New Concepts of Knowledge, Learning, and Curriculum for “Internet + Education”

The new generation of technology has reshaped information space for education, redefining some concepts of education. Based on the analysis of innovation practices and empirical studies in “internet + education,” we’ve developed the understanding of knowledge, learning, and curriculum. The Regressive View of Knowledge emphasizes knowledge transitions from finely symbolic information to comprehensive human intelligence, essential knowledge attributes evolve from static linearity to dynamic networking and the knowledge production mode changes from elite control to crowd intelligence aggregation. The new concept of learning shows that connectivist learning relies on constructing, developing, and utilizing information networks, both the pipe and the content within the pipe are equally important, the spiralling and deepening process of operation, wayfinding, sensemaking, and innovation, and the importance of the diverse interaction patterns and development paths. The new concept of curriculum points out that curriculum is a learning community, fostering connectivity and reciprocity of individuals and the community, and functions as a networked knowledge production system with continuous iterative evolution, coconstructed by both teachers and students. We urge education researchers and practitioners to enhance educational theories for the internet era in diverse contexts, further fostering innovative practices and exploring new approaches to cultivate outstanding innovative talents.