New Learning Theories

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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.

Connectivism

1. 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

2. 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

3. 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

4. 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

5. 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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