The Multi-Dimensionality and Ambiguity of Knowledge Construction and Digital Learning

The paper examines and analyses the nature and content of information and knowledge in the era of advanced digitalization of learning. It is suggested that the information flow and the subsequent knowledge construction present multiple levels and dimensions of ‘reality’ which result in the ambiguity of what is registered as ‘real’ and/or ‘fake’ in the realm of human information processing. The analysis draws on the organization of the global system of information thesis along four inter-related hypotheses (‘information flow,’ ‘social knowledge,’ ‘code of information,’ and, ‘system of information’) (Andoniou, 2008). It expands on the notion of the digital reconstruction of hyper-reality in post-modern ICT learning environments adopting a Lefebvrian view of ‘theoretical approximations’ (Lefebvre, 1991). It stresses the need for fresh ways of thinking, unavoidably abstract and probabilistic and possibly paradoxical and controversial, to recognize and authenticate the repetitive and ambiguous nature of knowledge construction in digital learning. The paper concludes with the proposal of a series of theoretical approximations on the construction of knowledge in digital learning, which comprise an analytical model termed ‘infogramic analysis.’

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