Patterns and Metapatterns in the Elementary Didactic Units

Abstract

The effectiveness of digital textbooks' content depends on how the brain processes, stores and recovers data (metadata), information and knowledge. This is the way to find an understanding of actions in hidden electrochemical signals, as well as the body energy and quantum relationships. It was expected that data are “synthesized” by each student on the base on hermeneutic dialogue assure the best brain structures, and, as a result, adaptation and accommodation in diversity of environments. This chapter reviews issues, contradictions and problems surrounding metasystems learning design of the elementary didactic units. The author argues that it is possible to maintain the potential of the learner (intellect, emotion and energy) with a self-regulated mechanism and, hence, facilitate cognition and metacognition. Future research directions and conclusion are provided at the end of the chapter.