New Learning Theories
Developments in information technologies and advancements in understanding the cognitive functions involved in the learning process have inspired new learning theories. Although not an exhaustive list, examples of new learning theories are: connectivism, multimedia learning, democratic learning, collaborative learning and competence learning.
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Connectivism
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Connectivism is concerned with learning through continuously connecting relevant information corresponding to other information sources. For example, connectivism includes learning through connecting concepts, ideas and information seemingly dissimilar and often producing novel associations. Connectivism evolves with information by adapting when the accuracy of information changes and, in so doing, is updated accordingly. Ultimately, connectivism functions well within information-technology environments where information is archived, updated and evolving, as the learner's inquiry becomes evermore penetrating.
Multimedia Learning
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Multimedia learning involves both auditory and visual experiences facilitating
learning. The thesis of "Cognitive Theory of Multimedia Learning: Implications for Design Principles" is that those with a developed capacity for spatial abilities and who are able to hold visual-auditory information simultaneously in their working memory benefit from a collaborative presentation of visual information supplementing audio-narrative content. For example, a video documentary and PowerPoint presentations are both multimedia experiences assisting the learning process. -
Democratic Learning
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Democratic learning involves empowering students to control the direction of how exactly they reach an end-destination involving any subject to be learned. Democratic models employ various leaning strategies particular to the personality types and preferred learning styles making up a student body. For example, the anatomy of a democratic-learning environment involves three distinct themes: assigning a minimum amount of tests at the end of a predetermined time frame, transferring all responsibilities to students (individuals or groups) to learn everything needed to pass all required tests and implementing a self-driven or voting model allowing students to determine for themselves appropriate learning strategies.
Furthermore, implementing true democratic voting models in learning environments both encourages and even forces group participation. For instance, the least active member is more inclined to participate than in non-democratic environments when realizing voting is required to bring about the most favorable learning circumstance for both himself and his group.
Collaborative Learning
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The thesis of "What is Collaborative Learning?" is that collaborative learning involves dynamic interactions with other participates (two groups or more) collectively working toward a solution or an end goal. Collaborative learning is concerned with how and where information is accessed and how using opposing ideas can facilitate an optimal learning experience for all involved. For example, collaborative learning involves groups being assigned distinct tasks along with the collaborative effort in harnessing and managing various talents to achieve a main objective.
Competence Learning
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According to the Network University, competence learning is concerned with developing competence during the learning process as oppose to cultivating performance after memorizing content and certain guidelines. For example, competence learning involves building competence through active participation in tasks, activities and implementing problem-solving role playing as a means of facilitating learning. As a result, vigorous effort and concentration is prolonged facilitating the building up to aspiring competence levels; also called conscious competence learning.
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