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         <title>What do we know? Let&#39;s start to explore...</title>
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         <title>What do we know? Let&#39;s start to explore...</title>
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         <title>What do we know? Let&#39;s start to explore...</title>
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         <title>Creativity &amp; Innovation? Let&#39;s have a look...</title>
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         <author>cockerille</author>
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         <title>What do we know? Let&#39;s start to explore...</title>
         <author>cockerille</author>
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         <title>What do we know? Let&#39;s start to explore...</title>
         <author>cockerille</author>
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         <pubDate>2023-09-18 10:51:55 UTC</pubDate>
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         <title>The importance of CLT...</title>
         <author>cockerille</author>
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         <pubDate>2023-09-18 10:56:20 UTC</pubDate>
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         <title>CoP</title>
         <author>chrisdownie84</author>
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         <description><![CDATA[<div>A community of practice is a group of people who have common concerns, problems or interests, who are brought together to then gain practices and/or knowledge to fulfill there own individual goals or team goals.</div>]]></description>
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         <pubDate>2023-09-22 08:01:20 UTC</pubDate>
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         <title>Defining Values</title>
         <author>chrisdownie84</author>
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         <description><![CDATA[<div>patience<br>support<br>sharing ideas<br>technology<br>flexibility<br>willingness to learn<br>encouragement<br>shared challenges<br>success for students<br>wanting the best</div>]]></description>
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         <pubDate>2023-09-22 08:04:24 UTC</pubDate>
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         <title>Characteristics</title>
         <author>chrisdownie84</author>
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         <description><![CDATA[<div>Domain - members have a shared interest, competence and commitment that separates them from other people. It creates a common ground among members which breeds confidence in others to participate, in turn guiding learning and giving a meaning to actions.<br>Community - shared interests are pursued through group activities which include group discussions or problem solving, common activites which share information among members to forge relationships. The creation of community creates social bonds, enabling group learning. A strong community encourages interaction and willingness to share ideas.<br>Practice - members are actual practitioners in the shared domain of interest, building an inventory of resources and ideas to take back to their own practices to improve/upgrade.</div>]]></description>
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         <pubDate>2023-09-22 08:17:57 UTC</pubDate>
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         <description><![CDATA[<div>Andragogy is a teaching and learning theory that specifically addresses adult education. Here are some benefits of andragogy:<br><br>1. Self-directed Learning: Andragogy recognizes that adults are more capable of taking responsibility for their own learning. They have the autonomy to choose what and how they want to learn, which can lead to increased motivation and engagement.<br><br>2. Relevant Learning: Adults often prefer learning that is directly applicable to their lives and work. Andragogy emphasizes the importance of making learning relevant to adults' real-world experiences, making it more meaningful and practical.<br><br>3. Experience-Based: Adults bring a wealth of life experiences to the learning process. Andragogy encourages the incorporation of these experiences into the learning environment, allowing adults to build on what they already know.<br><br>4. Problem-Solving: Andragogy promotes problem-solving and critical thinking skills. Adults often have complex problems to solve in their personal and professional lives, and andragogy helps them develop these skills to address real challenges.<br><br>5. Collaborative Learning: While self-directed, andragogy also recognizes the value of collaborative learning. Adults can benefit from peer interaction and group discussions, sharing different perspectives and insights.<br><br>6. Respect for Learners: Andragogy places a strong emphasis on treating adult learners with respect and valuing their input. This fosters a positive learning environment and enhances the learning experience.<br><br>7. Flexibility: Andragogy allows for flexibility in learning methods and content delivery. Adults have busy schedules and diverse learning styles, and andragogy accommodates these variations.<br><br>8. Motivation: By acknowledging the specific needs and motivations of adult learners, andragogy can enhance their intrinsic motivation to learn, leading to better retention and application of knowledge.<br><br>Overall, andragogy recognizes that adult learners are unique in their needs and preferences, and tailoring education to accommodate these characteristics can result in more effective and engaging learning experiences.</div>]]></description>
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         <pubDate>2023-09-22 12:03:30 UTC</pubDate>
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         <title></title>
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         <description><![CDATA[<div>The concept of  "Community of Practice" (CoP) and its key components:<br><br>1. **Domain**: This is the subject or area of expertise that brings the community together. It could be anything from software development to healthcare, cooking, or teaching. The domain defines the common ground for members.<br><br>2. **Community**: The community consists of individuals who share a passion or interest in the domain. These people interact and communicate regularly, often forming relationships and a sense of belonging. The community provides social support and a sense of identity.<br><br>3. **Practice**: This refers to the actual activities, discussions, and shared experiences that members engage in within the community. It's not just theoretical knowledge but practical know-how that develops through participation. Members learn from one another by solving problems, sharing insights, and refining their skills.<br><br>4. **Identity**: Over time, members of a CoP develop a shared identity and a sense of belonging to the community. They often adopt common terms, jargon, and ways of doing things specific to their domain. This shared identity strengthens the bonds among members.<br><br>5. **Learning**: Learning in a CoP is often informal and occurs through participation and observation. Newcomers start as "peripheral participants" and gradually move towards more active roles as they gain expertise. Learning is not just about acquiring knowledge but also about becoming part of a social group.<br><br>6. **Mutual Engagement**: Members of a CoP actively engage with one another through discussions, sharing resources, asking questions, and collaborating on projects related to the domain. This interaction is essential for knowledge exchange and development.<br><br>7. **Shared Repertoire**: CoPs develop a shared repertoire of tools, methods, and resources that help members in their practice within the domain. This can include documents, best practices, templates, or even specialized equipment.<br><br>In summary, a Community of Practice is a group of people who share a common interest or expertise, come together to learn, share knowledge, and improve their skills through active participation and social interaction. It's a powerful concept for understanding how learning and expertise development occur in real-world, social contexts.</div>]]></description>
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         <pubDate>2023-09-22 13:39:07 UTC</pubDate>
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         <pubDate>2023-09-25 07:17:45 UTC</pubDate>
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         <title>Andragogy</title>
         <author>chrisdownie84</author>
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         <description><![CDATA[<div>Pictorial - The 5 Assumptions</div>]]></description>
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         <title>Andragogy</title>
         <author>chrisdownie84</author>
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         <description><![CDATA[<div>Comparison Models</div>]]></description>
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         <title>Andragogy vs Pedagogy</title>
         <author></author>
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         <description><![CDATA[<div>Attached is a comparison of Andragogy and Pedagogy.</div>]]></description>
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         <pubDate>2023-09-25 08:27:12 UTC</pubDate>
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         <title>Pedagogy describes the art and science of teaching students. The term comes from the Greek word &#39;paidagogos,&#39; a combination of &#39;paidos&#39; (child) and &#39;agogos&#39; (leader).</title>
         <author>kentacey</author>
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         <pubDate>2023-09-25 08:54:05 UTC</pubDate>
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         <title>5 approaches to Pedagogy</title>
         <author>kentacey</author>
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         <title>5 approached to Pedagogy</title>
         <author>kentacey</author>
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         <pubDate>2023-09-25 09:51:04 UTC</pubDate>
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         <title>Pedagogy- pronounced peh-duh-go-jee</title>
         <author>AdamFlintham</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2719113747</link>
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         <pubDate>2023-09-25 10:48:43 UTC</pubDate>
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         <title>Andragogy Principles</title>
         <author>chrisdownie84</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2719239458</link>
         <description><![CDATA[<div>1) Adults need to be involved in the planning and evaluation of their instruction.<br>2) Experience, including mistakes, provides the basis for learning activities.<br>3) Adults are most interested in learning subjects that have immediate relevance to their job or personal life.<br>4) Adult learning is problem-centred rather than content-oriented.</div>]]></description>
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         <pubDate>2023-09-25 12:29:09 UTC</pubDate>
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         <title>Something to consider...</title>
         <author>cockerille</author>
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         <description><![CDATA[]]></description>
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         <pubDate>2023-10-02 10:06:59 UTC</pubDate>
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         <title>Journal - Empathy &amp; Teaching</title>
         <author>cockerille</author>
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         <pubDate>2023-10-02 10:08:19 UTC</pubDate>
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         <pubDate>2023-10-02 17:10:51 UTC</pubDate>
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         <pubDate>2023-10-02 17:11:50 UTC</pubDate>
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      <item>
         <title>T</title>
         <author></author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2728969549</link>
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         <pubDate>2023-10-02 17:12:39 UTC</pubDate>
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      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2728969923</link>
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         <pubDate>2023-10-02 17:12:53 UTC</pubDate>
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      <item>
         <title>My Maslow Theory</title>
         <author>chrisdownie84</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2728970984</link>
         <description><![CDATA[]]></description>
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         <pubDate>2023-10-02 17:13:37 UTC</pubDate>
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      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2728971210</link>
         <description><![CDATA[<div>Tony </div>]]></description>
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         <pubDate>2023-10-02 17:13:47 UTC</pubDate>
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      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2728973156</link>
         <description><![CDATA[<div>Tony </div>]]></description>
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         <pubDate>2023-10-02 17:15:02 UTC</pubDate>
         <guid>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2728973156</guid>
      </item>
      <item>
         <title>Sir Ken Robinson</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2737832782</link>
         <description><![CDATA[]]></description>
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         <pubDate>2023-10-09 09:06:24 UTC</pubDate>
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      </item>
      <item>
         <title>Take the brain test...</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2737835274</link>
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         <pubDate>2023-10-09 09:08:28 UTC</pubDate>
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      </item>
      <item>
         <title>Group 1 - Activity</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2737945174</link>
         <description><![CDATA[<div>1. Research B.F Skinner's Operant Conditioning Theory (Rats)<br>2. Provide a short summary on the theory.<br>3. Discuss how this behaviourism theory could link to teaching and learning - giving examples linked to your own setting / learners at HETA&nbsp;<br>4. Provide an appropriate, short YouTube clip which discussed / explains the theory</div>]]></description>
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         <pubDate>2023-10-09 10:36:52 UTC</pubDate>
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      <item>
         <title>Group 2 - Activity</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2737946255</link>
         <description><![CDATA[<div>1. Research Ivan Pavlov's Classical Conditioning Theory (Dogs)<br>2. Provide a short summary on the theory.<br>3. Discuss how this behaviourism theory could link to teaching and learning - giving examples linked to your own setting / learners at HETA&nbsp;<br>4. Provide an appropriate, short YouTube clip which discussed / explains the theory</div>]]></description>
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         <pubDate>2023-10-09 10:37:46 UTC</pubDate>
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      <item>
         <title>What do we know? Let&#39;s start to explore...</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2737951104</link>
         <description><![CDATA[]]></description>
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         <pubDate>2023-10-09 10:41:26 UTC</pubDate>
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      </item>
      <item>
         <title>Creativity &amp; Innovation (SWAY)</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2737954029</link>
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         <pubDate>2023-10-09 10:43:51 UTC</pubDate>
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      </item>
      <item>
         <title></title>
         <author>kentacey</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2738114514</link>
         <description><![CDATA[]]></description>
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         <pubDate>2023-10-09 12:48:54 UTC</pubDate>
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      <item>
         <title></title>
         <author>kentacey</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2738131737</link>
         <description><![CDATA[]]></description>
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         <pubDate>2023-10-09 13:01:26 UTC</pubDate>
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      <item>
         <title>after the affects that were found with the dog and the bell, this can be associated to human behaviour by removing negative behaviour by removing something of value which will result in increase in good behaviour also if good behaviour is rewarded with something of value to the student it will result in more good behaviour </title>
         <author>kentacey</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2738592361</link>
         <description><![CDATA[]]></description>
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         <pubDate>2023-10-09 18:07:35 UTC</pubDate>
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      <item>
         <title>linking into my teaching by promoting good workmanship and good timings i can give the students and extra five minutes break. by constantly nagging at the students for not staying in the bays they will then behave to stop my nagging</title>
         <author>kentacey</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2738605464</link>
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         <pubDate>2023-10-09 18:16:52 UTC</pubDate>
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      <item>
         <title>Group 1 - Fleming (VARK Model)</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2748414601</link>
         <description><![CDATA[<div>Activity: Research and analyse the model of learning preferences.<br><br>What are the strengths / areas for improvement?<br>Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?</div>]]></description>
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         <pubDate>2023-10-16 08:28:54 UTC</pubDate>
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      <item>
         <title>Group 2 - Kolb (Learning Style Inventory)</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2748423068</link>
         <description><![CDATA[<div>Activity: Research and analyse the model of learning preferences.<br><br>What are the strengths / areas for improvement?<br>Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?</div>]]></description>
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         <pubDate>2023-10-16 08:35:54 UTC</pubDate>
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      <item>
         <title>Group 3 - Honey &amp; Mumford (Learning Styles Preferences)</title>
         <author>cockerille</author>
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         <description><![CDATA[<div>Activity: Research and analyse the model of learning preferences.<br><br>What are the strengths / areas for improvement?<br>Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?</div>]]></description>
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         <pubDate>2023-10-16 08:38:05 UTC</pubDate>
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      <item>
         <title>Group 4 - Myer Briggs (Type Indicator)</title>
         <author>cockerille</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2748426799</link>
         <description><![CDATA[<div>Activity: Research and analyse the model of learning preferences.<br><br>What are the strengths / areas for improvement?<br>Explain how identifying individual learning preferences enables inclusive teaching, learning and assessment?</div>]]></description>
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         <pubDate>2023-10-16 08:38:38 UTC</pubDate>
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      <item>
         <title></title>
         <author>kentacey</author>
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         <description><![CDATA[]]></description>
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         <pubDate>2023-10-16 16:27:59 UTC</pubDate>
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      <item>
         <title>WHAT IS A FESTIVAL</title>
         <author>s0242097</author>
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         <pubDate>2023-10-16 19:18:21 UTC</pubDate>
         <guid>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2749453883</guid>
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      <item>
         <title>Constructivist Approach</title>
         <author>chrisdownie84</author>
         <link>https://padlet.com/ITTteamercTEC/4n4a4ht0zxwmhdn1/wish/2756969427</link>
         <description><![CDATA[Festival]]></description>
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         <pubDate>2023-10-21 08:44:47 UTC</pubDate>
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