The Big Picture: understanding learning and meta‐learning challenges

Abstract

We stand at the start of a new century that promises complexity and no let up in the scale and pace of change. Learning how to understand, adapt to and prosper in these turbulent times has become an urgent matter and a critical competence. Hence the decision to produce an issue of the European Journal of Education (EJE) that is entirely devoted to the debate around the broad directions of learning policy and practice in Europe. This publication follows two seminars that were organised in 2005, one in Glasgow (24-25 June) and the other in Paris (25-26 November) and which aimed to provide 'food for thought'. Its purpose is to raise awareness about research in the field of learning that is likely to have a significant impact on future practice, both in the formal and non-formal sectors. As an overall outcome of the exercise, we wish to ensure that this knowledge is disseminated amongst policy-makers, decision-makers and practitioners.But acting on these priorities to advance learning, using evolving theory to develop new policies is not easy. The biggest challenge remains effective implementation. As we look ahead, there are many uncertainties that tax the ingenuity and foresight of decision-makers in government, enterprise and civil society. They raise such questions as:• Can we foresee how a new generation of technologies and interfacesubiquitous, embedded and mobile -will reshape access to and delivery of learning? • Do we have the will to bridge effectively the digital divide? • How will effective lifelong learning policies and practices change the supplydemand equation? • Will the locus of learning move away from the traditional institutions of education? What will be the future roles of governments, enterprises and civil society when learning is taken out of the traditional institutions? • If it is true that brain research remains in its infancy, then how will a better understanding of the human mind influence learning in the 21 st century? • Can we expect dramatic changes in the ways we organise and transmit knowledge between generations? • Is the network society an enhanced learning society?To tackle such a vast and complex agenda lies well beyond the possibilities of one single enterprise. Rather, this issue of EJE will focus on how the learning systems

Critical Learnership: A New Perspective on Learning

“…Here, one aspect of reflection is thinking about thinking, or metacognition (Clayton and Ash, 2009;Kolb and Kolb, 2009). Similarly, and as applied to Critical Learnership, reflection involves thinking about learning and is thought to be an important part of learning to learn, or what we might call meta-learning (Carneiro, 2007;Hays, 2015). Reflection is what converts experience to learning (Anseel, 2017), and we postulate that critical reflection is what defines the lessons to be taken from the experience.…”

Enhancing Dialogic Argumentation in Mathematics and Science

“…prepared as critical consumers of knowledge and as creative thinkers (Carneiro, 2007). Therefore, there have been calls for strategy-level pedagogical approaches, such as dialogic argumentation, where critiques of presented knowledge and diligence in making statements are central.…”

Learning Competence in University: Development and Structural Validation of a Scale to Measure // La competencia para aprender en la universidad: Desarrollo y validación de un instrumento de medida

“…La sociedad del conocimiento (Caprile y Serrano, 2011;Castells, 1997 Villardón, 2006), tal y como ha quedado acuñado en el concepto de aprendizaje a lo largo de la vida, definido como «todas las actividades de aprendizaje realizadas a lo largo de la vida, con el objetivo de mejorar los conocimientos, las habilidades y las competencias desde una perspectiva personal, cívica, social y/o laboral» (European Commission, 2001, p. 9). Dicho aprendizaje se considera, además, un medio para promover la ciudadanía activa, la empleabilidad y, por tanto, el desarrollo económico y social de un país (Bolhius, 2003;Carneiro, 2007;Edwards 2010;Lüftenegger, Schober, Schoot, Wagner, y Finsterwald, 2011).…”

“…This type of learning is defined as "all learning activities undertaken throughout life, with the aim of improving knowledge, skills, and competence within a personal, civic, social, and/or employment-related perspective" (European Commission, 2001, p. 9). Such learning is also considered a means of promoting active citizenship, employability and, therefore, the economic and social development of a country (Bolhius, 2003;Carneiro, 2007;Edwards 2010;Lüftenegger, Schober, Schoot, Wagner, & Finsterwald, 2011).…”