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	<title>Comments on: Joining the Conversation</title>
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	<description>A teaching and learning conference.</description>
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		<title>By: Rex</title>
		<link>http://www.teachingprofessor.com/articles/improving-teaching/joining-the-conversation/comment-page-1#comment-6497</link>
		<dc:creator>Rex</dc:creator>
		<pubDate>Wed, 21 Apr 2010 22:21:41 +0000</pubDate>
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		<description>I agree with Knapp but can&#039;t help but mention one of the founding metaphors of the Internet boom was &#039;markets as conversations&#039;. See Doc Searls and David Weinberger&#039;s ClueTrain Manifesto for more on that metaphor.</description>
		<content:encoded><![CDATA[<p>I agree with Knapp but can&#8217;t help but mention one of the founding metaphors of the Internet boom was &#8216;markets as conversations&#8217;. See Doc Searls and David Weinberger&#8217;s ClueTrain Manifesto for more on that metaphor.</p>
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		<title>By: Rich Young</title>
		<link>http://www.teachingprofessor.com/articles/improving-teaching/joining-the-conversation/comment-page-1#comment-6483</link>
		<dc:creator>Rich Young</dc:creator>
		<pubDate>Wed, 21 Apr 2010 13:25:23 +0000</pubDate>
		<guid isPermaLink="false">http://www.teachingprofessor.com/?p=1766#comment-6483</guid>
		<description>&quot;Joining the conversation is an apt description.  For several years I have used the expression &quot;engaging students,&quot; but the intent is the same.  What seems to be a key variable, however, is number of students because when I teach independent studies or run a graduate colloquium with relatively few students, the engagement factor is always high.  Engagement seems to be a problem as numbers go up and as age goes down, both of which I associate with the risk factor of perhaps looking stupid in front of their peers.</description>
		<content:encoded><![CDATA[<p>&#8220;Joining the conversation is an apt description.  For several years I have used the expression &#8220;engaging students,&#8221; but the intent is the same.  What seems to be a key variable, however, is number of students because when I teach independent studies or run a graduate colloquium with relatively few students, the engagement factor is always high.  Engagement seems to be a problem as numbers go up and as age goes down, both of which I associate with the risk factor of perhaps looking stupid in front of their peers.</p>
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