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Emergent-learning arrangements may represent an effective method for establishing reading prerequisite skills with children exhibiting academic deficits as they allow for maximum gains with minimal training (Critchfield Behavior Analysis in Practice, 11(3), 206–210, 2018; Sidman The Analysis of Verbal Behavior, 25(1), 5–17, 2009). The purpose of the current study was to evaluate the effectiveness of an emergent learning procedure to teach letter–sound blends to children at-risk for reading failure. Three participants completed simple discrimination training with compound class-specific consequences. The S+ included a correctly oriented lowercase letter blend and was presented with two incorrectly oriented versions of the same letter blend. Selections of the S+ resulted in the presentation of the compound class-specific consequence that included the corresponding printed uppercase letter blend and the dictated letter sounds. Following simple discrimination training, the emergence of six arbitrary relations was assessed. Small increases in performance were observed during initial equivalence tests. Following modifications to the baseline discrimination procedures, emergence of all targeted relations was observed in four of six evaluations across three participants. These findings serve as a demonstration of the potential utility of equivalence-based instruction to establish academically relevant skills. [ABSTRACT FROM AUTHOR]

• We evaluated long-term emergent social learning processes within transboundary river basin management in the Zambezi basin. • We found the concept of learning space helpful to evaluate long-term emergent social learning processes and outcomes. • Emergent processes in the Zambezi basin were key in the development of formal structures for basin-wide management. • Emergent processes are relevant for expediting formal processes by stimulating physical and structural learning spaces. Social learning in collaborative processes is considered important for addressing complex natural resource dilemmas and for supporting multi-actor interactions in joint problem framing, and the co-construction of solutions. While social learning is often presented as a normative approach for stimulating shared understanding among multiple actors, little is known about how long-term emergent social learning processes occur. In this paper, we analyse a long-term emergent social learning process within transboundary river basin management. To this end, we apply the concept of the learning space - meaning arenas for interaction, deliberation and re-framing - as a lens for evaluating emergent social learning processes. Results show that in the Zambezi Basin, social learning in emergent processes occurs in stages and is triggered by various factors that result in collective outcomes throughout the process. Emergent social learning processes were triggered by structural reorganization processes, natural calamities, the influences of cooperating partners and international frameworks. Over time, the spaces for interaction and deliberation led to the reframing of basin management practices and the subsequent development of new institutions. In addition, social learning outcomes included increased relational capacities of national and regional actors and trust, but also mistrust and power issues. While emergent long-term processes are difficult to evaluate, our findings reveal that the concept of the learning space provides a structure for assessing long-term emergent social learning process outcomes, and thus, can provide a broader understanding of processes needed in designing long-term management practices or institutions. [ABSTRACT FROM AUTHOR]

Initial studies of learning in massive open online courses (MOOCs) primarily focused on participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study develops a conceptual model of prominent theories and applications of MOOCs. It proposes a continuum of MOOC learning design that consolidates previous theories into a tripartite scheme corresponding to primary types of MOOCs including content-based, community/tasked-based, and network-based applications. A series of MOOC hybrids are analyzed to demonstrate the value of this model while also clarifying appropriate applications and significant design challenges for MOOCs. Results indicate that hybrid design may support the greatest diversity of learners and scaffold engagement with networked and emergent learning contexts. [ABSTRACT FROM AUTHOR]

Since the advent of Web 2.0, which established the participatory web as a platform, we have been involved in rethinking how we might design and support learning to match the potential of this possible new webbased world of education. In our Open Context Model of Learning (Luckin et al 2010) we captured what we had learnt from theory and web-based learning projects, arguing for a model of "informal e-learning", and for fresh thinking about pedagogy in terms of both andragogy (collaboration) and heutagogy (creativity). We thought this provided an opportunity to rethink the contexts in which learning might take place in the 21st century, as education could be released by the potential of new technology platforms and tools. For us Web 2.0 highlighted the informal social processes of learning over the institutional, formal processes of organising the institutions of education, which raises ethical, cultural and social issues concerning how we might design new contexts of learning. When the EU identified that, post-Bologna, we should look to integrate informal, non-formal and formal learning, we found this inspiring and wrote the Emergent Learning Model (ELM), to both capture what we knew from our own work with informal, nonformal and formal learning and also to be socially inclusive. ELM builds on the Open Context Model and is an attempt to be a learning design tool, what we call a "development framework" for the Digital Agenda Post-Web2.0. We will discuss its origins, the "development framework" we created and how we have used it in designing new learning projects Ambient Learning City & WikiQuals [ABSTRACT FROM AUTHOR]

Instructional designers plan current student experiences that promote future com-petence. There is a wide agreement that current instruction should allow students to "go beyond the information given" by demonstrating novel understanding. Less clear is what instructional efforts yield what specific emergent knowledge. Under these conditions, emergent learning remains an untestable, and therefore unscientific, concept. We describe a framework that creates emergent learning in both novice and experienced learners, and in many academic subjects, specifying preconditions that will yield specific emergent learning outcomes, and thereby promoting a desirable level of prospective precision in the planning of future student competence. [ABSTRACT FROM AUTHOR]

Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to the learning that occurs in educational institutions. However, the question remains whether institutional frameworks can accommodate the opposing notion of "cooperative systems" (Shirky, 2005), systems that facilitate the creation of user-generated content, particularly as first-year education cohorts are novice groups in the sense of not yet having developed university-level knowledge. This paper theorizes an emergent learning assessment item (Flickr photo-narratives) within a first-year media arts undergraduate education course. It challenges the conventional models of student-lecturer interaction by outlining a methodology of teaching for emergence that will facilitate student-directed and open-ended learning. The paper applies a matrix with four parameters (teacher-directed content/student-directed content; non-interactive learning task/interactive learning framework). This matrix is used as a conceptual space within which to investigate how a learning task might be constructed to afford the best opportunities for emergent learning. It explores the strategies that interactive artists utilize for participant engagement (particularly the relationship between the artist and the audience in the creation of interactive artworks) and suggests how these strategies might be applied to emergent generative outcomes with first-year education students. We build upon Williams et al.'s framework of emergent learning, where "content will not be delivered to learners but co-constructed with them" (De Freitas & Conole, as cited in Williams et al., 2011, p. 40), and the notion that in constructing emergent learning environments "considerable effort is required to ensure an effective balance between openness and constraint" (Williams et al., 2011, p. 39). We assert that for a learning event within a Web 2.0 environment to be considered emergent, not only does there need to be an effective balance between teacher-directed content and student-directed content for knowledge to be open, creative, and distributed by learners (Williams et al., 2011), but there also need to be multiple opportunities for interaction and communication between students within the system and that these "drive the emergence of structures that are more complex than the mere parts of that system" (Sommerer & Mignonneau, 2002, p. 161). [ABSTRACT FROM AUTHOR]

This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve. It then examines specific cases of learning to test and further develop the analytic framework. The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology. [ABSTRACT FROM AUTHOR]

Clinical simulation learning includes a debriefing after the simulated experience. Debriefing consists of several stages. In this work we focus on the last stage (summary or transfer phase), in which the participants present the most relevant of what they learned during the session. To analyze the perception of 4th year Nursing Degree students on the most significant aspects they learned during the simulation sessions. A qualitative, cross-sectional and descriptive study was conducted, with students in their last year of the Nursing Degree at the Catholic University of Murcia. The opinions of 67 students from 5 groups, on the debriefing phase, were analyzed, by comparing them with the objectives that were initially proposed during the design of the scenarios used in the simulations. A total of 78 clinical scenarios were analyzed, with 292 pre-established learning objectives, on a total sample of 67 students. The participants provided a total of 464 learning outcomes that were significant for them, of which 101 coincided with those that were initially planned (21.8%), while the rest, 363 (78.2%), were considered emergent (not planned a priori). For the most part, the learning outcomes described by the students were technical knowledge and/or skills (70.5%), as compared to non-technical knowledge and/or skills (29.5%). For the most part, the learning outcomes considered by the students to be significant did not correspond with the objectives set a priori in the design of the scenarios. Most were emergent elements, especially those that referred to the technical knowledge and skills. The emergent knowledge must be considered crucial by the educators for the teaching and training of students. [ABSTRACT FROM AUTHOR]