A different aspect offered is one in which proposals conceive learning and knowledge production as a citizen's process, self-regulated and inscribed in a "makers" culture (Lafuente, 2013; Lafuente et al., 2013; Lafuente & García, 2015), which in a way recovers the spirit of critical pedagogy (Freire, 1970), experiential learning (Kolb, 2014), and even located learning (Lave & Wenger, 1991).
There is a need to rethink how learning indicators are selected and to what extent they contribute to conceiving learning as a process instead of in terms of outcomes.
Strolling around Oxygen's hangar-size office on Ninth Avenue and 15th Street, Kit Laybourne, the director of animation and the husband of Oxygen's co-founder Geraldine Laybourne, called the space, which he helped conceive, part learning institution, part nourishing community, but basically "a digital sweatshop".
However, it is difficult to conceive MOT learning simply as snapshots of spatial context learning.
Nevertheless, knowledge about how nurses conceive their learning about nursing research and transitioning toward being researchers is scarce.
The aim was to describe variations in how doctoral students conceive their learning process to become researchers in the light of their professional background as nurses.
Systems theory conceives of learning organizations as comprising inter-dependent building blocks at the individual, group, organizational, and global level.
However, education in general is fleeing away from institutions and becoming ubiquitous education should be conceived rather as learning that can happen spontaneously anywhere, would be inner-motivated and based on open peer-to-peer approaches.
This way of conceiving professional learning implies at operational level complex systems, based on the following dimensions: 1.
Reframing spatial thinking in this way will not only be generative toward conceiving new learning environments that exist outside the historically narrow notions of how to improve STEM achievement, it also has the potential to address misconceptions around who can succeed in science.
The paper argues fundamentally for the need to conceive strategic assessments as learning platforms and design knowledge brokerage opportunities explicitly as a means to enhance learning processes and power sharing in IA.
