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Theories for the digital age: Connectivism

Learning with e's

Much of this learning is informal, (Commentators such as Cofer (2000), Cross (2006) and Dobbs (2000) place the proportion of informal learning at around 70%) and is also generally location independent. These facets of modern life in combination have led educators to question the validity of pre-digital age learning theories.

Theory 100
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Theories for the digital age: Self regulated learning

Learning with e's

Various commentators suggest that as much as seventy percent of learning occurs outside of formal educational settings (Cofer, 2000; Dobbs, 2000; Cross, 2006). In many ways, heutagogy is aligned to other digital age theories, in that it places an importance on ‘learning to learn’, and the sharing rather than hoarding of that knowledge.

Theory 103

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Evaluating Your eLearning


Similarly, research in game studies has generally focused upon approaches based upon playing leisure games, and therefore do not take enough account of factors including the context, learning theory and practice and the attributes of the learner and learner group.” (de de Freitas & Oliver 2006, p.262). References. de Freitas, S.,

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Theories for the digital age: The digital natives discourse

Learning with e's

One of the more controversial theories of the digital age is the claim that technology is changing (or rewiring) our brains (Greenfield, 2009) whilst some also claim that prolonged use of the Web is detrimental to human intellectual development (Carr, 2010). 2006) Homo Zappiens: Growing up in a Digital Age London: Network Continuum Education.

Theory 102
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Agile Microlearning Explained

Cognitive science theories already supply the answers. Learner engagement and retention doesn’t have to be a mystery. Learn how OttoLearn packages them into a single platform you can use to deliver microlearning based reinforcement training, and go beyond completions to focus on outcomes.

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Manage Cognitive Load in Digital Learning

B Online Learning

Research into our cognitive architecture has lead to the development of Cognitive Load Theory (CLT) and related guidelines which, when applied, results in more efficient learning. al, 2006, p.342). It’s evidence based, there’s been lots of studies and experiments to test the theory. Other points to note about CLT: 1. References.

Cognitive 173
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Learning Science: The Coherence Principle Decoded

Mike Taylor

A Tale of Cognitive Overload Your learners’ brains are not infinite vessels; they have a limit on how much they can process at a given time, a concept explored by cognitive load theory. In a 2006 study by Richard E. Scientific Backing: The Proof is in the Pudding Don’t take my word for it. 1 (2003): 43-52.