In this paper we argue that it might be useful for educational institutions to actively explore alternative frameworks such as complexity theory, communities of practice, connectivism, and the underlying threads of emergent learning to inform their planning and strategy. We will attempt to bring together elements of all these areas of research and practice to develop a framework for emergent learning that can be applied across education, work, and social networking, with their increasingly blurred boundaries.
We explore the following:
- What are the conditions that enable emergent, self-organised learning to occur and to flourish?
- What mechanisms of validation are effective, can emergent learning networks be self-correcting, and if so, how?
- Is it possible to link, or even integrate, emergent and prescribed learning, and if so, how?
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