Close this search box.
January 21, 2020
Observatorio de Innovación Educativa

Spanish article by Sofía García-Bullé for the “Observatorio de Innovación Educativa“(Educational Innovation Observatory).

Dr. Mizuko Ito began her keynote address at CIIE 2019 (Congreso Internacional de Innovación/International Congress of Educational Innovation) with a very peculiar anecdote. She related an experience with her son in which the young man played Starcraft just before bedtime. At the end of the game session, he printed a text that he took to read. When Ito asked him what the printed content was about, her son replied that it was a fan fiction story within the fictional universe of Starcraft. When asked this, the professor of anthropology at the University of California, Irvine, discovered something crucial that would play an important role in her son’s educational future: his hobbies.

The theory of connective learning argues that education is not a linear process, it is a set of interconnections that build the cognitive structure on which students rely to absorb and understand new information. As tissues of an organism, the interests and passions of the students trace the path towards the areas they most want to learn and in which they will most likely develop professionally in the future. Under this context, it is necessary not only a transfer of knowledge, but the educational experience that keeps them motivated, active and ready to learn.