This is resonated well in the ideas and concepts presented by Mitchell in his paper. In the introduction of the paper, it is stated that "the Daagu process, with its focus on relationships, patterns, difference, and emergent learning, is not the typical structure for higher education, or education at any level for that matter" (Mitchell, 2016, p.206). It is outlined that we are educating students to just be able to ''consume'' knowledge with no purpose or application of it. The idea of a Complexity (Relational) pedagogy is introduced as a new way of having students learn in a web-like fashion where they are free to pursue their own interest within a topic. This, of course, utilizes the vast amount of information readily available on the internet. "Technology is a beautiful thing when it connects people, engages imaginations, and sparks creativity" (Mitchell, 2016, p. 210), technology like a community, will thrive when used to create a meaningful dialogue that will interact with all of its members.   

This is resonated well in the ideas and concepts presented by Mitchell in his paper. In the introduction of the paper, it is stated that "the Daagu process, with its focus on relationships, patterns, difference, and emergent learning, is not the typical structure for higher education, or education at any level for that matter" (Mitchell, 2016, p.206). It is outlined that we are educating students to just be able to ''consume'' knowledge with no purpose or application of it. The idea of a Complexity (Relational) pedagogy is introduced as a new way of having students learn in a web-like fashion where they are free to pursue their own interest within a topic. This, of course, utilizes the vast amount of information readily available on the internet. "Technology is a beautiful thing when it connects people, engages imaginations, and sparks creativity" (Mitchell, 2016, p. 210), technology like a community, will thrive when used to create a meaningful dialogue that will interact with all of its members.