What is Plexlearning
Plexlearning is an assisted system of knowing,
doing, and of being. Its ecology encompasses perceived relationships for intellectual scaffolding, cognitive frameworks (mental
software), and political agency. Plexlearning is
the process of acquiring Plexknowledge which is a state of acquired abilities from perceived opportunities for action (affordances).
Perceived relationships in the Plexlearning process and the nature of Plexknowledge gains are inherently complex, dynamic political endeavors.
Plexlearning is a technology-assisted process of knowing,
doing, and being in digital societies -- encompassing intellectual scaffolding, cognitive frameworks (mental
software), and political agency. It is
the process of acquiring Plexknowledge. Plexknowledge
is a state of acquired abilities from available affordances -- perceived
actionable relationships within educational environments, or education niches. As discussed in the section Plexlearning
Affordances and Education Niches, these niches are ecologies composed of
both human and non-human technological agents that individuals cognitively and
functionally inhabit. Learners, their
abilities, and their education niches cannot be fully understood separately. The relational dynamics within Plexlearning,
and the formation of Plexknowledge, are inherently complex, fluid, and
political endeavors. Collectively, Plexlearning
and Plexknowledge function as psychosocial codifications of epistemological
experiences in digitally mediated societies.
The terms Plexlearning and Plexknowledge were created to
encapsulate many complex dynamic processes -- creating traditions, sensemaking
of social dramas, navigating sociocultural transformation, and the resolution
of semantic discontinuities within digitally mediated societies.[i] Plexlearning may therefore
be conceptualized as an individualized learner-agency ecosystem with multiple framework
options for a way of life -- one that centers on continuous collaboration, social
dramas, and “thinking together” with artificial intelligence (AI) and other human
and non-human technological agents.[ii] This thinking together involves expanded
cognitive categories of learning which includes play. It also involves expanded modalities of learning
engagement and creation of “knowledge” which may include animation, augmented
reality, and telepathy.
[i] See discussion in the preface of Emile, or On Education is
a treatise on the nature of education and on the nature of man written by
Jean-Jacques Rousseau.
[ii] Malone, Thomas W. Superminds: The Surprising Power of
People and Computers Thinking Together (p. 328). Little, Brown and Company.
Kindle Edition. See p. 328, and chapter
on “How can group of people and computer think more intelligently together.
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