An extended discourse ensued in and around the status of connectivism as a learning theory for the digital age. This led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? In this article, I highlight current theories of learning and critically analyze connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.
The EDRL research group works around a theoretical strain (embodied cognition), a methodological line (design-based research), and a disciplinary emphasis (mathematics). Thus, the laboratory hosts the full cycle of design-research projects that are geared to contribute to theory and practice of multi-modal mathematical learning and reasoning as well as to design theory.
Rhizome.org is an online platform for the global new media art community. Our programs support the creation, presentation, discussion and preservation of contemporary art that uses new technologies in significant ways. We foster innovation and inclusivene