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.

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Plexlearning is a schooling and education framework optimized for dynamic relationships (teaching, learning, knowing, and doing) in digital societies.  Plexlearning presumes that digital environments (digital societies included) afford expanded cognitive and noncognitive ecologies with enhanced dynamic relationships, proximities, and social constructs for the creation, conveyance, governance, management, politics, and use of knowledge.  Plexlearners have more perceived proximities and relationships with different spaces (state of being) and structural aspects of their environment (physical, cognitive, emotional, social, economic, time, etc.).  Plexlearners and their perceived environments cannot be understood without the context of each other.

Plexlearning is a schooling and education framework optimized for dynamic relationships (teaching, learning, knowing, and doing) in digital societies.

Plexlearning education involves enhanced literacy (“digital literacy”).   Digital literacy transcends biology with Autonomous Technology Actors (ATA) that enables dynamic aided relationships of continuous teaching, learning, knowing, and doing.  Plexknowledge results from Plexlearning and includes, but not limited to, enhanced perceived awareness of facts, familiarity with objects or situations, skills acquisitions, and ability to perform desired actions.  Plexlearning is an affording process of becoming while Plexknowledge is an affording state of being.  Plexlearners cannot be properly understood, evaluated, or assessed without the context of their affording environments, and vice versa.

Digital literacy transcends biology with Autonomous Technology Actors (ATA) that enables dynamic aided relationships of continuous teaching, learning, knowing, and doing.

• Related Topics:
  • Plexlearning environments are more than geometric spaces.
  • Digital societies afford expanded ways of teaching, learning, knowing, and doing.
  • Literacy employs passive mediums while digital literacy employes active mediums.
  • Plexlearning taxonomy of learning is relational (not hierarchal).
  • Transformation from mass schooling to systemic ono-on-one teaching & learning.
  • Exploring affordances Plexlearning and Autonomous Technology Actors (ATA) bring to education.
  • Plexlearning Universal Design for Learning (UDL).
  • Play is a major category in the plexlearning relational taxonomy of learning.
  • Formal schooling and education are not the same.
  • Successful Integration of Informal Learning in Engineering Education, International Journal of Advanced Corporate Learning (iJAC) 
  • Using TEALE Learning Methodology to Promote Portable Interdisciplinary Accountability in Engineering Education, International Journal of Engineering Pedagogy (iJEP)

  • Fostering Learner Mobility Between Engineering Education and a Twenty First Century Workplace, International Journal of Advanced Corporate Learning (iJAC) 

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