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	<title>Comments on: Interface Design, Cognition, and Creativity</title>
	<atom:link href="http://blog.erichoefler.com/2008/04/13/sterling/feed/" rel="self" type="application/rss+xml" />
	<link>http://blog.erichoefler.com/2008/04/13/sterling/</link>
	<description>stumbling toward clarity, balance, and insight</description>
	<pubDate>Wed, 20 Aug 2008 16:39:35 +0000</pubDate>
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		<title>By: Eric</title>
		<link>http://blog.erichoefler.com/2008/04/13/sterling/#comment-917</link>
		<dc:creator>Eric</dc:creator>
		<pubDate>Mon, 14 Apr 2008 02:59:29 +0000</pubDate>
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		<description>I'd be interested to read about whatever you find in your readings, Dan.</description>
		<content:encoded><![CDATA[<p>I&#8217;d be interested to read about whatever you find in your readings, Dan.</p>
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		<title>By: Dan Meyer</title>
		<link>http://blog.erichoefler.com/2008/04/13/sterling/#comment-863</link>
		<dc:creator>Dan Meyer</dc:creator>
		<pubDate>Sun, 13 Apr 2008 20:26:51 +0000</pubDate>
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		<description>My heavy obsession with design earlier this year, though exclusively based on trial/error, intuition, and self-study, followed these lines exactly.  My best designed learning experiences — slides, handouts, guided inquiry, scaffolded instruction — reduced clutter and closed the distance between the student and the instructional objective.

Interesting to see it here, in this context.  Gonna have to read up.</description>
		<content:encoded><![CDATA[<p>My heavy obsession with design earlier this year, though exclusively based on trial/error, intuition, and self-study, followed these lines exactly.  My best designed learning experiences — slides, handouts, guided inquiry, scaffolded instruction — reduced clutter and closed the distance between the student and the instructional objective.</p>
<p>Interesting to see it here, in this context.  Gonna have to read up.</p>
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