Abstract
Didactical methods and models of learning are determined by the questions of where learning content is stored and how it is accessed. The digital transformation of information storage and access therefore necessitates new models of learning and dramatic changes in educational systems. In this article, these new learning paradigms are outlined, classified and weighted for their disruptive impact on societal and industrial processes—ranging from the everywhere, every-time of digital mobile devices to human strategies for coping with information overflow.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
Berners-Lee, T., & Fischetti, M. (1999). Weaving the web: The original design and ultimate destiny of the World Wide Web by its inventors. San Francisco: HarperCollins.
Chatti, M. A. (2010). Personalization in technology enhanced learning: A social software perspective, RWTH Aachen.
Comenius, J. A. (1654). Auffgeschlossene Güldene Sprachen-Thür oder Ein Pflantz-Garten aller Sprachen und Wissenschafften: das ist: … Anleitung, die Lateinische und alle andere Sprachen… zu lernen… = Janua linguarum reserata aurea-. Leipzig.
Cooper, P. A. (1993). Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology, 33(5), 12–19.
Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27–33.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72.
Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5–6), 304–317.
Fuchs, K., & Henning P. A. (2017). Computer-driven instructional design with INTUITEL: An intelligent tutoring interface for technology-enhanced learning. R. P. S. i. I. a. C. i. Education. Delft: River Publishers.
Fuchs, K., Henning, P. A., & Hartmann, M. (2016). Intuitel and the hypercube model–developing adaptive learning environments. Journal on Systemics, Cybernetics and Informatics: JSCI, 14(3), 7–11.
Henning, P. A., Forstner, A., Heberle, F., Swertz, C., Schmölz, A., Barberi, A., et al. (2014a). Learning pathway recommendation based on a pedagogical ontology and its implementation in moodle. In the DeLFI 2014 conference.
Henning, P. A., Fuchs, K., Bock, J., Zander, S., Streicher, A., Zielinski, A., et al. (2014b). Personalized web learning by joining OER. DeLFI 2014-Die 12. e-Learning Fachtagung Informatik.
Jonassen, D.H. (1999). Constructivist learning environments on the web: engaging students in meaningful learning. The educational technology conference and exhibition, singapore. Retrieved September 24, 2003 from http://www.moe.edu.sg/iteducation/edtech/papers/d1.pdf. Citeseer.
Kandel, E. R. (2009). The biology of memory: A forty-year perspective. Journal of Neuroscience, 29(41), 12748–12756.
Kant, I. (1803). Über Pädagogik Herausgegeben und mit einer Vorrede versehen von D. Friedrich Theodor Rink Königsberg bey Friedrich Nicolovius.
Latour, B. (1996). Social theory and the study of computerized work sites. Information Technology and Changes in Organizational Work, 295–307.
Macedonia, M., & Knösche, T. R. (2011). Body in mind: How gestures empower foreign language learning. Mind, Brain, and Education, 5(4), 196–211.
Mcconnell, J. V. (1962). Memory transfer through cannibalism in planarium. Joutnal of Neuropsychiatry, 3(1), 542–548.
Meder, N. (2006). Web-Didaktik: eine neue Didaktik webbasierten, vernetzten Lernens, Bertelsmann.
Moè, A., & De Beni, R. (2005). Stressing the efficacy of the Loci method: Oral presentation and the subject-generation of the Loci pathway with expository passages. Applied Cognitive Psychology, 19(1), 95–106.
Pols, A. E. A. (2014). Digitale Schule. Eine repräsentative Untersuchung zum Einsatz digitaler Medien an Schulen. BITKOM Research for LEARNTEC. Berlin: BITKOM.
Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD Learning News, 10(1), 1–28.
Simon, H. A. (1956). Rational choice and the structure of the environment. Psychological Review, 63(2), 129.
Staab, S., Studer, R., Schnurr, H.-P., & Sure, Y. (2001). Knowledge processes and ontologies. IEEE Intelligent Systems, 16(1), 26–34.
Swertz, C., Henning, P., Barberi, A., Forstner, A., Heberle, F., Schmölz, A. (2014). Der didaktische Raum von INTUITEL. Ein pädagogisches Konzept für ein ontologiebasiertes adaptives intelligentes tutorielles LMS-Plugin. Paper accepted at the GMW 2014 Conference.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Henning, P.A. (2018). Learning 4.0. In: North, K., Maier, R., Haas, O. (eds) Knowledge Management in Digital Change. Progress in IS. Springer, Cham. https://doi.org/10.1007/978-3-319-73546-7_17
Download citation
DOI: https://doi.org/10.1007/978-3-319-73546-7_17
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-73545-0
Online ISBN: 978-3-319-73546-7
eBook Packages: Business and ManagementBusiness and Management (R0)