Learning with e's

MAY 20, 2013

I pointed out recently that many of the older theories of pedagogy were formulated in a pre-digital age. I blogged about some of the new theories that seem appropriate as explanatory frameworks for learning in a digital age. I questioned whether the old models are anachronistic. I will be interested in your views. Unported License.

Learning Theory 111

Learning Theory Theory Digital Social Networks 111

Learning with e's

FEBRUARY 19, 2012

Hase and Kenyon contextualise heutagogy with reference to complexity theory, and suggest a number of characteristics including 'recognition of the emergent nature of learning' and 'the need for a living curriculum'. Students can, and do, create their own personalised learning pathways. Unported License.

Folksonomy 98

Folksonomy VLE Theory Community 98

Learning with e's

NOVEMBER 16, 2012

In my previous blog post, the architecture of learning , I outlined some of the key characteristics of learning in a digital age, and started to identify some of the main differences between Learning 1.0 has seen as shift toward user generated content, and the emergent property of folksonomies. Where Learning 1.0 Learning 3.0

Scanning 111

Scanning Learning 2.0 Folksonomy Social Media 111

Learning with e's

FEBRUARY 8, 2014

I will then speculate on the current changes in practice that might emerge, both for the institution and the teacher. This is a contested label for new and emergent properties that are found on the Web. Debate centres upon whether the emerging social applications constitute a sea change or revolution in the Web (cf.

Wiki 89

Wiki Social Networks Education Change 89