Plexlearning presumes that digital societies (environments) afford expanded cognitive ecologies and social constructs for ways of knowing and doing in the creation, conveyance, governance, management, politics, and use of knowledge. Plexlearning is a way of life which involves “digital literacy” or expanded literacy. Digital literacy employs, among other resources, Autonomous Technology Actors (ATA), that will according to Ray Kurzweil allows “humans [to] transcend biology” biology in a continuous aided teaching and learning process. Plexlearning engagements and relationships leads to Plexknowledge which includes, but not limited to, expanded awareness of facts, familiarity with objects or situations, skills acquisitions, and ability to perform desired actions.
Digital societies (environments) afford expanded cognitive ecologies and social constructs for ways of knowing and doing in the creation, conveyance, governance, management, politics, and use of knowledge.
Autonomous Technology Actors (ATA) are non-human autonomous pedagogical agents in teaching and learning relationships. ATAs afford pedagogical noticing and serve all stakeholders in teaching and learning digital environments. Human teacher noticing of student’s learning artifacts as proxies for understanding students’ thinking is well established. However, in PlexLearning, dashboards for noticing activities are used by all parties (teachers, learners, ATAs, and other stakeholders) to guide, manage resources, motivate, and work on behalf of the learner. ATAs also curate learning meta-data, and knowledge-artifacts on behalf of the learner. Knowledge-artifacts are accumulated objects representing personalized learning experiences.
The framework for cognition and learning objectives in Plexlearning is relational (not hierarchal). This relational taxonomy of learning framework provides a basis for sub-goals, teaching strategies, developmental, and mastery assessment methodologies to meet these goals. Activities performed to achieve those goals are curriculum specific. Play is a learning taxonomy node in Plexlearning along with Evaluating, Remembering, Creating, Understanding, Applying, and Analyzing.
Plexlearning affordances enables cost reduction, remove barriers, fill gaps, and build useful socioeconomic infrastructure between formal education, informal learning, entrepreneurship, workforce development, sustainability, career, and vocation management for hopeful and meaningful lives.
Digital society affordances contribute to rapid and often uneven sociocultural and economic changes. To mitigate ensuing rapid transformations in both rural village and urban neighborhood communities, PlexLearning can be integrated into Research to Practice programs and partnerships that help people achieve equity, participatory parity, and quality-of-life development.
Plexlearning education methodology is the study of research principles that guide computer mediated learning practices, methods, tools, and language. The terms Cyberlearning education, mediated education, computer-aided education, and digital education are used interchangeably to describe the creation, conveyance and use of knowledge mediated by networked computing and communications technologies. Knowledge is defined “as an integrated set of understandings that ultimately can only be constructed by and reside in the mind of the knower [human or otherwise].”