<?xml version='1.0' encoding='UTF-8'?><rss xmlns:atom='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' version='2.0'><channel><atom:id>http://www.blogger.com/feeds/26119754/posts/full</atom:id><lastBuildDate>Fri, 21 Apr 2006 00:23:44 +0000</lastBuildDate><title>Educational Technology</title><description></description><link>http://educational-technology.educationbn.com/</link><managingEditor>The Education Consultant</managingEditor><generator>Blogger</generator><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>15</openSearch:itemsPerPage><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/117578370681371017</guid><pubDate>Thu, 05 Apr 2007 14:34:11 +0000</pubDate><atom:updated>2007-04-05T07:35:06.846-07:00</atom:updated><title>Theresa Rowe -  Identity Management - EDUCAUSE Connect</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="Theresa Rowe -  Identity Management - EDUCAUSE Connect"&gt;
						But there is no user demand for limited access rights and demands that they prove who they are.  Moreover, there needs to be some recognition that user data, including personal information and access information, is in a certain sense the property of the user.
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					&lt;a href="http://www.downes.ca/cgi-bin/page.cgi?post=37267" title="Theresa Rowe -  Identity Management - EDUCAUSE Connect"&gt;Continue&lt;/a&gt;
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2007/04/theresa-rowe-identity-management.html</link><author>The Education Consultant</author></item><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/116055330852556406</guid><pubDate>Wed, 11 Oct 2006 07:48:37 +0000</pubDate><atom:updated>2006-10-11T00:55:08.590-07:00</atom:updated><title>Removal of constraints - "Entgrenzung des Lernens"</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="Removal of constraints - &amp;quot;Entgrenzung des Lernens&amp;quot;"&gt;
						If we really want to talk about "personal learning environments", we should be very explicit about our assumptions on how the overall circumstances are (very likely) developing and what kind of interventions remain possible under these emerging conditions.
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					&lt;a href="http://Seblogging.cognitivearchitects.com/2006/03/05#a1726" title="Removal of constraints - &amp;quot;Entgrenzung des Lernens&amp;quot;"&gt;Continue&lt;/a&gt;
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2006/10/removal-of-constraints-entgrenzung-des.html</link><author>The Education Consultant</author></item><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/115816626199967284</guid><pubDate>Wed, 13 Sep 2006 16:45:15 +0000</pubDate><atom:updated>2006-09-13T09:51:02.130-07:00</atom:updated><title>Removal of constraints - "Entgrenzung des Lernens"</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="Removal of constraints - &amp;quot;Entgrenzung des Lernens&amp;quot;"&gt;
						If we really want to talk about "personal learning environments", we should be very explicit about our assumptions on how the overall circumstances are (very likely) developing and what kind of interventions remain possible under these emerging conditions.
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					&lt;a href="http://Seblogging.cognitivearchitects.com/2006/03/05#a1726" title="Removal of constraints - &amp;quot;Entgrenzung des Lernens&amp;quot;"&gt;Continue&lt;/a&gt;
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2006/09/removal-of-constraints-entgrenzung-des.html</link><author>The Education Consultant</author></item><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/115036416511688472</guid><pubDate>Thu, 15 Jun 2006 09:32:42 +0000</pubDate><atom:updated>2006-06-15T02:36:05.140-07:00</atom:updated><title>Unattributed -  Learner Identity Management Framework - AICTEC</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="Unattributed -  Learner Identity Management Framework - AICTEC"&gt;
						The topic of personal identity - and therefore, learner identity (though not everyone considers the latter to be a subset of the former, which is a problem) continues to increase in importance in educational &lt;a href="http://home-audio.on-topic.net/" title="Home Audio Topics | Everything you need to know about Home Audio"&gt;technology&lt;/a&gt; circles.  But what will a Learner Identity Management Framework (LIMF) look like?
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					&lt;a href="http://www.downes.ca/cgi-bin/page.cgi?post=34758" title="Unattributed -  Learner Identity Management Framework - AICTEC"&gt;Continue&lt;/a&gt;
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2006/06/unattributed-learner-identity.html</link><author>The Education Consultant</author></item><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/114733145610828174</guid><pubDate>Thu, 11 May 2006 07:08:29 +0000</pubDate><atom:updated>2006-05-11T00:10:56.143-07:00</atom:updated><title>The question is both the model and the framework</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="The question is both the model and the framework"&gt;
						I do not mean this in a literal sense, but to delude us into believing that people can authentically explore deeper questions within the confines of a system that imposes numerous sets of control and limitations and time, place, thought, and creativity.
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					&lt;a href="http://www.experiencedesignernetwork.com/archives/000709.html" title="The question is both the model and the framework"&gt;Continue&lt;/a&gt;
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2006/05/question-is-both-model-and-framework.html</link><author>The Education Consultant</author></item><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/114543665408521502</guid><pubDate>Wed, 19 Apr 2006 08:49:02 +0000</pubDate><atom:updated>2006-04-19T01:50:54.106-07:00</atom:updated><title>Where educational technologists publish</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="Where educational technologists publish"&gt;
						The author has surveyed educational technologists who gained tenure between 1999 and 2004 to determine where they published.  We seem to have two communities at work, those who seek to publish their work on the Interweb and those who seek the established route or peer reviewed publication.
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2006/04/where-educational-technologists.html</link><author>The Education Consultant</author></item><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/114540154653327416</guid><pubDate>Tue, 18 Apr 2006 23:03:00 +0000</pubDate><atom:updated>2006-04-18T16:10:46.050-07:00</atom:updated><title>Bush's FY 2007 Budget: A Wash for ELL Programs?</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="Bush?s FY 2007 Budget: A Wash for ELL Programs?"&gt;
      Although it remains to be seen how Congress will react to his proposed cost cutting measures in education (a decrease of $3.5 billion, or 5.5%, from 2006 funding), many of the major sources used to fund ELL programs may receive the same amount of funding as in 2006.
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2006/04/bushs-fy-2007-budget-wash-for-ell.html</link><author>The Education Consultant</author></item><item><guid isPermaLink='false'>http://www.blogger.com/feeds/26119754/posts/full/114539889940245404</guid><pubDate>Tue, 18 Apr 2006 22:19:48 +0000</pubDate><atom:updated>2006-04-18T15:21:39.426-07:00</atom:updated><title>Removal of constraints - "Entgrenzung des Lernens"</title><description>&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div xmlns="http://www.w3.org/1999/xhtml"&gt;&lt;div class="post_body" summary="Removal of constraints - &amp;quot;Entgrenzung des Lernens&amp;quot;"&gt;
						If we really want to talk about "personal learning environments", we should be very explicit about our assumptions on how the overall circumstances are (very likely) developing and what kind of interventions remain possible under these emerging conditions.
					&lt;/div&gt;
				

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					&lt;a href="http://Seblogging.cognitivearchitects.com/2006/03/05#a1726" title="Removal of constraints - &amp;quot;Entgrenzung des Lernens&amp;quot;"&gt;Continue&lt;/a&gt;
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&lt;/div&gt;&lt;/div&gt;</description><link>http://educational-technology.educationbn.com/2006/04/removal-of-constraints-entgrenzung-des.html</link><author>The Education Consultant</author></item></channel></rss>