This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators.

Emergent technologies provide different models and structures to support learning. They disrupt the notion that learning should be controlled by educators and educational institutions as information and “knowledgeable others” are readily available on online networks through the press of a button for anyone interested in expanding his or her horizon.

Of course this puts the responsibility for information gathering, the validation of resources, and the learning process in the hands of learners themselves,

Let me posit a duplication theory of education value: if something can be duplicated with limited costs, it can’t serve as a value point for higher education. Content is easily duplicated and has no value. What is valuable, however, is that which can’t be duplicated without additional input costs: personal feedback and assessment, contextualized and personalized navigation through complex topics, encouragement, questioning by a faculty member to promote deeper thinking, and a context and infrastructure of learning.

The vast majority of universities that will educate humanity in the coming decades will be those that structure their value point on elements that cannot be easily duplicated and scaled, or at minimum, require input costs to do so

Most of the economic input costs of the university would (should) be directed to those areas that impact learners

it replaces older theories that have become inferior, and the new theory builds on older theories without discarding them, because new developments have occurred which the older theories no longer explain.

what are the grounds for this measure

If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?