Studiebot antwoord

Vraag gesteld door: Gisella van Dun - 1 jaar geleden

Vertaal de volgende tekst in de standaard Nederlandse taal: What adjustments need to made with learning theories when technology performs
many of the cognitive operations previously performed by learners (information
storage and retrieval).
How can we continue to stay current in a rapidly evolving information ecology?
How do learning theories address moments where performance is needed in the
absence of complete understanding?
What is the impact of networks and complexity theories on learning?
What is the impact of chaos as a complex pattern recognition process on learning?
With increased recognition of interconnections in differing fields of knowledge, how
are systems and ecology theories perceived in light of learning tasks?
An Alternative Theory
Including technology and connection making as learning activities begins to move
learning theories into a digital age. We can no longer personally experience and acquire
learning that we need to act. We derive our competence from forming connections.
Karen Stephenson states:
Experience has long been considered the best teacher of knowledge. Since we cannot
experience everything, other peoples experiences, and hence other people, become the
surrogate for knowledge. I store my knowledge in my friends is an axiom for collecting
knowledge through collecting people (undated).
Chaos is a new reality for knowledge workers. ScienceWeek (2004) quotes Nigel
Calder's definition that chaos is a cryptic form of order. Chaos is the breakdown of
predictability, evidenced in complicated arrangements that initially defy order. Unlike
constructivism, which states that learners attempt to foster understanding by meaning
making tasks, chaos states that the meaning exists the learner's challenge is to
recognize the patterns which appear to be hidden. Meaning-making and forming
connections between specialized communities are important activities.
Chaos, as a science, recognizes the connection of everything to everything. Gleick
(1987) states: In weather, for example, this translates into what is only half-jokingly
known as the Butterfly Effect the notion that a butterfly stirring the air today in Peking
can transform storm systems next month in New York (p. 8). This analogy highlights a
real challenge: sensitive dependence on initial conditions profoundly impacts what we
learn and how we act based on our learning. Decision making is indicative of this. If the
underlying conditions used to make decisions change, the decision itself is no longer as
correct as it was at the time it was made. The ability to recognize and adjust to pattern
shifts is a key learning task.
Luis Mateus Rocha (1998) defines self-organization as the spontaneous formation of
well organized structures, patterns, or behaviors, from random initial conditions. (p.3).
Learning, as a self-organizing process requires that the system (personal or
organizational learning systems) be informationally open, that is, for it to be able to
classify its own interaction with an environment, it must be able to change its
structure (p.4). Wiley and Edwards acknowledge the importance of self-organization
as a learning process: Jacobs argues that communities self-organize is a manner
similar to social insects: instead of thousands of ants crossing each others pheromone
trails and changing their behavior accordingly, thousands of humans pass each other on

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