Search results
Results from the WOW.Com Content Network
The phrase "a learning theory for the digital age" [6] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate, and learn. Connectivism is an integration of principles related to chaos , network , complexity , and self-organization theories.
The central connectionist principle is that mental phenomena can be described by interconnected networks of simple and often uniform units. The form of the connections and the units can vary from model to model. For example, units in the network could represent neurons and the connections could represent synapses, as in the human brain.
Connectivism is a recent theory of networked learning, which focuses on learning as making connections. The Learning as a Network (LaaN) theory builds upon connectivism, complexity theory, and double-loop learning. It starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN). [60]
A theory of everything (TOE), final theory, ultimate theory, unified field theory, or master theory is a hypothetical singular, all-encompassing, coherent theoretical framework of physics that fully explains and links together all aspects of the universe. [1]: 6 Finding a theory of everything is one of the major unsolved problems in physics. [2 ...
Connected learning is a type of learning in which a young person pursues a personal interest with friends and adults. This learning method is linked to academic achievement, career success, or civic engagement. [1] The approach leverages new media to broaden access to opportunities and meaningful learning experiences.
Integrative learning is a learning theory describing a movement toward integrated lessons helping students make connections across curricula. This higher education concept is distinct from the elementary and high school "integrated curriculum" movement.
The two different views of transformative learning described here as well as examples of how it occurs in practice [34] suggest that no single model of transformative learning exists. When transformative learning is the goal of adult education , fostering a learning environment in which it can occur should consider the following:
Peter Morville, an influential figure in information architecture, discusses intertwingularity in some of his books.In Ambient Findability: What We Find Changes Who We Become (2005), Morville uses the concept of intertwingularity to describe the experience of using hypertext on the web and starting to use computers embedded in everyday objects, known as ubiquitous computing. [4]