The main purpose is understand how persons learn what is important and how to develop a good framework. Building new perspectives and ways to become knowledgeable with the use of technologies. Connectivism does not contradict previous theories of learning like, cognitivism, behaviorism or constructivism. Instead, highlights the importance to connect a good information into network, where learning is not the accumulation of knowledge, it is finding and meaningfully connecting what you need when you need it. In the other hand, connectivist learning it is a little bit difficult to evaluate in a formal higher education context. However, as an epistemology it can affect assessment activities more broadly encouraging peer learning, and knowledge and digital literacy.

Connectivist learning encourages student autonomy by validating their previous network formation allowing them to pursue further connections that are valid to them (Downes, 2014)

The theory that I will use is Operant Conditioning. It was developed by Burrhus Frederic Skinner, and it was used to study complex human behavior by studying the voluntary responses shown by an organism when placed in a certain environment (Skinner). This theory indicates that learning is a function of change in overt behavior. Changes in behavior are the result of an individual’s response to events (stimuli) that occur in the environment (Skinner). As applied to my topic, this theory holds that I would expect my independent variable: the effects of a stimulus to influence or explain the dependent variables of attitude and behavior in the classroom because giving students instantly feedback because of their behavior will cause an effect on the other students causing them to adapt the same behavior to earn a reward as well. This type of environment will create a different aura in the classroom and students are more likely to repeat that behavior because of positive feedback.

The theory that I will use is Discovery learning. It was developed by Jerome Bruner and it was used to study one type of learning; is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. This theory indicates that the students interact with the world by exploring and manipulating objects, creating questions and controversies, or performing experiments and as a result, students may be more likely to remember concepts and knowledge discovered on their own. As applied to my topic, this theory holds that I would expect my independent variable: Students learn through a guided discovery that takes place during an exploration motivated by curiosity to influence or explain the dependent variable(s): encourages active engagement, promotes motivation, promotes autonomy, responsibility, independence and develops creativity and problem solving skills because with the right material, facilitated by the teacher, the students are motivated to learn, create, discover and solve for themselves.

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I read your theoretical perspective and I think you must specify a little bit more the variables on this theory, as characteristics, attributes, or magnitudes, that could be presented or not in each of the cases that make up the investigation. These variables are those that the researcher will manipulate.
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By Wilson Castro

Dear partner, Maritza Leonor

A very important topic now at day with the inclusive education as well as the curricular development challenges and indeed responses for meeting the needs of students with dyslexia We must focus on doing differences which are going to develop thematic units of work doing appropriated curriculum content cohesive and meaningful with all the students we can easily find in our classrooms. Very important topic to be considered is that, although the language and sentences structures could be different the concepts like cognitive and learning outcomes should be the same for all the students.