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Education Ecosystems in the Anthropocene Period: Learning and Communication

Education Ecosystems in the Anthropocene Period: Learning and Communication

Elena Aurel Railean
Copyright: © 2019 |Pages: 19
ISBN13: 9781522578536|ISBN10: 1522578536|EISBN13: 9781522578543
DOI: 10.4018/978-1-5225-7853-6.ch001
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MLA

Railean, Elena Aurel. "Education Ecosystems in the Anthropocene Period: Learning and Communication." Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication, edited by Elena A. Railean, IGI Global, 2019, pp. 1-19. https://doi.org/10.4018/978-1-5225-7853-6.ch001

APA

Railean, E. A. (2019). Education Ecosystems in the Anthropocene Period: Learning and Communication. In E. Railean (Ed.), Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-5225-7853-6.ch001

Chicago

Railean, Elena Aurel. "Education Ecosystems in the Anthropocene Period: Learning and Communication." In Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication, edited by Elena A. Railean, 1-19. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7853-6.ch001

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Abstract

Learning and communication received much attention in applied learning theory since it provides instructional designers with opportunity to plan and innovative learning environments and spaces. However, not only do many teachers find learning and communication demanding, it also remains unclear what they should do to foster learning and communication in teaching and self-directed learning activities. This chapter investigates the issue of learning and communication from the perspective of ecology science and phenomenology. The first objective aims to identify new drives and ecological events within behavioral and cognitive processes. The second objective is to describe the concept of education ecosystem, its structure, and functions. Results show that important drives of ecological ecosystems are information overload, extra time of working on computer, old classroom settings, and the old content of textbooks This leads to importance of the practical application of the cognitive and organisational ergonomics norms in learning design. In addition, is important to remark that the behavior of drives, influenced by personalized events, marks the capacity of learning and communication of each individual.

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