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Theories for the digital age: Connectivism

Learning with e's

These facets of modern life in combination have led educators to question the validity of pre-digital age learning theories. In recent years a variety of new explanatory theories have been generated that can be applied as lenses to critically view, analyse and problematise new and emerging forms of learning. References Cross, J.

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Theories for the digital age: Postmodern perspectives

Learning with e's

Consumers of Web based content tend to search randomly and nomadically, due to the multi-layered, multi-directional nature of hyperlinked media and this aligns neatly with some post modern theory. 1964) The Painter of Modern Life , New York, NY: Da Capo Press. Originally published in Le Figaro, in 1863). Cormier, D. Surowiecki, J.

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Theories for the digital age: Self regulated learning

Learning with e's

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. This is an excerpt from a forthcoming publication entitled: Personal Technologies in Education: Issues, Theories and Debates] References Beishuizen, J.

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Theories for the digital age: Paragogy

Learning with e's

References Brabazon, T. Image source Theories for the digital age: Paragogy by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 2002) Digital Hemlock: Internet Education and the Poisoning of Teaching. University of South Wales, Australia. Brabazon, T. Unported License.

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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). References Bennett, S., and Kervin, L.

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Engaging online learners 1

Learning with e's

References Gunawardena, C. 1995) Social presence theory and implications for interaction and collaborative learning in computer conferences. Hershey, NY: Information Science Reference. Wheeler, 2009, p 487) Continues in the next post. International Journal of Educational Technologies , 1 (2/3), 147-166. Warburton (Eds.)

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Engaging online learners 2

Learning with e's

References Gunawardena, C. 1995) Social presence theory and implications for interaction and collaborative learning in computer conferences. Hershey, NY: Information Science Reference. A mix of photographs, cartoons and inanimate objects or animals is the result. Wheeler, 2009, p 487) Read more in the next post. Warburton (Eds.)

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