Introduction to Cybergogy

All of these elements were mentioned by Lesley during the presentation:
learning archetypes
learning domains
social constructivist theory
emotional domain
dexterity
social interaction
cognitive domain

Lesley referred to all four of the learning domains in the cybergogoy model. These are:
• The cognitive domain (based on Bloom's Taxonomy in Anderson & Krathwohl 2001, and Churches 2008). This domain relates to conceptual learning and knowledge of things.
• The emotional domain (adapted from models of Emotional Intelligence - Salovay & Mayer 1994; Goleman 1998). This relates to the emotional dimension of a learning experience, which helps with real life retention of learning in a virtual world.
• The dextrous domain relates to dexterity and the skills needed to navigate the virtual world and to manage situations that involve environments and other users
• The social domain (based on Wang & Kang 2006). This relates to aspects of Social Constructivist teaching and learning. It stems from the ability to create and have a virtual identity allowing interaction with others.
(Adapted from Scopes, 2011)

For a complete list of references, open the bibliography attached at the end.

'Behaviourism' was not mentioned by the speaker because it is not an element in the cybergogy model.

Here are the elements of the cognitive domain in the model of cybergogy:
1 Remembering
2 Understanding
3 Applying
4 Analysing
5 Evaluating
6 Creating

In the cognitive domain 'creating' is the highest learning outcome. Learners are expected to be able to demonstrate the creation of new concepts by the process of hypothesis destruction and reconstruction.

Here are the elements of the emotional domain in the model of cybergogy:
1 Perceiving
2 Attending
3 Self-Regulating
4 Engaging
5 Empathising
6 Influencing

In the emotional domain 'influencing' is the highest learning outcome. Learners are expected to have developed the skills to influence the emotional experiences of others.

Here are the elements of the dextrous domain in the model of cybergogy:
1 Imitating
2 Manipulating
3 Developing Precision
4 Articulating
5 Naturalising
6 Mastering

In the dextrous domain 'mastering' is the highest learning outcome. Learners are expected to have reached a level of dexterity that enables them to confidently and authoritatively engage with the different scenarios that can occur in a virtual environment.

Here are the elements of the social domain of cybergogy:
1 Personalising
2 Contextualising
3 Communicating
4 Affiliating
5 Networking
6 Channelling

In the social domain 'channelling' is the highest learning outcome. Learners are expected to have gained the skills necessary to channel reasonable amounts of filtered information to selected recipients within a network of affiliations.