In an age of ready access to people, online spaces and information, canonized formal knowledge acquisition is being disrupted. The emergence of socially constructed knowledge based on connected learning is democratising education and re-framing how formal and informal learning is considered. What we currently understand connected learning to be is limited to a combination of individual interests, networked and interdependent relationships with interconnected experiences that transcend temporal, spatial and cultural boundaries. Connected learning does not reduce learning to a phenomenon that takes place exclusively in the restricted spaces of formal education, neither does it focus exclusively on the online learning phenomenon. As such our conceptualisation of connected learning needs to deepen to effectively be able to rationalise how people learn in a digital age. This paper begins to unlock concepts and ideas associated with connected learning using current examples, setting out to build a theoretical model which begins to frame the complexities of conceptualized self-driven global learning interactions.

在一个随时可以访问人、在线空间和信息的时代，规范的正式知识获取正在被破坏。基于关联学习的社会建构知识的出现正在使教育民主化，并重新定义了正式和非正式学习的考虑方式。我们目前所理解的互联学习仅限于个人兴趣、网络和相互依存关系以及超越时间、空间和文化界限的相互关联的体验的组合。互联学习并没有将学习简化为只发生在正规教育的受限空间中的现象，它也没有只关注在线学习现象。因此，我们对互联学习的概念化需要深化，以有效地合理化人们在数字时代的学习方式。本文开始使用当前示例解开与连接学习相关的概念和想法，着手建立一个理论模型，该模型开始构建概念化的自我驱动全球学习交互的复杂性。