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.



Does the science of learning matter?

Society has changed. The change is fundamental, that young people are facing a VUCA future, volatile, uncertain, complex and ambiguous. The conventional role of education, which prepares people for lifelong credentials towards definitive jobs, is being challenged. Young people have to learn to learn, in order to adapt to ever changing circumstances, to survive and thrive, but then we have to know much more about learning, hence the Science of Learning. Meanwhile, the development of non-traditional modes of learning has also placed urgent demands on the understanding of learning. Nonetheless, principles established by Science of Learning have to be made simple and available to teachers and parents.


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