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      <title>Unit 3 Discussion  by Wilneisha Jakes - Student</title>
      <link>https://padlet.com/wjakes/uua6zysv81wupnqv</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2023-03-15 15:14:23 UTC</pubDate>
      <lastBuildDate>2023-03-15 15:36:40 UTC</lastBuildDate>
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         <title>How do learning theories inform your current or future practices?</title>
         <author>wjakes</author>
         <link>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517953545</link>
         <description><![CDATA[<div>As a future educator in online higher education, social presence theory (SPT) and constructivist learning  theory will guide  my lessons and teaching strategies. SPT will help enhance student interactions in order to have a better feel of collaboration. Liet al. (2021) refers to SPT as being aware of others in communications and interactions in computer-mediated communication. Constructivist learning theory will allow students to have control over their learning and create their own meaning through learning experiences. The theory emphasizes naturally cumulative  learning in individuals by creating personal meaning through experiential learning, which focuses on hands-on and active learning events to enhance learners engagement and learning retention (Chuang, 2021).</div>]]></description>
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         <pubDate>2023-03-15 15:23:28 UTC</pubDate>
         <guid>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517953545</guid>
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         <title>Hello</title>
         <author>wjakes</author>
         <link>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517954739</link>
         <description><![CDATA[]]></description>
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         <pubDate>2023-03-15 15:24:17 UTC</pubDate>
         <guid>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517954739</guid>
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         <title>What are the advantages or disadvantages of adhering to these theories when developing instructional interventions (e.g., lessons, trainings, modules, professional development)?</title>
         <author>wjakes</author>
         <link>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517966040</link>
         <description><![CDATA[<div>Advantages are that teachers are able to modify lessons to fit learners needs. Being able to to apply different theories that is the most effective for students is essential. However, disadvantages are the limited opportunities for social interaction. Learners will have to be self-disciplined in order to asses and retain information given. Self-discipline and skills for self direct learning and time management are required (Chuang, 2021).</div>]]></description>
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         <pubDate>2023-03-15 15:31:21 UTC</pubDate>
         <guid>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517966040</guid>
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         <title>What specific learning theory do you utilize most often in practice?</title>
         <author>wjakes</author>
         <link>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517970475</link>
         <description><![CDATA[<div>Constructivist learning theory is what I currently utilize the most. Being an elementary school teacher, I am able to apply this theory is my teaching, classroom management, and lesson planning. I encourage students to learn from their experiences and to build new knowledge from those experiences. </div>]]></description>
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         <pubDate>2023-03-15 15:34:10 UTC</pubDate>
         <guid>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517970475</guid>
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         <title>References</title>
         <author>wjakes</author>
         <link>https://padlet.com/wjakes/uua6zysv81wupnqv/wish/2517973998</link>
         <description><![CDATA[<div>Chuang, S. (2021). The Applications of Constructivist Learning Theory and Social Learning Theory on Adult Continuous Development. <em>Performance Improvement (International Society for Performance Improvement)</em>, <em>60</em>(3), 6–14. https://doi.org/10.1002/pfi.21963<br><br>Li, M., Wang, Y., Stone, H. N., &amp; Turki, N. (2021). Teaching Introductory Chemistry Online: The Application of Socio-Cognitive Theories to Improve Students’ Learning Outcomes. <em>Education Sciences</em>, <em>11</em>(3), 95–. https://doi.org/10.3390/educsci11030095</div>]]></description>
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         <pubDate>2023-03-15 15:36:27 UTC</pubDate>
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