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	<title>e-chronicle</title>
	<link>http://joeblog.edublogs.org</link>
	<description>a record of my e-learning journey...</description>
	<lastBuildDate>Fri, 06 Jun 2008 09:05:34 +0000</lastBuildDate>
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	<item>
		<title>More favourite quotes</title>
		<description>"The fact that something is technologically possible does not imply that it is also educationally desirable"
- Salomon, 1999, p. 36, cited in Tutty &#38; Klein, JD 2008, 'Computer-mediated instruction: a comparison of online and face-to-face collaboration', Education Tech Research Dev, vol. 56, pp. 101-124.
"Beware of inert ideas - ideas that ...</description>
		<link>http://joeblog.edublogs.org/2008/06/06/more-favourite-quotes/</link>
			</item>
	<item>
		<title>Reflection on SANJT</title>
		<description>This is the last assignment for EMT1 - YEAH! Click here to read my reflection of the group process in the learning community design. The reflection addresses the following:

	description and analysis of the group process
	synthesis of readings and research
	reflection of how this process can further inform my experiences of learning ...</description>
		<link>http://joeblog.edublogs.org/2008/06/06/reflection-on-sanjt/</link>
			</item>
	<item>
		<title>SANJT - learning community design</title>
		<description>I recently participated in a group project which involved designing an e-learning community. I have put up the design here on this page - SANJT: and e-learning community for 1st year nursing students. Alternatively, you can check out the wiki. Go to http://sanjt.wikispaces.com/

I would like to credit the contributions of ...</description>
		<link>http://joeblog.edublogs.org/2008/06/06/sanjt-learning-community-design/</link>
			</item>
	<item>
		<title>Favourite quotes</title>
		<description>"...while technology enables us to quickly access, share, and amass knowledge, it does not automatically transform a group of learners into a community of learners."
- Dixon, JS 2006, 'Breaking the ice: supporting collaboration and the development of community online, Canadian Journal of Learning and Technology, vol. 32(2) Spring, p. 1.
"Learning ...</description>
		<link>http://joeblog.edublogs.org/2008/06/02/favourite-quotes/</link>
			</item>
	<item>
		<title>Flavour of the week: SL</title>
		<description>SL seems to be the flavour of the week for Richard Aedy, the presenter of Life Matters, a daily morning program on ABC Radio National. He did a segment on SL on two consecutive days: the first one was on the educational aspect, and the other one was of a ...</description>
		<link>http://joeblog.edublogs.org/2008/05/20/flavour-of-the-week-sl/</link>
			</item>
	<item>
		<title>SL doco</title>
		<description>I was watching the news on SBS tonight, and there was a story on a new doco that's become a cult hit, which led to interests from cable networks...because it was entirely shot in Second Life. That pricked my curiosity as the group assignment that I'm currently working on involves ...</description>
		<link>http://joeblog.edublogs.org/2008/05/18/sl-doco/</link>
			</item>
	<item>
		<title>Social constructivism + meaningful interaction + Internet communication tools</title>
		<description>The foundation of the theory of social constructivism lies on three principles: the Zone of Proximal Development (ZPD), intersubjectivity, and enculturation. Accordingly, learning process is the active construction of knowledge based on prior knowledge and experience, social construction of knowledge through interaction, intersubjective construction of knowledge through effective communication, and ...</description>
		<link>http://joeblog.edublogs.org/2008/05/17/social-constructivism-meaningful-interaction-internet-communication-tools/</link>
			</item>
	<item>
		<title>Internet communication tool 4: Blogs and wikis</title>
		<description>A blog is a web page serving as personal journal for an individual, and can include multimedia. Wikis are a collection of editable web pages that can be edited by anyone, at any time, from anywhere. Each tool puts the learner at the centre of the learning process; supports the ...</description>
		<link>http://joeblog.edublogs.org/2008/05/17/internet-communication-tool-4-blogs-and-wikis/</link>
			</item>
	<item>
		<title>Internet communication tool 3: Chat and IM</title>
		<description>Chat and instant messaging (IM) provide a learning community with informal synchronous communication tools, thereby creating a sense of community and overcoming isolation via real-time, a sense of freedom and democracy (online disinhibition effect) due to lack of visual cues, enabling spontaneous and in-depth interaction with the whole community, small ...</description>
		<link>http://joeblog.edublogs.org/2008/05/17/internet-communication-tool-3-chat-and-im/</link>
			</item>
	<item>
		<title>Internet communication tool 2: Discussion forums</title>
		<description>Discussion forums provide the ability for asynchronous social interaction, formal and/or informal, to occur over a designated period of time. Students have the time for in-depth reflection and edit their work before posting, and because of potential peer feedback and influence, better quality work is produced. Equalising student participation in ...</description>
		<link>http://joeblog.edublogs.org/2008/05/17/internet-communication-tool-2-discussion-forums/</link>
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