This paper discusses challenges and issues arising from NZCER's future-focused programme of research. It takes learning itself as an idea worthy of critical scrutiny and addresses some of the tensions that differences in views about learning create for future-focused research.
In this paper the author looks at learning as a cognitive activity and as a social activity. She explores the experiential nature of learning and the idea of motivation as a key enabler of learning. Finally she makes some comments about personalised learning.