  What form of assessment?

MOODLE has lots of tools within it we can apply and use.  It is something we can explore together and that each of us can take back to our own courses and use with our own groups and peers.

Anyway, the course is below and I would love to hear what thoughts you have and whether we such a course is something you are interested in.

Session Title:Bricks in walls and factories of illusion. Questioning what it means to be an educator – what can we do collectively (or individually) to improve what we do?
Aim of session:






Are we, as Doris Lessing says below, part of a self-perpetuating system of indoctrination? Does Mark Twain’s statement that “I have never let my schooling interfere with my education” mean anything to you?   What kind of educators are we and what kind of educators do we want to be?

Using some critical approaches to education this session is a chance to discuss ideas related to being an educator. What does it mean, what do you feel is important and what would you like to change?

We can seek some answers and at least feel heartened by the sharing of ideas. There will be opportunities to bring in your own ideas and seek ways of creating innovation in what we do now. This is a session that we will create between ourselves and shape based on our collective consciousness.


“Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: ‘You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society.”
Doris Lessing, The Golden Notebook

Who should attend:


Anyone with an interest in the ways we can create learning that appeals to a diverse group and moves beyond purely traditional concepts of learning and teaching.
Benefits of attending:





This session offers a space to reflect on educational practice and relate your own ideas of education to some grand narratives and critical approaches to education. The goal is to give an opportunity for free-thinking, creative expression and sharing of your approach to the job that you do.   The benefits are individual, clearly, but may well help to generate a sense of shared concern with what it is we do and what we can perhaps to change to improve our experiences’ if we are happy, creative and alive what benefits can come from that? We will enjoy a lively discussion, a sharing of thoughts and a collective appreciation of our own beliefs, ideals and how these can inform our creativity.
January 26, 2015 Blog