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	<title>order / disorder &#187; learning</title>
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	<link>http://easegill.edublogs.org</link>
	<description>Learning in a technology rich environment</description>
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		<title>Wikipedia in Academia</title>
		<link>http://easegill.edublogs.org/2009/06/28/wikipedia-in-academia/</link>
		<comments>http://easegill.edublogs.org/2009/06/28/wikipedia-in-academia/#comments</comments>
		<pubDate>Sat, 27 Jun 2009 13:11:51 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[change]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[nz]]></category>
		<category><![CDATA[wiki]]></category>
		<category><![CDATA[beasley-murray]]></category>
		<category><![CDATA[critical thinking]]></category>
		<category><![CDATA[evaluation]]></category>
		<category><![CDATA[wikipedia]]></category>
		<category><![CDATA[writing]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/?p=56</guid>
		<description><![CDATA[Is Wikipedia any use for students and academics?  Are the derogatory comments justified and can it be used in ways that support learning?

So many times when I hear academics refer to Wikipedia it is in condescending tones.  Comments from &#8220;You can&#8217;t trust anything in Wikipedia&#8221;, &#8220;It&#8217;s just written by amateurs&#8221;, &#8220;It&#8217;s not real peer-reviewed content&#8217;, [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2009/06/28/wikipedia-in-academia/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>Enviroschools for authentic learning</title>
		<link>http://easegill.edublogs.org/2008/06/09/enviroschools-for-authentic-learning/</link>
		<comments>http://easegill.edublogs.org/2008/06/09/enviroschools-for-authentic-learning/#comments</comments>
		<pubDate>Mon, 09 Jun 2008 10:54:23 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[education]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[nz]]></category>
		<category><![CDATA[schools]]></category>
		<category><![CDATA[authentic_learning]]></category>
		<category><![CDATA[enviroschool]]></category>
		<category><![CDATA[hamilton]]></category>
		<category><![CDATA[new_zealand]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[sustainability]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/?p=48</guid>
		<description><![CDATA[New Zealand has an Enviroschool scheme where it tries to support schools with sustainability.  One of the local schools here in Hamilton has just been on the telly detailing what they have been doing.
They started a garden to grow veg and teach the children elements of sustainability.  The project grew as they decided [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/06/09/enviroschools-for-authentic-learning/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Edupunk (Shhh..!)</title>
		<link>http://easegill.edublogs.org/2008/06/02/edupunk-shhh/</link>
		<comments>http://easegill.edublogs.org/2008/06/02/edupunk-shhh/#comments</comments>
		<pubDate>Sun, 01 Jun 2008 14:41:27 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[change]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[future]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[dogme]]></category>
		<category><![CDATA[education business]]></category>
		<category><![CDATA[edupunk]]></category>
		<category><![CDATA[establishment]]></category>
		<category><![CDATA[movements]]></category>
		<category><![CDATA[revolution]]></category>
		<category><![CDATA[the machine]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/?p=46</guid>
		<description><![CDATA[Edupunk seems to be the word on everyones lips at the moment &#8211; well at least those that are talking about it!
See D&#8217;Arcy Norman; Lesley Madsen Brookes; Stephen Downes; Brian Lamb; Doug Noon
A conjunction coined by Jim Groom, however, as both commentators and protagonists seem to be agreeing, creating a name and a definition runs [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/06/02/edupunk-shhh/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>Blogs, discussions and portfolios &#8211; learning, ownership and change</title>
		<link>http://easegill.edublogs.org/2008/05/16/41/</link>
		<comments>http://easegill.edublogs.org/2008/05/16/41/#comments</comments>
		<pubDate>Thu, 15 May 2008 13:34:58 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[blogging]]></category>
		<category><![CDATA[change]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[future]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[assessment]]></category>
		<category><![CDATA[blogs]]></category>
		<category><![CDATA[context ownership]]></category>
		<category><![CDATA[discussions]]></category>
		<category><![CDATA[elgg]]></category>
		<category><![CDATA[eportfolios]]></category>
		<category><![CDATA[learning ownership]]></category>
		<category><![CDATA[mahara]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[tension]]></category>
		<category><![CDATA[transform]]></category>
		<category><![CDATA[twitter]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/2008/05/16/41/</guid>
		<description><![CDATA[
Yesterday, we had a quick demo of Mahara by Mark Nichols as part of a wider day of information exchange.  Mahara has been built as an eportfolio tool and appears to have taken some influence from Elgg.  It contains a blog tool which has the ability to be kept private, shared selectively or [...]]]></description>
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		<slash:comments>9</slash:comments>
		</item>
		<item>
		<title>Pre-web assessment in a Web2.0 era</title>
		<link>http://easegill.edublogs.org/2008/05/11/pre-web-assessment-in-a-web20-era/</link>
		<comments>http://easegill.edublogs.org/2008/05/11/pre-web-assessment-in-a-web20-era/#comments</comments>
		<pubDate>Sat, 10 May 2008 11:48:19 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[change]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[future]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[schools]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[]]></category>
		<category><![CDATA[assessment]]></category>
		<category><![CDATA[assessment equivalence]]></category>
		<category><![CDATA[biggs]]></category>
		<category><![CDATA[Heppell]]></category>
		<category><![CDATA[McIntosh]]></category>
		<category><![CDATA[Muir]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/2008/05/11/pre-web-assessment-in-a-web20-era/</guid>
		<description><![CDATA[Have been doing a lot of reading recently and assessment is a theme that keeps recurring.  Ewan McIntosh and David Muir both blog a recent talk by Stephen Heppell where he revisits the idea of assessment equivalence.  I heard him talk on this theme some time ago and I don&#8217;t think that the [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/05/11/pre-web-assessment-in-a-web20-era/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Enablers or providers of education and why that is difficult to change</title>
		<link>http://easegill.edublogs.org/2008/04/24/33/</link>
		<comments>http://easegill.edublogs.org/2008/04/24/33/#comments</comments>
		<pubDate>Wed, 23 Apr 2008 11:17:44 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[change]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[future]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[]]></category>
		<category><![CDATA[development]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/2008/04/24/33/</guid>
		<description><![CDATA[A few days ago, Christopher Sessums posted an article about a talk he had been giving on social networking.  In his post he notes
At the end of my Social Networks talk, I asked participants what they would like to see in a social networking application. A young undergraduate student promptly raised his hand and [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/04/24/33/feed/</wfw:commentRss>
		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Getting used to NZ education</title>
		<link>http://easegill.edublogs.org/2008/04/16/getting-used-to-nz-education/</link>
		<comments>http://easegill.edublogs.org/2008/04/16/getting-used-to-nz-education/#comments</comments>
		<pubDate>Tue, 15 Apr 2008 11:25:21 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[education]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[nz]]></category>
		<category><![CDATA[schools]]></category>
		<category><![CDATA[technology]]></category>
		<category><![CDATA[]]></category>
		<category><![CDATA[broadband]]></category>
		<category><![CDATA[comparison]]></category>
		<category><![CDATA[HE]]></category>
		<category><![CDATA[school]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/2008/04/16/getting-used-to-nz-education/</guid>
		<description><![CDATA[Had some wide ranging conversations about various aspects of education in New Zealand today.  All are anecdotal and several relate to personal experiences of my family.
Before we emigrated to NZ, we read up about what opportunities there were in learning, elearning, learning technology etc.  The government made a big thing about how NZ was at [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/04/16/getting-used-to-nz-education/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Constructive Alignment</title>
		<link>http://easegill.edublogs.org/2008/03/31/constructive-alignment/</link>
		<comments>http://easegill.edublogs.org/2008/03/31/constructive-alignment/#comments</comments>
		<pubDate>Sun, 30 Mar 2008 23:05:50 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[learning]]></category>
		<category><![CDATA[biggs]]></category>
		<category><![CDATA[constructive alignment]]></category>
		<category><![CDATA[elearning]]></category>
		<category><![CDATA[workload]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/2008/03/31/constructive-alignment/</guid>
		<description><![CDATA[In a post on workload management strategies for elearning, Christopher Sessums notes the following from Ragan &#38; Terheggen
Start with a course development model
Define your objectives, learning outcomes, exit competencies, and an explanation of how the learning process will be evaluated.&#8221;By developing a course development model at the begining of the course authoring process, faculty members [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/03/31/constructive-alignment/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Lecturers learning to blog</title>
		<link>http://easegill.edublogs.org/2008/03/19/lecturers-learning-to-blog/</link>
		<comments>http://easegill.edublogs.org/2008/03/19/lecturers-learning-to-blog/#comments</comments>
		<pubDate>Wed, 19 Mar 2008 09:57:29 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[blogging]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[lecturers]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/2008/03/19/lecturers-learning-to-blog/</guid>
		<description><![CDATA[It&#8217;s long been recognised that the tell me, show me, let me, division in learning effectiveness holds true.  Often students are asked to do stuff that their lecturers don&#8217;t do &#8211; or at least not in ways that are visible to the students.  The students are just told what to do and are [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/03/19/lecturers-learning-to-blog/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>College promotes solitary learning</title>
		<link>http://easegill.edublogs.org/2008/03/12/college-promotes-solitary-learning/</link>
		<comments>http://easegill.edublogs.org/2008/03/12/college-promotes-solitary-learning/#comments</comments>
		<pubDate>Wed, 12 Mar 2008 02:12:18 +0000</pubDate>
		<dc:creator>easegill</dc:creator>
				<category><![CDATA[learning]]></category>
		<category><![CDATA[collaboration]]></category>
		<category><![CDATA[facebook]]></category>

		<guid isPermaLink="false">http://easegill.edublogs.org/2008/03/12/college-promotes-solitary-learning/</guid>
		<description><![CDATA[The Montreal Gazette reports that a Ryerson Poly student may be penalised for some coursework after setting up a Facebook group for his class peers.  Students were apparently told that the work had to be their own individual work.  The lecturer had even set slightly different questions for each student.  The discussion [...]]]></description>
		<wfw:commentRss>http://easegill.edublogs.org/2008/03/12/college-promotes-solitary-learning/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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