Afterword: Opportunities for Transformational Learning

Abstract

As the Afterword, this chapter considers issues related to how research into the design of learning environments, as discussed in this volume, might inform perspectives on the transformation of learning more generally. Fostering such a transformation will require, as a minimum, attention to assessment methods and teaching practices. Future learning environments, it is argued, should enable formative assessments that provide dynamic feedback about both individual learning and the learning of groups. These environments should also augment the pedagogical palette that teachers have available for enabling new ways of teaching and learning. Although technology-based innovations may be necessary for certain types of future learning environments, they are unlikely to be sufficient, and therefore must be aligned with pedagogical approaches, content, assessments, and societal goals for education. The chapter concludes with a consideration of ways in which “top-down” policy initiatives and “bottom-up” cumulative practices might contribute to large-scale learning transformations of educational systems.