Guest Post: Mr Dekker’s Journey With OneNote & Minecraft

This is a repost of a blog on the official Microsoft Education blog where Mr Wilj Dekkers, a Year 6 teacher at St Andrew’s College and Microsoft Innovative Educator, recaps the journey of his classroom over the last two years with Microsoft OneNote and Minecraft.

OneNote is central to the pedagogy in my classroom and school. When you walk through the building you can witness the everyday use of the application from Year 4 to Year 8. You will see Active Boards where teachers annotate writing samples in the Content Library for students to use as a reference for their own learning. Students are huddled around their laptops debating which sources of information are most relevant to include in a shared notebook, and staff are reviewing meeting notes shared through a Professional Learning Group’s OneNote.

Preparatory School Inquiry Learning Model

Preparatory School Inquiry Learning Model

St. Andrew’s College uses a custom designed Inquiry Pathway—the core of which is built around helping students develop a collaborative approach to learning. The approach is question-driven, encouraging students to find the answers themselves, coming to their own conclusions. As a teacher, this is exciting; we plan and facilitate but cannot predict the final outcome.

Having planned an inquiry around national identity in the 21st century, I had posed a problem to my class: The Christchurch earthquakes of 2011 had left a long lasting scar on both the economy and identity of the city. Tourism was dwindling, with visitors flying in and quickly moving on to other parts of New Zealand’s South Island. I challenged my students to answer the question, “What does it mean to be a Kiwi in the 21st century?” and also find a way to bring tourists back to our city.

OneNote Minecraft 1

Students formed collaborative groups and created their own shared notebooks. They planned, questioned and researched their Kiwi icons. They interviewed parents and discussed how families from a variety of cultural backgrounds celebrated being “Kiwis” and what being a New Zealander meant to them. All of which was documented in each group’s shared OneNote Notebook.

Students began asking if they could book laptops to work together in our shared learning spaces outside the physical space of the room. They loved having the flexibility to be able to work together around a PC or laptop and then continue collaborating using OneNote at home, completely away from the physical space of the school, in the evenings. Students were so enthralled with the inquiry unit and ability to work together in real-time through OneNote. Parents even began commenting on how they had never seen their students so excited to return from school and get started on their homework.

Part of the inquiry was looking at how we could bring tourists back to Christchurch. This was where Minecraft was introduced to the class. Students brought in devices running the pocket edition and connected to shared realms via the school’s Wi-Fi. As well as working as a team to answer the big inquiry question, members of each group had individually focused on an aspect of Kiwi culture. I asked the students if they could build a theme park with Kiwiana-themed rides that incorporated elements from their inquiries.

Before long, the class was a buzzing hub of self-directed learning. Students were writing presentation speeches from their inquiry notebooks while Minecraft experts built bigger and better Kiwiana rides to showcase their learning. In the evenings, groups continued developing and improving their learning in preparation for the big day.

By the end of the third term of 2014, OneNote became a standard classroom tool. Having seen the benefits, families had started purchasing laptops for their students to use in our class. This again caused a chain reaction. Students with access to their own devices were using OneNote more, which in turn meant that more students began arriving with laptops.

This had to be managed carefully, since having a laptop in Year 6 is not required. I was wary of technology being used as a substitution tool and made sure that in my planning any use of OneNote or any other tools we were using was in ways that enhanced or allowed learning to take place in a way that could not be done without a device.

OneNote Minecraft 2

It was around this time that Sam McNeill, Director of ICT for the college, brought in six Surface Pro 3s to trial, and I was fortunate to be asked to use one in the prep school. Having always been a believer in the creative power of the pen, I was instantly won over by having the best of both worlds at my fingertips—a fully functional Windows tablet with a stylus that allowed me to write down ideas, thoughts and comments directly into my OneNote Notebooks. It did not take long for a few students to begin arriving with their own Surface tablets!

In the final term of the 2014 school year, we focused on our use of narrative; enhancing writing features and broadening our vocabulary. Using both OneNote and Minecraft seemed like a natural fit.

As a class, we read through “The Warlock of Firetop Mountain,” written by Steve Jackson and Ian Livingstone in 1982. This book was one of the first “single-player gamebooks” and was the first of what was to become a successful series of pick-a-path gamebooks called “Fighting Fantasy.”

OneNote Minecraft 3

The students loved it. We discussed modern game worlds, from Fable to World of Warcraft. How could we emulate those fantastic “Fighting Fantasy” stories using the technology at our disposal, and how could the technology enhance the quality of our writing? We wanted our readers to have the same sense of choice and adventure we had experienced reading “Warlock,” while being able to share our writing without needing to produce any form of print media.

“Minecraft brings out the creativity in me. I love remaking my story Minecraft and improving my writing.”
—Mila

Through the insertion of hyperlinks connecting pages, students found an easy way to provide choices for the reader, and as notebooks stored on Onedrive could be easily shared, the audience for their writing expanded quickly. Students were sharing and collaborating on their adventure stories by allowing editing rights to certain classmates deemed to have the relevant skillsets to be seen as official class editors.

The inclusion of Minecraft was thanks to Ms Tam Yuill-Proctor, a Year 10 English teacher in our college. Students in Tam’s creative writing class had used Minecraft and other 3-D authoring tools to create worlds for their stories.

“Using Minecraft made my imagination go wild with thoughts!”
—Kinda

Our Year 6 students took Tam’s idea and expanded upon it by using Minecraft to both plan and develop their writing, as well as to review and revise the content, descriptive phrases and vocabulary. As their Minecraft worlds grew, so did their stories, which were housed in OneNote. In some cases, we had 10-year-old boys who were not big fans of writing producing 5000-word interactive pick-a-path stories. We published a blog entry detailing the OneNote and Minecraft pick-a-path story.

“Minecraft was helpful because it made me notice all the little details in my narrative that were never in my original bubble plan.”
—Padric

By 2015, most teachers in the prep school had embraced OneNote. The superb OneNote Class Notebook app creator was now an important element of Office 365, and students were appreciating the structure of the Collaboration Space, Content Library and their own personal sections.

Teachers were appreciating the organizational simplicity of adding resources and lessons into the Content Library for students to use in their own sections. Within my Year 6 class, multiple students arrived at the beginning of the year armed with Surface Pro 3s.

OneNote sections became collaborative planning spaces for groups designing games and interactive narratives; students naturally made use of the Collaboration Space to form group sections for our prosthetic hand designs for the 3-D printer.

This was also the first year that I started using Minecraft in Math. The students in my group weren’t huge fans of math. I knew they were capable of so much more, but their personal attitude towards the subject was that it was hard; comments at the start of the year were mostly, “I’m not good at math.” My focus was to change their attitudes to that of a growth mindset where they say, “I’m not good at math, yet!” Continue reading

PowerBI Supports StAC’s Pastoral Care Programmes

PowerBI

For the last 12 months we have been actively exploring how Microsoft’s Business Intelligence product called PowerBI could be used at St Andrew’s College. I have blogged about our initial experimentations with this here and that post would be a useful piece of pre-reading to provide context to this post.

This week has seen the culmination of a huge amount of work over the last four months, with Tutors being given access to what is being called the Tutor Quadrant Report. Below is a screencast showing some of the features of this (with identifying details blanked out):

Demonstrating The Tutor Quadrant Report

Initial feedback from Tutors has been very positive as they recognise this new report presents a significant step forward in terms of:

  • Ease of access – using their existing school username/password to access the report on any device with a browser and anywhere (they are not restricted to being on the College campus).
  • The collation of disparate data presented in an easily comprehensible, highly visual format. Previously, to obtain information on attendance, NCEA results, discipline and Fortnightly Notes would have required dozens of clicks, different windows and reports, and even using different platforms (both Synergetic and Sharepoint).
  • Speed – the reports load very quickly in the browser.

It is satisfying to hear this type of feedback given the significant level of investment and effort that has been made in developing this platform from where we were 12 months ago.

AIS.pngFor some understanding of this journey from Crystal Reporting through to PowerBI, the following video is a quick version of a presentation Mr Dave Neilson and I gave at the Association of Independent Schools of New South Wales’ annual ICT Leadership Conference 2016 in Canberra in May. The theme of the conference was Supporting Digital School Improvement and you can download a copy of the slides from this presentation here.

The abbreviated presentation from AIS NSW ICT Leadership Conference 2016

Some of the key points from this presentation include:

  • There are multiple ways you can use Microsoft PowerBI, we have explored two methods of deployment:
    • Manually generating reports in the free PowerBI Desktop App and publishing and storing content in the Azure blob in the cloud (quick and easy, but limited security options)
    • Developing an on-premise data warehouse and using ETL processes to extract data from various sources before loading into a tabular data model and connecting to the cloud via SSAS Gateway Connector. This is also very secure when implemented with row level security.
  • PowerBi was preferred at St Andrew’s College for a number of reasons, including:
    • It’s scaleable – educational pricing for Pro licenses is affordable  (~$4/m per user) and easily managed within the Office365 Licensing Administration area
    • It is easy to access – teachers can use their existing school username/password so there is limited barriers to entry and it is accessible via a browser from any device.
  • Visualisations of data are excellent. The ability to transform what was previously stored in spreadsheets and rows and columns of data into easily comprehensible displays is critical. There is a range of default visualisations as well as third party generated ones.

Next Steps:

time to talk

Time to talk! The power of a visual to highlight a student trending in the wrong direction.

With the release of the Tutor Quadrant Report, planning is already underway for the development of further reports for both teaching staff as well as administrative staff. The migration to PowerBI of an existing Tableau report that our Director of Development used has been completed and this enables her to now access data refreshed daily and drill down using the self-service elements of PowerBI. Pleasingly, she has already identified a number of enhancements she would like to see – this is something we anticipated would occur once the end users started getting more meaningful access to the data.

Additionally, rebuilding a very detailed NCEA report similar to what we explored in the original proof of concept  will be important for academic staff to monitor progress as the year progresses. Ideally, we should see some accelerated development now that the backend infrastructure is in place.

Lastly, there is rapid development happening on the PowerBI platform all the time. One of the most exciting developments is the ability to embed reports into an existing website or portal and even apps, opening up a huge range of possibilities where we could securely share reports like those above with students and parents. For now, that is in the medium to long term planning, as we focus on rapidly deploying further PowerBI reports for the College staff.

Modelling Google Earth Tours & Internet Research

Barry Martin PhotoI was recently invited to speak at the weekly St Andrew’s College Chapel Service. One of the features of these services is the Deputy Head Prefects walking up the centre aisle at the conclusion of the first hymn, and saying “Today we remember ….” and naming an Old Collegian who was killed in action.

For my Chapel, I researched Barry Martin, student #101 at St Andrew’s, who attended from 1918-25 in the Preparatory School and completed his first tour in the RAF before volunteering for a second and eventually completing 46 operational missions over occupied Europe, before being killed on 2nd February 1943.

To visually represent Barry’s life, I opted to build a Google Earth Tour (something I shared on at the recent TeachMeet hosted at St Andrew’s) and indicate places of significance such as his birth (Waiau, North Canterbury), where he attended school (here at St Andrew’s College), through to his various flight training and operational bases (Canada, Mildenhall and Oakington) and his final resting place (Rotterdam General Cemetery). Google Earth tours are something we have encouraged teachers to use and some good examples include:

Targets

The yellow pins in this Google Earth screenshot represent targets Barry Martin navigated his crew to, over the course of his 46 flights.

The entire story that I shared at the Chapel Service can be seen in the video at the top of the blog, however you can see the start of the narrated Google Earth tour here. What has been interesting to me is the amount of teachers and students who were really surprised by the power of Google Earth, having never really used it in any meaningful context before. Consequently, Tom Adams (our eLearning Integrator) has run some professional development sessions for staff interested in using it with their students.

The reality is, whilst the visualisations of Barry Martin’s journey added engagement through technology, the researching of the information for the presentation itself was almost entirely dependent on the power of the Internet. I had used Microsoft OneNote to easily compile a working document of information, starting with links to relevant websites and notes to myself on their usefulness:

The ease of being able to drag ‘n drop and cut ‘n paste information into this notebook accelerated the research considerably:

OneNote for research

Screenshot of my OneNote notebook for researching Old Collegians

One of my goals in this research was to bring to life Barry Martin’s story and show more about him as person and not just a statistic from World War II. Through the searching of PapersPast I was able to find references to Barry’s pre-war life, including his engagement and  attendance at an Old Collegian dance at the Dunsandel Hall with his fiancee, which sounded like an eventful night with the power cutting out!

Other sources that proved invaluable in finding out more about Barry’s life included Google Books, an unexpected source that showed up the research of Stephen Harris in his book Under a Bomber’s Moon and the relationship between his great Uncle Col Jones and Barry Martin. It is from this source that I obtained the photo below of Barry with unnamed friends, along with the entertaining account of Barry cooking up a storm in the barracks with tins of lambs tongues and tomato sauce sent to him from New Zealand:

Dutch Police Report

Original Dutch Police Report on the crash of Barry Martin’s Stirling bomber.

Other sources were not so easy, but did manage to turn up gold for this research. I optimistically posted on the Wings Over New Zealand Aviation Forum and was thrilled to get a reply out of that which led to obtaining a copy of the original Dutch Police Report that detailed the circumstances and location of the crashed Stirling Bomber on the night that Barry Martin’s plane was shot down and he was killed. This was eventually sourced from the book De Crash Van De Padvinder by P. van der Leer.

This highlights that whilst the Internet can be an outstanding source of quick and accessible information, the importance of human interaction (even if that is via forums, email and text messaging) along with a curiosity not to give up, remains a vital part of any good research. The Christchurch City library had all three volumes of For Your Tomorrow  by Errol Martin which was invaluable for factual details, and the St Andrew’s College library had historical records of Barry’s attendance at the College, 98 years ago.

Old Collegian

I also discovered that Barry Martin’s medals had been auction at Bonhams in 2014:

Bonhams Medals

Barry Martin’s medals – note the Distinguished Flying Cross (DFC) on the left. Barry never knew he had been awarded this, as it was announced only two days after his disappearance.

It was very gratifying to be able to harness the power of technology to shine some light on an Old Collegian of St Andrew’s College and the ultimate sacrifice he made.

UPDATE:

This is the recording of an earlier Chapel Service that I gave on James Samuel Cartwright. He was a former teacher at St Andrew’s College and All Black triallist and was tragically killed only days after the D-Day Normandy invasion:

Hosting a TeachMeet at St Andrew’s College

This week, St Andrew’s College hosted the first TeachMeet event in Christchurch for 2016 and over 40 staff from 15 different schools attended. If you’re unsure of what a TeachMeet actually is, you can find more at the website http://www.teachmeet.co.nz  but in short:

A TeachMeet is an organised but informal meeting (in the style of an unconference) for teachers to share good practice, practical innovations and personal insights in teaching with technology.

Participants volunteer (via the TeachMeet website) to demonstrate good practice they’ve delivered over the past year, or discuss a product that enhances classroom practice.

Source: Wikipedia

To help promote the event, I took to a new tool I’ve been using recently called Canva which allows you to very quickly and easily develop stylish posters, images and social media banners through their website:

This slideshow requires JavaScript.

One of the key reasons TeachMeets are successful is that presenters are limited to only 2minutes or 7minutes for their presentations. This results in a fast-paced event and a range of different ideas and solutions being shared. It also means that preparation for the volunteer presenters is kept at a minimum – it’s not onerous to share something you’re already doing in your classroom or researching to give a go.

From the slides above, you can see there were seven presenters who shared on the following topics:

  1. Wilj Dekkers (St Andrew’s College) Using MineCraft and OneNote for Creative Writing
  2. Tom Neumann (Riccarton High) Using an alphanumeric self marking video game in Moodle to review content of Yr11 Economics
  3. Sue McLachlan (Hagley College) Using OneNote Learning Tools in the classroom
  4. Tam Yuill Proctor (St Andrew’s College) Using OneNote as a Digital Teacher’s Planbook
  5. Karyn Gray (Haeta Community Campus) The Quest for Personalisation of Learning- My Thinking, My Research, My Questions
  6. Schira Withers (Our Lady Of The Star Of The Sea) How we as educators can help students with low working memories improve their self-management skills using digital technologies, thus  allowing them to experience success and move from a fixed to growth mindset.
  7. Donna Jones (St Andrew’s College) Using a 3D app to inspire creative thought and ideas for creative writing.

When one of the presenters was unable to attend at the last minute, I added some thoughts on using Google Earth to create personalised tours to round out the afternoon.

A number of attendees contributed on the designated Twitter hashtag of #TMChch and you can see the entire timeline here with a small selection being:

Continue reading

Presenting At Microsoft Analyst Summit 2016

image006This week I’ve had the privilege of attending, as well as co-presenting, at the annual Microsoft Analyst Summit for Asia Pacific, hosted at the St Regis Hotel in Singapore.⊗ The focus of this summit was Fuelling Customer Digital Transformation Through Innovation and was an opportunity for Microsoft to present their product and solutions roadmaps for industry analysts from the likes of Forrester, IDC and Gartner (amongst others) and where possible, highlight the value through the voice of partners and clients.

This is how I ended up at the Summit – Anne Taylor, from Microsoft NZ, inquired if I would be interested in co-presenting with Guenter Weimer the General Manager of Windows & Devices Marketing for Microsoft Asia Pacific. This seemed like a great opportunity to build on the 2015 video case study below that showcased some of the amazing work from our teachers and students:

Guenter had already seen the video and decided he wanted to show it in its entirety to the Analysts present, before discussing a few other developments at St Andrew’s, including:

  • How do we measure success when it comes to the integration of technology in education
  • To what extent has technology such as OneNote & Office365 increased collaboration amongst students and also between students and teachers
  • Did teachers need encouraging to adopt the use of a digital pen for inking on their Surface devices, or was it a natural transition
  • What plans does St Andrew’s College have for deploying Windows 10
  • In a BYOD environment that allows choice within parameters, how do we ensure cross platform compatibility and successful outcomes

MSAnalystSummit1With an audience of over 90 industry technology analysts, I was unsure what sort of reception a session that focused on education would have, however I was really pleased that after Guenter and I finished talking, there were a number of insightful questions from the analysts during the open Q&A session that followed.

Additionally, based on the Twitter feedback from the Summit’s hashtag of #MSAnalystSummit the session was well received:

Being the first conference of this sort that I’ve attended, I was really pleased to discover how open and engaging the different analysts were that I spoke with during the various breakouts and meals over the course of the two days.

I was also privileged to listen to some phenomenal presentations from other industry experts, including Mr Simon Challis the Managing Director from Ryman Healthcare in New Zealand, talking about how they are using Surface Pro tablets with every client in their retirement villages. Another interesting and relevant session was from Mr Mahendra Vaswani the Director of Teaching and Learning from Hale School in Perth, Australia.

Hale at home

As part of his presentation, he discussed the Hale @ Home programme they run which is described on their website as:

Hale@home is an innovative online learning programme that helps students prepare for the transition to Hale as a boarder. The boys undertake the programme in Year 6, prior to attending the School.

Hale@home provides a welcoming, online forum where boys meet others on the same journey to becoming a boarder. The programme is designed to build their confidence, familiarise them with technology and introduce them to their fellow boarders; all while they are still at home.

This is an outstanding initiative and a fantastic demonstration of how technology can bring both current, and future, students together into a virtual classroom.

Overall, this Summit has been a valuable learning and networking experience for me and represented a great opportunity to showcase the innovation happening at St Andrew’s College to a wider audience.

⊗ Full Disclosure: Microsoft covered all travel costs and expenses for me to attend this summit.

Guest Post: Mr Wilj Dekkers Attends Microsoft Educator Exchange

Picture4

This post was written by Mr Wilj Dekkers who attended the Annual E2 Conference. He is the second St Andrew’s College teacher to be invited to this global conference, after Mr Ben Hilliam attended in 2015.

WDE

Mr Wilj Dekkers

Microsoft Education hold an annual event that celebrates the achievements of educators who combine pedagogy and technology in their classrooms and schools.  The event is held in a different global location each year, with 2016 seeing Microsoft Innovative Educator experts (MIE experts) converge on Budapest, Hungary.

I was fortunate to be selected as one of five New Zealand educators to attend this year.  The E2 educator conference ran during the week of March 7th and was based at the Corinthia Hotel in the heart of Budapest.

300 educators from across the globe were given opportunities to collaborate and share our experiences integrating technology within our schools in ways that enhance and move learning forward.

As with every conference, a series of keynotes and discussion panels provided all delegates with inspiration and thought provoking ideas.

Picture3Anthony Salcito, vice president of Worldwide Education at Microsoft, spoke to us about recent trends and the move towards 21st century skills in education.  His keynote reinforced that the world our children are growing up in will require new skill sets; that employers are looking for collaborative, critical problem solvers.  I was impressed that all the concepts discussed came from a pedagogical background and never placed technology above learning but made it an integral part of the lifelong learning process.  As Anthony said, “What we’re here to do is help every student on the planet achieve more.”

Two of the highlights of the morning keynotes were Stephen Reid and Jacqueline Russell.

Stephen runs a company called Immersive Minds and for the past 20 years has been using technology as a learning tool in classrooms.  Stephen works with students and teachers to create new learning environments though a mix of digital and real world tools, developing confidence in the learning process on both sides as well as competence in the use of technology to support pedagogy, classroom management and assessment.  Stephen presented how he uses Minecraft to help develop Key Competencies through History and Science.  I attended one of Stephen’s workshops and spent time speaking with him about my own use of Minecraft to enhance literacy and accepted his kind offer to help us at St Andrew’s with ideas we are developing using Minecraft as part of the school centenary.

Jacqueline presented a keynote focussed on the Surface Pro 4.  Before leaving for the conference, Jacqueline sat with her daughter and talked about where she was going and together, mother and daughter used the Surface and stylus to research, collate and create a digital scrapbook within MS OneNote.  This was an honest representation of the power and ease of this tool when placed in the hands of children.  This reflected my own views as detailed at the end of last year when Microsoft interviewed and filmed teacher’s perspectives of the Surface device being used as a learning tool.

Picture1The workshops this year were diverse with subjects such as flipping your classroom using OneNote, Surface and digital inking to engage students; Minecraft application throughout Science, Technology, Engineering, Arts and Maths (STEAM); building a world in Project Spark that reflected the collective understanding of the ideal learning environment; digital literacy and creative programming in the classroom.

One particular workshop was run by Nikkie Laing, a Microsoft Innovative Educator Fellow from Opaheke School in Auckland.  Nikkie’s workshop centred on the use of Office 365 SharePoint Sites.  In detail Nikkie shared how to minimize the time teachers spend collating and preparing resources and the time learners spend looking for materials and get on with learning.  Her presentation and workshop was so well structured and delivered that she won the prize of best presentation of the conference.  An overview of Nikkie’s workshop is below.

Office Mix

The conference also provided opportunities to showcase what each educator had been working on back in their own countries. I shared the use of Minecraft and OneNote to write detailed pick-a-path narratives. A large number of delegates were quite interested in what the children in Year 6 had achieved with Mike Tholfsen, the Product Manager for OneNote recognising what the children had worked on.  Mike was very interested in how OneNote was being used for learning at our school, being particularly excited by the inclusion of Minecraft in the writing process.  A journalist, Jordan Shapiro also came over, interested in what was happening at St Andrew’s. This has led to a mention in his article for Forbes magazine:

Another teacher tells me how he uses Minecraft to teach creative writing. “I used to tell them to write a story and they’d give me these blank stares. Now I ask them to act out a story in the Minecraft world first and then, together, we figure out how to articulate it in writing.” He describes how the virtual block world lets him walk his students back to specific locations so he can interrogate them about the details. “I encourage them to get more descriptive and specific; I tell them to imagine how things might smell, what the grass might feel like under their feet.”

Overall the experience has both reinforced my beliefs in the importance of integrating technology purposefully in learning and motivated me to expand upon my own pedagogical learning.  The people I met have continued to amaze me with their enthusiasm and creativity.  The New Zealand and Australian contingent have remained in contact post conference, having developed both a close network and long lasting friendship. We are already planning continued collaborative, cross Tasman learning opportunities for our students.

Duncan Ferguson – Apple Distinguished Educator 2016

DFE

Mr Duncan Ferguson

Congratulations to St Andrew’s College’s Head of Music Mr Duncan Ferguson who has been selected as an Apple Distinguished Educator for 2016.

Mr Ferguson is one of five New Zealanders to be selected to attend the Apple Distinguished Educators conference in Berlin, Germany.

Attending an ADE Institute provides powerful opportunities for collaboration and ongoing professional growth for ADE alumni members. This 4-day intensive professional learning experience, will bring 400 ADEs together to collaborate, share, and learn. By collaborating directly with peers from across the world, ADEs will return home with a shared sense of purpose as they develop content and promote powerful ideas for improving teaching and learning worldwide.

To see the iBook about Collaborative Composition that Mr Ferguson wrote as a result of the 2015 ADE Institute in Singapore please visit:

https://itunes.apple.com/nz/book/collaborative-composition/id1052956067?mt=13

Congratulations and have a great trip to Berlin!