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.
It is in part a response to a critique of a discussion document NZCER wrote for the Ministry of Education, which set out broad, research-informed principles for future-focused learning.
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.