Developing Minds in the Digital Age

Towards a Science of Learning for 21st Century Education

image of Developing Minds in the Digital Age

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.



Scaling up ambitious learning practices

This chapter reports on findings from an effort to train teachers to adopt classroom facilitation practices referred to as Accountable Talk (AT) while jointly training students to engage in articulation of reasoning and transactive exchange in the midst of teacher-led classroom discussions as well as in computer-supported collaborative learning (CSCL) activities with one another in small groups. A key enabler in this work was AI-enabled scaffolding for collaborative discussions in the form of intelligent conversational computer agents that acted as discussion facilitators using the same AT practices that were the target of the teacher professional development. A key finding was that support for student engagement in transactive exchange prior to teacher-led discussion facilitated teacher uptake of AT practices.


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error