When the Learning Sciences emerged in 1991, there was an ethos of studying learning in humans and machines in conjunction with one another. This ethos reflected three decades of prior work on the interdisciplinary study of learning; however, in the three decades since the emergence of the Learning Sciences, it seems to have largely disappeared. I…

Current distance education practices can be susceptible to the types of content-heavy, top-down instruction often seen in physical classrooms. These practices are similar to the activities of corporations, which use recommendation systems and game theory to mold the public sphere and fragment it. We propose that free knowledge creation through…

This theoretical paper uses cybernetic-based approaches and communications theory to advance knowledge of constructivist learning. Explores a cyber-constructivist perspective (CCP) as a tool for increasing awareness of factors that may contribute to effective constructivist educational design within learning communities, and discusses advantages…

Discusses educational technology as a form of technical rationality and considers the conflict between practitioners' epistemological position as constructivists and technical rationality. Topics include cybernetics; autonomous systems theory; enactive constructivism; representation versus effective action; mind and memory; enaction in artificial…