Current issues in new learning

Abstract

A recurrent theme in both the research and popular literature pertains to new learning paradigms and tools. New information and communications technologies and research in cognitive science have prompted much of the discussion about new ways to think about learning. This paper takes a critical look at new approaches to instruction and new methods to support learning. One conclusion is that interest in and emphasis on complex subject matter (e.g., complex and dynamic systems involving things such as crisis management, environmental planning, social policy formulation, etc.) is part of what is new in the world of learning and instruction. What is crucial to progress in improving understanding complex and dynamic systems is the assessment of progress of learning. A framework for assessing learning in and about complex systems is presented along with initial findings with regard to the utility of this methodology.