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Sarah Prestridge1, Michele Jacobsen2, Sadaqat Mulla3

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Formal education is evolving with socially constructed knowledge through connected learning, democratizing education. This paper explores connected learning

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Connected learningDigital ageNetworked learningSocial media

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Area of Science:

  • Education
  • Sociology
  • Digital Learning

Background:

  • Formal knowledge acquisition is challenged by accessible online information and social networks.
  • Connected learning emerges as a democratizing force, reshaping formal and informal education.
  • Current understanding of connected learning is limited, necessitating a deeper conceptualization for the digital age.

Purpose of the Study:

  • To deepen the conceptualization of connected learning in the digital age.
  • To explore concepts and ideas associated with connected learning using contemporary examples.
  • To develop a theoretical model for self-driven global learning interactions.

Main Methods:

  • Exploration of current examples of connected learning.
  • Conceptual analysis of socially constructed knowledge.
  • Theoretical model development.

Main Results:

  • Connected learning integrates individual interests, networked relationships, and cross-boundary experiences.
  • Learning is not confined to formal education or solely online environments.
  • A framework is proposed to understand complex, self-driven global learning.

Conclusions:

  • Connected learning represents a significant shift from traditional educational models.
  • A more comprehensive theoretical framework is needed to grasp learning in the digital era.
  • This work lays the foundation for understanding emergent, self-directed learning paradigms.