Developing Minds in the Digital Age

Towards a Science of Learning for 21st Century Education

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This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering. These new developments offer fascinating new perspectives, based on technological advances, which enable a re-examination of longstanding problems in learning, raise new questions, and offer new approaches to the study of learning. This report seeks to catalyse discussions on the implications of these research findings for education practice and policy, and in turn, on how knowledge and experience from real-world education practice and policy could challenge and inform research agendas and theory building.




This chapter presents an overview of the book's organisation and the events that led to its publication. It introduces an interdisciplinary Science of Learning that integrates across levels of analysis and disciplinary perspectives to provide new advances in the study of learning. It argues for renewed efforts to make use of scientific findings of how people learn, in order to advance education goals, human development and 21st century workforce preparation. It also calls for the science of learning to inform the design of technology that more effectively support and enrich learning in this digital age. The chapter ends with implications for research, education policy, and practice and presents the potential of international networking for collaborative action to make transformative advances in learning and education.


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