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The Nature of Learning

Using Research to Inspire Practice

image of The Nature of Learning

What do we know about how people learn? How do young people’s motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective?  How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.  

Among the contributors are Brigid Barron, Monique Boekaerts, Erik de Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern and Dylan Wiliam.

The Nature of Learning: Using Research to Inspire Practice is essential reading for all those interested in knowing what research has to say about how to optimise learning in classrooms, schools and other settings. It aims, first and foremost, to inform practice and educational reform. It will be of particular interest to teachers, education leaders, teacher educators, advisors and decision makers, as well as the research community

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Learning with technology

Centre for Educational Research and Innovation

Richard Mayer argues that few of the many strong claims made for the transformative potential of new technologies have been convincingly tested against research evidence. A major reason is that too often a “technology-centred”, as opposed to a “learningcentred”, approach is followed. A convincing theory of how people learn with technology can be based on three important principles: “dual channels” (people process sound and visual images separately), “limited capacity” (people can only process a small amount of sound or image at a time), and “active processing” (meaningful learning depends on engagement in appropriate cognitive processing). These are explained and applied to argue that effective instruction with technology helps cognitive processing in learners without overloading their cognitive system; this can be achieved by reducing extraneous processing, managing essential processing, and fostering generative processing. How this can be done applying different techniques and principles, together with supportive evidence, are presented in detail.

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