Please enable JavaScript.
Coggle requires JavaScript to display documents.
CHAPTER 8: A CALL FOR RESEARCH AND INNOVATION - Coggle Diagram
CHAPTER 8: A CALL FOR RESEARCH AND INNOVATION
A new research agenda for education
Research from within education
allows us to better understand
the reality of what is occurring
provides insights into the transformations taking place
monitors the transformations necessary to engage with a new social contract
Mobilizing the learning sciences
neuroscience and cognitive science have vast implications for teaching and learning
future learning sciences must involve researchers from a wide diversity of backgrounds
neurosciences need to put their findings in context with the complex facets of education
Transforming research partnerships for education
Collaboration with grassroots communities and social movements are important
These ecologies need to be enriched by
diverse experiences and ways of knowing
Our operating paradigm will need to shift towards complex and relational ecologies of knowledge.
Expanding knowledge, data, and evidence
Strengthening complex ecologies of knowledge
renewal and inclusion of diverse types and
sources of knowledge
Statistical data, indicators, and analysis
approaches to statistical and quantitative data must
avoid reductionism
supporting UIS's continued work
identify meaningful indicators
Big data and the changing nature of knowledge
greater access to digital tools has given researchers unprecedented power
researchers should clarify what can and cannot be achieved through digital research instruments
continually evaluate the biases and blind spots of our digital
research methods
Innovating educational futures
Developing, borrowing, and adapting policy and programming
extending educational experiences and innovations to new settings through sharing of practices
actors within educational systems are important sources of innovative approaches
universities, research institutions, etc should put a special focus on research and innovation
International organizations also have a unique and powerful
role to play
Evaluation, experimentation and ranking
evaluations ensure accurate implementation of aims
evaluation should harness the reflective
capacities of those within education systems
experimentation helps to validate assumptions, adjust
techniques
useful comparisons can be made to offer other vantage points for reflection
ranking harms institutions in local relevance and in meeting needs of local students
Principles for dialogue and action
a generalized, worldwide, collective research agenda on the
futures of education
knowledge, data, and evidence for the futures of education must be inclusive
educational innovation must reflect a much wider range of possibilities
research must be recast with inclusivity