Connectivism recognizes three domains of connectedness (Siemens, 2005). Specifically, knowledge can be observed at the neuronal (i.e., biological) domain that observes brain processes that occur as a result of learning. The conceptual domain, on the other hand explores the means of forming connections between concepts, as a basic learning activity. Through the process of learning, students are constantly adding new knowledge or re-evaluate existing and develop novel forms of existing knowledge. Finally, the social and technological domain is focused on examining importance of social (i.e., students) and technological (e.g., social media and increasingly technology agents, bots, and machine learning/artificial intelligence) factors and understanding their role in creating networked knowledge.