Wiki source code of A10 Workpage

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 10: ~/~/The following questions will be in the form when you "create your response":
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 15: 1. Which idea/claim discussed in the article did you find most interesting?
 16: 1. With which idea/claim do you disagree the most?
 17: 1. What learning style did you choose for purposes of this assignment?
 18: 1. What percentage of your overall educational experience is "Learning About"?
 19: 1. What are the strengths of "learning about" from your experience?
 20: 1. What are the weaknesses of "learning about" from your experience?
 21: 1. What percentage of your overall educational experience is "Learning to be"?
 22: 1. What are the strengts of "learning to be" from your experience?
 23: 1. What are the weaknesses of "learning to be" from your experience?
 24: 1. Do you agree or disagree with the following claim: “everyone is interested in something and feels passionate about it.”
 25: 1. Name something that YOU are personally interested in and feel passionate about.
 26: 1. Is the following statement true for YOUR passion: “for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.”
 27: 1. If not: could it become a reality in the future?
 28: 
 29: (((
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 31: )))
 32: 
 33: (% class="Apple-style-span" style="LINE-HEIGHT: 19px" %)Myung
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 35: ~1. Which idea/claim discussed in the article did you find most interesting?
 36: 
 37: Education in the second life was pretty interesting to me. When we consider 
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 41: second life, we tend to think it as an entertainment. And I think many people 
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 45: do it for fun. I used to play lots of quiz games when I was in middle school. 
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 49: Even though they were not really school relevant knowledge, I actually gained 
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 53: lots of knowledge playing the game. I wasn't trying to learn any of those, 
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 57: but I gained with fun. If second life can somehow joint the education really 
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 61: well, that will help lots of kids to get more attention on education.
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 65: 2. With which idea/claim do you disagree the most?
 66: 
 67:  I generally liked the all the ideas.
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 71: 3. What learning style did you choose for purposes of this assignment?
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 75: 4. What percentage of your overall educational experience is "Learning 
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 79: About"?
 80: 
 81:    Around 85% of my overall educational experience was learning about. I 
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 85: learned because I had to because of social pressure (mandatory education)
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 89: 5. What are the strengths of "learning about" from your experience?
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 91:    For the most of cases, it is hard for kids to get motivated to study. "Learning about" helps people to get basic knowlege, and it may cause people to get some interests and people may start to do "learning to be" from then.
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 95: 6. What are the weaknesses of "learning about" from your experience?
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 97:  There may be some areas that the learner doesn't need at all in their life. And they may think it is a waste of time, and it may affect learners to lose interests on education.
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101: 7. What percentage of your overall educational experience is "Learning to be"?
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103:  15% of my overall educational experience was learning to be. 
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107: 8. What are the strengts of "learning to be" from your experience?
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109:  Since learner participate more on the learning, it motivates learner more on studying also more efficient.
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113: 9. What are the weaknesses of "learning to be" from your experience?
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115:  Since learning to be is limitted on specific area, they may encounter specific methods. And they may think they are the only methods which will limit their thinking.
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119: 10. Do you agree or disagree with the following claim: “everyone is interested in something and feels passionate about it.”
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121: Yes I agree. People often times do not recognize what are they, but they will find it sooner or later.
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125: ~11. Name something that YOU are personally interested in and feel passionate about.
126: 
127:   Playing video game
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131: 12. Is the following statement true for YOUR passion: “for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.”
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133:   Yes, there are tons of gaming websites, and also the guild or clan websites help people get more information on the game.
134: 
135: (((
136: ----
137: )))
138: 
139: LEON GIBSON
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145: 1. (((
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147: (% style="FONT-SIZE: 10pt" %)Which idea/claim discussed in the article did you find most interesting?
148: 
149: 1. 
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152: (% style="FONT-SIZE: 10pt" %)The use of Second Life as a site to facilitate study groups for University of Southern Queensland. I thought that was very interesting that a University would adopt the use of that site for educational purposes. Even more interesting is that Harvard Law would entertain the thoughts of those who aren't enrolled in their university to review law materials and lectures at no cost.
153: )))
154: 1. (((
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156: (% style="FONT-SIZE: 10pt" %)With which idea/claim do you disagree the most?
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158: 1. 
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161: (% style="FONT-SIZE: 10pt" %)The idea that I really didn't agree with at all was the assertion by John King that social networks have expanded the reach of Michigan education to an estimated 250,000 students. I do agree that students actively engaged in learning may expand their knowledge and research to these pools of students, but I don't think that each student is truly enriching the education of up to six friends. Social networks are meant to stay social, and the claim that each student at Ann Arbor takes their education to their social network seems like more of associate provost trying to gain visibility than a true study of social network usage. The number of people that 40,000 students educate during their time at Michigan would most likely not even cross 60,000. But even my number is a “guesstimate” which is what John King likely performed.
162: )))
163: 1. (((
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165: (% style="FONT-SIZE: 10pt" %)What learning style did you choose for purposes of this assignment?
166: )))
167: 1. (((
168: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
169: (% style="FONT-SIZE: 10pt" %)What percentage of your overall educational experience is "Learning About"?
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171: 1. 
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174: (% style="FONT-SIZE: 10pt" %)My undergraduate career, and even early on into my graduate career the “Learning About” has been 80% of what it is to learn. The model that professors in brick and mortar schools have to use is that of teaching us the knowledge needed to pass the class while providing a project or more that challenge what we learn and give us an opportunity to apply the knowledge. This technique mirrors that of the initial stages of “Learning to Be.”
175: )))
176: 1. (((
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178: (% style="FONT-SIZE: 10pt" %)What are the strengths of "learning about" from your experience?
179: 
180: 1. 
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183: (% style="FONT-SIZE: 10pt" %)The strengths of “learning about” is based on the quantity and quality of the knowledge that the student pursues. In my opinion the student is able to learn more of the theory and the rigor of the problem. This initial knowledge is valuable in creating the stepping stones to get out of the “Learning About” and into the “Learning to be” as it is impossible to step into the “Learning to be” without first traversing part of the “Learning about”...how much you learn about is objective.
184: )))
185: 1. (((
186: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
187: (% style="FONT-SIZE: 10pt" %)What are the weaknesses of "learning about" from your experience?
188: 
189: 1. 
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192: (% style="FONT-SIZE: 10pt" %)The main weaknesses of this approach is the fact that it is slow. In the world we live in today knowledge is at our fingertips immediately. A problem that may have taken weeks to understand has now become a quick solution in the matter of hours or minutes depending on the scenario. Learning about wastes time in that the ones who are learning to be have already applied the knowledge that others are still learning the formal way.
193: )))
194: 1. (((
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196: (% style="FONT-SIZE: 10pt" %)What percentage of your overall educational experience is "Learning to be"?
197: 
198: 1. 
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201: (% style="FONT-SIZE: 10pt" %)My professional career highlights learning to be in the fact that there are a lot of tools, process, and domain knowledge that must be used to solve daily problems and complete my job. These three areas have authoritative individuals that know more about the tools, processes, and domains than I will ever know. I have to quickly learn while I apply this knowledge. Although I've just started my graduate career I can tell that classes are becoming faster, projects are incorporating the speed at which we need to learn.
202: )))
203: 1. (((
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205: (% style="FONT-SIZE: 10pt" %)What are the strengts of "learning to be" from your experience?
206: 
207: 1. 
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209: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
210: (% style="FONT-SIZE: 10pt" %)Speed at which the student can learn a problem or knowledge space is the great strength. Any new developments in the area of interest can quickly be incorporated in the learning of the student.
211: )))
212: 1. (((
213: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
214: (% style="FONT-SIZE: 10pt" %)What are the weaknesses of "learning to be" from your experience?
215: 
216: 1. 
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219: (% style="FONT-SIZE: 10pt" %)There is less time spent on theory and foundation early on. That weakness is covered by the fact that the student gets to actively see the theory worked out on a daily basis.
220: )))
221: 1. (((
222: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
223: (% style="FONT-SIZE: 10pt" %)Do you agree or disagree with the following claim: “everyone is interested in something and feels passionate about it.”
224: 
225: 1. 
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228: (% style="FONT-SIZE: 10pt" %)Agreed.
229: )))
230: 1. (((
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232: (% style="FONT-SIZE: 10pt" %)Name something that YOU are personally interested in and feel passionate about.
233: 
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236: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
237: (% style="FONT-SIZE: 10pt" %)Football
238: )))
239: 1. (((
240: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
241: (% style="FONT-SIZE: 10pt" %)Is the following statement true for YOUR passion: “for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.”
242: 
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245: (% style="BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: medium none; PADDING-LEFT: 0in; MARGIN-BOTTOM: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: medium none; PADDING-TOP: 0in; BORDER-BOTTOM: medium none" %)
246: (% style="FONT-SIZE: 10pt" %)There are way too many to name, but there are organized Web 1.0 examples of espn.go.com and nfl.com
247: )))
248: 1. (((
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250: (% style="FONT-SIZE: 10pt" %)If not: could it become a reality in the future?
251: )))
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254: ~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_~_
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260: (% class="MsoNormal" %)
261: Andrew-
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264: 1.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)1.One of the most interesting parts to this article was how computers are being incorporated more so in children’s classes. Having access to computers that link up to magnifying glasses and telescopes or other devices that cannot be reached by everyday people is a big advantage in learning. The fact that children are introduced to high tech devices at such a young age gives them a head start towards the future. 
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267: 2.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)2.I there isn’t much to disagree on in this article, I do feel that most of this knowledge would be shared from teachers if there weren’t any web 2.0.
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270: 3.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)3."Learning About"
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273: 4.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)4.I would have to say about 85% of my education is ‘learning about,’ because most of the ideas that we are taught in school are simple facts from the teacher’s mouth. Very little interaction with other classmates or the teacher themselves is fairly common, so it would seem that interaction is purely one-sided
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276: 5.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)5.I would say that one of the strengths of learning about is if many people contribute to a knowledge base like Wikipedia, there is a good chance that information would be plentiful and correct due to people that can confirm how accurate a subject might be.
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279: 6.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)6.In the case of learning about, I think that one of the drawbacks is that people use selective incorporation sometimes, and only retains the information that seems the most useful in their own lives.  
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282: 7.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)7.I would have to say that the other 15% of my education is ‘learning to be.’
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284: (% class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in" %)
285: 8.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)8.From my experience, I would have to say that ‘learning to be’ makes a person more passionate about the subject that they are studying.  With that passion, one might be inclined to stay motivated and participate in collaborative activities where their knowledge is crucial. 
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287: (% class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in" %)
288: 9.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %)     (%%)9.One of the downfalls to ‘learning to be’ is that if one has little or no interest in the subject they are following chances are that person is going to have a hard time no matter what. But in a setting with more people with varying knowledge, there might be a person that could use one of their niches to explain something in different terms than one professor.
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291: 10.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %) (%%) 10.I do agree with this statement, sometimes it just takes time to find out what we are passionate about.
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293: (% class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in" %)
294: 11.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %) (%%)11.Art/Drawing
295: 
296: (% class="MsoListParagraphCxSpMiddle" style="TEXT-INDENT: -0.25in" %)
297: 12.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %) (%%)12.I feel that with Web 2.0 there are many different people out there with the same interests, and like to share their knowledge. Art is such a big part of the internet that finding a group of artists should be easy.
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299: (% class="MsoListParagraphCxSpLast" style="TEXT-INDENT: -0.25in" %)
300: 13.(% style="FONT: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal" %) (%%)13.I feel that Internet communication will go on as long as there are people out there that want their voice heard. 
301: 
302: (% class="Apple-style-span" style="LINE-HEIGHT: 19px" %)Jason
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304: (% style="BORDER-TOP-WIDTH: 0px; PADDING-RIGHT: 0px; PADDING-LEFT: 0px; BORDER-LEFT-WIDTH: 0px; LIST-STYLE-POSITION: inside; FONT-SIZE: 14px; BORDER-BOTTOM-WIDTH: 0px; PADDING-BOTTOM: 0px; MARGIN: 1em 0px 1em 2em; VERTICAL-ALIGN: baseline; LINE-HEIGHT: 1.4em; PADDING-TOP: 0px; FONT-FAMILY: inherit; BORDER-RIGHT-WIDTH: 0px; outline-width: 0px" %)
305: 1. Using second life as a classroom envirnment is interesting 
306: 1. I disagree most with their claim that we live in such pased times.  Everybody says that.  I remember freshman year when my teacher said that nothing taught in the course would be relevent.  Yet my dad can still help me out on computer assignments.  Obviosly some things change, but a lot of basics stay the same.  Just look at any two programming languages.  Yes they are different, but people who use another programming language can pick it up really fast because at a basic level, they are the same.
307: 1. What learning style did you choose for purposes of this assignment?
308: 1. What percentage of your overall educational experience is "Learning About"? 60-100%.  There really is no clear line.  I have not done an internship nor do I have job experience, nor have I observed someone in the same field doing their job, so from that 100% of my education has been "learning about".  However, if someone put me in a room and said, "program a game for me", would I be sitting there staring at the wall wondering how to program a game?  No, in fact I have created a game for an assignment.  I have also learned a good deal about physics and astronomy that I could use in programming the game.  My point is in "learning about", you are also "learning to be".
309: 1. What are the strengths of "learning about" from your experience? No obligation to use the knowlege obtained in a nonschool setting.  You can learn about many different topics without having to be something.
310: 1. What are the weaknesses of "learning about" from your experience? It can be boring in a school setting because often you are learning about stuff you dont care about 
311: 1. What percentage of your overall educational experience is "Learning to be"? 0-40%
312: 1. What are the strengts of "learning to be" from your experience? It complements "learning about"
313: 1. What are the weaknesses of "learning to be" from your experience? takes more time. 
314: 1. Do you agree or disagree with the following claim: “everyone is interested in something and feels passionate about it.” agree even if your interested in not being interested.
315: 1. Name something that YOU are personally interested in and feel passionate about. Learning Japanese 
316: 1. Is the following statement true for YOUR passion: “for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.” true for my passion.  set up by teachers(at least one group is)
317: 1. If not: could it become a reality in the future?
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