Recent Changes

Collaboration | Interdisciplinary integration | Reconciliation of perspectives and methodologies
and collaboration (source),(ATC21S), researchers will
Technological advances. The rate of technological advance is projected to continue unabated. Processing speed and storage capacity will grow exponentially but most importantly, our world will become ever more interconnected, enjoining the powerful systems that already exist to take on ever more complex tasks. Its presence in school, work, and home environments will become more integrated. Ever increasing integration will facilitate collaboration and access, providing increasing support for learning. These advances will provide opportunities to customize and to use technology in a way that will benefit learning and research. We will witness an increasing use of data mining techniques to predict human behaviour and to tailor products and services to each individual, similar to how insurance and credit card companies already operate today. This will be facilitated by the massive amounts of user data already being collected, which is projected to continue growing. For example through connective mobile tools, location data such as GPS on smart phones, search records/history, social interactions/networking, etc. All this could be investigated in formal and informal learning situations, effectively bringing the laboratory into the world at large. This raises the problem of large-scale modeling, and management of massive data. The solution to which could lend itself to distributed processing projects like the one initiated by SETI, leasing computer space to needy organizations by high-end processing centres.It can also be possible to have computer-based “pedagogical agents” that may help learners in self regulation and learning. The net generation will be in a position to impact the work environment not only through the use of technology but also through awareness about world situations.
Methodological diversity. Research methodologies are more and more diversified. It is projected that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively in designs of greater complexity. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data). Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In order to do so, researchers will need access to greater data stores, some already exist, ex: data.gov, ciqss.umontreal.ca. It is projected that policy advances will make possible the ethical and safe and secure us of public data. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface. We may see the integration of longitudinal designs familiar to other areas of the social sciences. We can use other disciplines as guidance, namely, economists can look back for 100 years.

Bridging theory and practice | Re-culturing
Collaboration. The persistent dilemma on how to effectively integrate research findings into classroom practice may be mediated by developing a better understanding of teacher characteristics and the nature of teaching. This understanding would be an outgrowth of a knowledge building community that brings together researchers, policy makers, practitioners and teachers. The community’s objectives would include creating education policies informed by and informative to the broader society. Success would rely on a shared mindset that partnerships positively impact research and teaching. This view may begin to challenge the belief that research can be produced by researcher and exported to teachers and curriculum developers. The erosion of the belief that researchers and teachers are separate entities may better connect research and practice. Example: PDS (professional development school). It would be wise to include teachers and students with different conceptions, sharing and negotiating research agendas and questions, to better connect research with schools. Stronger communities of practice will develop as a result of the development of an efficient mechanism of dealing with data: Teachers and researchers will be able to work with authentic data. They will have better resources for dealing with the data, both in terms of tools, and labor.
Praxis. A challenge that education has always faced, and that has become increasingly noticeable in the past decades, is the difficulty of changing teachers’ practices. One reason, among others, is that policymakers lack knowledge of teachers’ needs and of their day-to-day activities. Much research has been done to improve learning in different educational settings. However, very little has been put into practice. Far too often, the application (or shall we say “interpretation”) of theoretical ideas fail to generate the anticipated results. For example, many secondary classrooms have desks arranged into small groups, supposedly to encourage collaboration. Unfortunately, in too many of these same classes, students are discouraged from talking so that the teacher can “teach” at the front of the room. The research necessary in the following decade should concentrate on creating alignment between researchers, teachers and curriculum designers. This alignment requires overcoming an existing power difference between researchers and practitioners. This means researchers must value teachers in order to foster a better understanding to change practice: change, not just at the individual level, but whole scale change. In order to bring about the required change in mindset, we need to bring people with different backgrounds together. We need to start looking at teachers as pedagogical and disciplinary learners. We need to learn about the process of change.
Capacity for innovation. With the rapid advancement of technology, which brings innovative forms of pedagogical approaches to the education system, schools are no more in a position to adhere traditional didactic ways of teaching. These advancements will demand the redesigning of teacher education programs as well as professional development programs that are in line with the new pedagogical approaches. Teachers cannot successfully enact new pedagogical innovations within their existing capacities as teachers, caregivers, activity leaders, community organizers, etc. More extensive support either from all levels of society is needed: the whole society, from the policy makers on top, to the community members at the grassroots. The value of research needs to be measured in terms of its relevance, meaningfulness and timeliness. The speed with which research findings inform practice needs to keep up with technology in order that research remains relevant to practice. However it is important to find that balance between using technology for technology's sake and using technology because it is useful.
Collaboration | Interdisciplinary integration | Reconciliation of perspectives and methodologies
Interdisciplinary integration. The trend in the social sciences is towards greater multidisciplinarity. In line with the expectation for 21st century skills which largely focuses on practical problem solving and collaboration (source), researchers will collaborate in addressing a problem as are teaching programs. Research programs will go cross borders as the focus will be on solving practical and anticipated problems or addressing a big issue (e.g., global warming). Implementation of research outputs may be a requirement. In the teaching dimension, even what are considered relatively more structured areas such as engineering are being organized in some universities by projects rather than by “disciplines” such as chemical, civil, or industrial engineering. Learning Sciences is another example. The divergent terminologies that are used in different disciplines will merge through collaboration. Mutual understanding and mutual valuing of the various disciplines' research will be attained through a shared understanding, and a shared vision on issues common to all the learning sciences. Access to the communities in terms of establishing trust and working together will develop through outreach, building trust, adopting worthwhile and relevant research goals, and the increasing uses of technology. These measures will bring people with different perspectives to an understanding of our discipline as a whole for better inter-disciplinary cooperation.
Technological advances. The rate of technological advance is projected to continue unabated. Processing speed and storage capacity will grow exponentially but most importantly, our world will become ever more interconnected, enjoining the powerful systems that already exist to take on ever more complex tasks. Its presence in school, work, and home environments will become more integrated. Ever increasing integration will facilitate collaboration and access, providing increasing support for learning. These advances will provide opportunities to customize and to use technology in a way that will benefit learning and research. We will witness an increasing use of data mining techniques to predict human behaviour and to tailor products and services to each individual, similar to how insurance and credit card companies already operate today. This will be facilitated by the massive amounts of user data already being collected, which is projected to continue growing. For example through connective mobile tools, location data such as GPS on smart phones, search records/history, social interactions/networking, etc. All this could be investigated in formal and informal learning situations, effectively bringing the laboratory into the world at large. This raises the problem of large-scale modeling, and management of massive data. The solution to which could lend itself to distributed processing projects like the one initiated by SETI, leasing computer space to needy organizations by high-end processing centres.It can also be possible to have computer-based “pedagogical agents” that may help learners in self regulation and learning. The net generation will be in a position to impact the work environment not only through the use of technology but also through awareness about world situations.
Methodological diversity. Research methodologies are more and more diversified. It is projected that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively in designs of greater complexity. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data). Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In order to do so, researchers will need access to greater data stores, some already exist, ex: data.gov, ciqss.umontreal.ca. It is projected that policy advances will make possible the ethical and safe and secure us of public data. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface. We may see the integration of longitudinal designs familiar to other areas of the social sciences. We can use other disciplines as guidance, namely, economists can look back for 100 years.
Bridging theory and practice | Re-culturing
Collaboration. The persistent dilemma on how to effectively integrate research findings into classroom practice may be mediated by developing a better understanding of teacher characteristics and the nature of teaching. This understanding would be an outgrowth of a knowledge building community that brings together researchers, policy makers, practitioners and teachers. The community’s objectives would include creating education policies informed by and informative to the broader society. Success would rely on a shared mindset that partnerships positively impact research and teaching. This view may begin to challenge the belief that research can be produced by researcher and exported to teachers and curriculum developers. The erosion of the belief that researchers and teachers are separate entities may better connect research and practice. Example: PDS (professional development school). It would be wise to include teachers and students with different conceptions, sharing and negotiating research agendas and questions, to better connect research with schools. Stronger communities of practice will develop as a result of the development of an efficient mechanism of dealing with data: Teachers and researchers will be able to work with authentic data. They will have better resources for dealing with the data, both in terms of tools, and labor.
Praxis. A challenge that education has always faced, and that has become increasingly noticeable in the past decades, is the difficulty of changing teachers’ practices. One reason, among others, is that policymakers lack knowledge of teachers’ needs and of their day-to-day activities. Much research has been done to improve learning in different educational settings. However, very little has been put into practice. Far too often, the application (or shall we say “interpretation”) of theoretical ideas fail to generate the anticipated results. For example, many secondary classrooms have desks arranged into small groups, supposedly to encourage collaboration. Unfortunately, in too many of these same classes, students are discouraged from talking so that the teacher can “teach” at the front of the room. The research necessary in the following decade should concentrate on creating alignment between researchers, teachers and curriculum designers. This alignment requires overcoming an existing power difference between researchers and practitioners. This means researchers must value teachers in order to foster a better understanding to change practice: change, not just at the individual level, but whole scale change. In order to bring about the required change in mindset, we need to bring people with different backgrounds together. We need to start looking at teachers as pedagogical and disciplinary learners. We need to learn about the process of change.
Capacity for innovation. With the rapid advancement of technology, which brings innovative forms of pedagogical approaches to the education system, schools are no more in a position to adhere traditional didactic ways of teaching. These advancements will demand the redesigning of teacher education programs as well as professional development programs that are in line with the new pedagogical approaches. Teachers cannot successfully enact new pedagogical innovations within their existing capacities as teachers, caregivers, activity leaders, community organizers, etc. More extensive support either from all levels of society is needed: the whole society, from the policy makers on top, to the community members at the grassroots. The value of research needs to be measured in terms of its relevance, meaningfulness and timeliness. The speed with which research findings inform practice needs to keep up with technology in order that research remains relevant to practice. However it is important to find that balance between using technology for technology's sake and using technology because it is useful.
Questions raised
Assessment. The issue of how teaching and instruction should be assessed will continue to take prominence in research and policy discussions. Given the increasing integration and interconnectivity of technology and the increasing complexity of research models, constructs will be expected to be more objective, more multi-dimensional, and more scalable. that should be assessed, scalability of objective assessment: cognitive processes, affective processes. Assessment will be viewed not as a driving/summative force of learning but as a formative process in the learning process. How should teacher should be involved in self assessment, guiding learning, as a constructive process?

Technological advances. The rate of technological advance is projected to continue unabated. Processing speed and storage capacity will grow exponentially but most importantly, our world will become ever more interconnected, enjoining the powerful systems that already exist to take on ever more complex tasks. Its presence in school, work, and home environments will become more integrated. Ever increasing integration will facilitate collaboration and access, providing increasing support for learning. These advances will provide opportunities to customize and to use technology in a way that will benefit learning and research. We will witness an increasing use of data mining techniques to predict human behaviour and to tailor products and services to each individual, similar to how insurance and credit card companies already operate today. This will be facilitated by the massive amounts of user data already being collected, which is projected to continue growing. For example through connective mobile tools, location data such as GPS on smart phones, search records/history, social interactions/networking, etc. All this could be investigated in formal and informal learning situations, effectively bringing the laboratory into the world at large. This raises the problem of large-scale modeling, and management of massive data. The solution to which could lend itself to distributed processing projects like the one initiated by SETI, leasing computer space to needy organizations by high-end processing centres.It can also be possible to have computer-based “pedagogical agents” that may help learners in self regulation and learning. The net generation will be in a position to impact the work environment not only through the use of technology but also through awareness about world situations.
Methodological diversity. Research methodologies are more and more diversified. It is projected that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively in designs of greater complexity. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data). Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In order to do so, researchers will need access to greater data stores, some already exist, ex: data.gov, ciqss.umontreal.ca. It is projected that policy advances will make possible the ethical and safe and secure us of public data. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface. We may see the integration of longitudinal designs familiar to other areas of the social sciences. We can use other disciplines as guidance, namely, economists can look back for 100 years.
ScalabilityQuestions raised
Assessment. The issue of how teaching and instruction should be assessed will continue to take prominence in research and policy discussions. Given the increasing integration and interconnectivity of technology and the increasing complexity of research models, constructs will be expected to be more objective, more multi-dimensional, and more scalable. that should be assessed, scalability of objective assessment: cognitive processes, affective processes. Assessment will be viewed not as a driving/summative force of learning but as a formative process in the learning process. How should teacher should be involved in self assessment, guiding learning, as a constructive process?
education process. IWe feel that learning. So pacingkeeping pace with the to make effective use of a challenge.
Furthermore, Furthermore, there may and current.
Globalization
Another
Globalization. Another question we to achieve greater openness in igherhigher education. As a challenge. Making edicationA great challenge will be making education more locally relevant.Reculturing.
-Better connection with global context relevant. Re-culturing.
Some more can include
Learning could be inquiry based as it involves more of question raising rather than question answering.

Methodological diversity. Research methodologies are more and more diversified. It is projected that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively in designs of greater complexity. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data). Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In order to do so, researchers will need access to greater data stores, some already exist, ex: data.gov, ciqss.umontreal.ca. It is projected that policy advances will make possible the ethical and safe and secure us of public data. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface. We may see the integration of longitudinal designs familiar to other areas of the social sciences. We can use other disciplines as guidance, namely, economists can look back for 100 years.
Scalability
Assessment. How shouldThe issue of how teaching and instruction should be assessed will continue to take prominence in research and policy discussions. Given the increasing integration and interconnectivity of technology and the increasing complexity of research models, constructs will be expected to be assessed--constructsmore objective, more multi-dimensional, and more scalable. that should affective processes. Using the assessementAssessment will be viewed not as the learning mechanism.process. How should a constructive process.process?
Technology. Another possible challenge may be in relation to adapting technological advancements for teaching and learning purposes. Technological advancements primarily occur in order to improve working conditions and life in general. The advancements are not usually done by taking the betterment of education as a central focus. When computers are invented, they were not primarily designed to foster the education process. I feel that it is the responsibility of educators/instructional designers to think of how new technological innovations can be adapted to teaching and learning. So pacing with the rapid change of technologies to make use of them for educational purposes may be a challenge.
Furthermore, there may be a mismatch in the speed at which technological advances are occurring and the speed at which we can get teachers trained with the new innovations, i.e. by the time we get graduates from teacher education programs, the innovations that were existing when they start the programs may become obsolete. Teacher beliefs, values and attitudes also play a key role in whether in the successful integration of new technology into the learning. Synchonized notion between technology and practice, make it remain relenvant and current.
Globalization
Another question we might need to ask is: Are research universities globalizing? A global vision is needed to achieve more cooperation worldwide and to achieve openness in igher education. As a community, when we can learn together, and share resources, we can meet grand challenges together. However, the pace at which technological advancements are undertaking and being incorporated as part of education systems in general and the teaching learning process in particular across nations is not same. With the presence of disparity in such respects, achieving a global vision will be a challenge. Making edication more locally relevant.Reculturing.
global context
Some more can include
Learning could be inquiry based as it involves more of question raising rather than question answering.

Interdisciplinary integration. The trend in the social sciences is towards greater multidisciplinarity. In line with the expectation for 21st century skills which largely focuses on practical problem solving and collaboration (source), researchers will collaborate in addressing a problem as are teaching programs. Research programs will go cross borders as the focus will be on solving practical and anticipated problems or addressing a big issue (e.g., global warming). Implementation of research outputs may be a requirement. In the teaching dimension, even what are considered relatively more structured areas such as engineering are being organized in some universities by projects rather than by “disciplines” such as chemical, civil, or industrial engineering. Learning Sciences is another example. The divergent terminologies that are used in different disciplines will merge through collaboration. Mutual understanding and mutual valuing of the various disciplines' research will be attained through a shared understanding, and a shared vision on issues common to all the learning sciences. Access to the communities in terms of establishing trust and working together will develop through outreach, building trust, adopting worthwhile and relevant research goals, and the increasing uses of technology. These measures will bring people with different perspectives to an understanding of our discipline as a whole for better inter-disciplinary cooperation.
Technological advances. The rate of technological advance is projected to continue unabated. Processing speed and storage capacity will grow exponentially but most importantly, our world will become ever more interconnected, enjoining the powerful systems that already exist to take on ever more complex tasks. Its presence in school, work, and home environments will become more integrated. Ever increasing integration will facilitate collaboration and access, providing increasing support for learning. These advances will provide opportunities to customize and to use technology in a way that will benefit learning and research. We will witness an increasing use of data mining techniques to predict human behaviour and to tailor products and services to each individual, similar to how insurance and credit card companies already operate today. This will be facilitated by the massive amounts of user data already being collected, which is projected to continue growing. For example through connective mobile tools, location data such as GPS on smart phones, search records/history, social interactions/networking, etc. All this could be investigated in formal and informal learning situations, effectively bringing the laboratory into the world at large. This raises the problem of large-scale modeling, and management of massive data. The solution to which could lend itself to distributed processing projects like the one initiated by SETI, leasing computer space to needy organizations by high-end processing centres.It can also be possible to have computer-based “pedagogical agents” that may help learners in self regulation and learning. The net generation will be in a position to impact the work environment not only through the use of technology but also through awareness about world situations.
data quantitatively or vice versa.in designs of greater complexity. There will 100 years.
All the above advances and those that are not mentioned will create opportunities that researchers, educators, institutions, and policy makers can harness to improve research, learning, decision making, and problem solving.
-Connection between learners in and out of the classrooms
Some more can include
Learning could be inquiry based as it involves more of question raising rather than question answering.
The system will be more and more encouraging and rewarding for innovative approaches in research and teaching.
More support and guidance will be available for self learning and for learning outside of the classroom.
Learning may be more related to work.
There can be more collaboration between schools and the community.
Scalability
Assessment. How should teaching be assessed--constructs that should be assessed, scalability of objective assessment: cognitive processes, affective processes. Using the assessement not as a driving/summative force of learning but as a formative process in the learning mechanism. How should teacher should be involved in self assessment, guiding learning, as a constructive process.
Another question we might need to ask is: Are research universities globalizing? A global vision is needed to achieve more cooperation worldwide and to achieve openness in igher education. As a community, when we can learn together, and share resources, we can meet grand challenges together. However, the pace at which technological advancements are undertaking and being incorporated as part of education systems in general and the teaching learning process in particular across nations is not same. With the presence of disparity in such respects, achieving a global vision will be a challenge. Making edication more locally relevant.Reculturing.
-Better connection with global context
Some more can include
Learning could be inquiry based as it involves more of question raising rather than question answering.
The system will be more and more encouraging and rewarding for innovative approaches in research and teaching.
More support and guidance will be available for self learning and for learning outside of the classroom.
Learning may be more related to work.
There can be more collaboration between schools and the community.

Capacity for innovation. With the rapid advancement of technology, which brings innovative forms of pedagogical approaches to the education system, schools are no more in a position to adhere traditional didactic ways of teaching. These advancements will demand the redesigning of teacher education programs as well as professional development programs that are in line with the new pedagogical approaches. Teachers cannot successfully enact new pedagogical innovations within their existing capacities as teachers, caregivers, activity leaders, community organizers, etc. More extensive support either from all levels of society is needed: the whole society, from the policy makers on top, to the community members at the grassroots. The value of research needs to be measured in terms of its relevance, meaningfulness and timeliness. The speed with which research findings inform practice needs to keep up with technology in order that research remains relevant to practice. However it is important to find that balance between using technology for technology's sake and using technology because it is useful.
Collaboration | Interdisciplinary integration | Reconciliation of perspectives and methodologies
Interdisciplinary integration. The trend in the social sciences is towards greater multidisciplinarity. In line with the expectation for 21st century skills which largely focuses on practical problem solving and collaboration (source), researchers will collaborate in addressing a problem as are teaching programs. Research programs will go cross borders as the focus will be on solving practical and anticipated problems or addressing a big issue (e.g., global warming). Implementation of research outputs may be a requirement. In the teaching dimension, even what are considered relatively more structured areas such as engineering are being organized in some universities by projects rather than by “disciplines” such as chemical, civil, or industrial engineering. Learning Sciences is another example. The divergent learning sciences. The challenge of bringing multiple disciplines together will be addressed by first building a shared understanding. Access to building trust, adopting worthwhile and relevant research interest,goals, and the increasing useuses of technology.
Technological advances. The rate of technological advance is projected to continue unabated. Processing speed and storage capacity will grow exponentially but most importantly, our world will become ever more interconnected, enjoining the powerful systems that already exist to take on ever more complex tasks. Its presence in school, work, and home environments will become more integrated. Ever increasing integration will facilitate collaboration and access, providing increasing support for learning. These advances will provide opportunities to customize and to use technology in a way that will benefit learning and research. We will witness an increasing use of data mining techniques to predict human behaviour and to tailor products and services to each individual, similar to how insurance and credit card companies already operate today. This will be facilitated by the massive amounts of user data already being collected, which is projected to continue growing. For example through connective mobile tools, location data such as GPS on smart phones, search records/history, social interactions/networking, etc. All this could be investigated in formal and informal learning situations, effectively bringing the laboratory into the world at large. This raises the problem of large-scale modeling, and management of massive data. The solution to which could lend itself to distributed processing projects like the one initiated by SETI, leasing computer space to needy organizations by high-end processing centres.It can also be possible to have computer-based “pedagogical agents” that may help learners in self regulation and learning. The net generation will be in a position to impact the work environment not only through the use of technology but also through awareness about world situations.
Research methodologies seem to beare more and more diversified indiversified. It is projected that there quantitative data).
Decision making at different levels hopefully requires more reliable data. Researchers will and conclusion. In order to do so, researchers will need access to greater data stores, some already exist, ex: data.gov, ciqss.umontreal.ca. It is projected that policy advances will make possible the ethical and safe and secure us of public data. In a to surface.
-Longitudinal We may see the integration of longitudinal designs (usefamiliar to other areas of the social sciences. We can use other disciplines as guidance, namely, economists can for 100 years)
-Complex design models
-We need access to data which already exists. ex. data.gov, http://www.ciqss.umontreal.ca/
-Policy advances will make possible the ethical and safe and secure us of public data
Multidisciplinary research and teaching. The trend seems that both research and teaching will be more and more multidisciplinary. In line with the expectation for 21st century skills which largely focuses on practical problem solving and collaboration (source), researchers will collaborate in addressing a problem as are teaching programs. Research programs will go cross boarder as the focus will be on solving practical and anticipated problems or addressing a big issue (e.g., global warming). Implementation of research outputs may be a requirement. In the teaching dimension, even what are considered relatively more structured areas such as engineering are being organized in some universities by projects rather than by “disciplines” such as chemical, civil, or industrial engineering. Learning Sciences is another example.years.
All the above advances and those that are not mentioned will create opportunities that researchers, educators, institutions, and policy makers can harness to improve research, learning, decision making, and problem solving.
-Connection between learners in and out of the classrooms

Collaboration | Interdisciplinary integration | Reconciliation of perspectives and methodologies
Interdisciplinary integration. The divergent terminologies that are used in different disciplines will merge through collaboration. Mutual understanding and mutual valuing of the various disciplines' research will be attained through a shared understanding, and a shared vision on issues common to all the learning sciences. The challenge of bringing multiple disciplines together will be addressed by first building a shared understanding. Access to the communities in terms of establishing trust and working together will develop through outreach, building trust, worthwhile and relevant research interest, and the increasing use of technology. These measures will bring people with different perspectives to an understanding of our discipline as a whole for better inter-disciplinary cooperation.
at large.
This This raises the problem of large-scale modeling, and management of massive data. The solution to which could lend to distributed processing, lease of computer “space”processing projects like the one initiated by SETI, leasing computer space to needy organizations from “high-end”by high-end processing centers; possibility of large-scale modeling, and management of massive data. Itcentres.It can also
Methodological diversity. Research methodologies seem to be more and more diversified in that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively or vice versa. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data).
Decision making at different levels hopefully requires more reliable data. Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface.

Collaboration | Interdisciplinary integration | Reconciliation of perspectives and methodologies
Interdisciplinary integration. The divergent terminologies that are used in different disciplines will merge through collaboration. Mutual understanding and mutual valuing of the various disciplines' research will be attained through a shared understanding, and a shared vision on issues common to all the learning sciences. The challenge of bringing multiple disciplines together will be addressed by first building a shared understanding. Access to the communities in terms of establishing trust and working together will develop through outreach, building trust, worthwhile and relevant research interest, and the increasing use of technology. These measures will bring people with different perspectives to an understanding of our discipline as a whole for better inter-disciplinary cooperation.
Technological advances. TechnologyThe rate of technological advance is anticipatedprojected to be morecontinue unabated. Processing speed and more “powerful” in terms of its information processing speed, capacity,storage capacity will grow exponentially but most importantly, our world will become ever more importantly communication betweeninterconnected, enjoining the powerful systems whichthat already exist; itsexist to take on ever more complex tasks. Its presence in and home environments; being integrated (integrating function and capacity of devices used separately before); facilitatingenvironments will become more integrated. Ever increasing integration will facilitate collaboration and access;access, providing increasing support for learning; etc. This advance provides opportunitylearning. These advances will provide opportunities to customize and to use ittechnology in a way that benefitswill benefit learning and research.
-Increased processing and connectivity of these systems
-Increased pression of advanced technologies, particularly when integrated into ecologically valide environments.
-Increased We will witness an increasing use of data mining,mining techniques to predict human behaviour and to tailor products and services to each individual, similar to card companies
-Using already operate today. This will be facilitated by the massive amounts of user data already being collected, which is projected to continue growing. For example through connective mobile tools, for example; usinglocation data such as GPS on records/history, social interactions/networking.interactions/networking, etc. All this could be investigated in informal learning situationssituations, effectively bringing the laboratory into the world at large.
This could and learning.
The The net generation
Methodological diversity. Research methodologies seem to be more and more diversified in that there will be integrated use and analysis of qualitative and quantitative data. The trend seems to be that there will be better situations to analyze qualitative data quantitatively or vice versa. There will be more streams of data (audio like think-aloud, video such as observations or focus groups, trace data such as face reading or eye-tracking, text, or quantitative data).
Decision making at different levels hopefully requires more reliable data. Researchers will be expected to come up with more “accurate” and more “complete” understanding or characterization of phenomenon, which in turn requires, not just using two or more data sources for triangulation, but more comprehensive and “complete” data and conclusion. In a way, it may not be enough to do what one can do, but what the problem or the situation requires. This may result in pushing the limits of existing “constrained” research designs and there may be new designs to surface.

Bridging theory and practice | Re-culturing
begin to dissolvechallenge the belief A challenge that education has faced, and that has become increasingly noticeable must value teachers. Better understandingteachers in terms of howorder to foster a better understanding to change practice. Change butpractice: change, not just at the individual levellevel, but at the whole scale change, how change happens, howchange. In order to bring about the change? Bringrequired change in mindset, we need to bring people with different backgroundbackgrounds together. We need to do research and to affect scaly change. Lookingstart looking at the teachers as pedogogicalpedagogical and also as descipline learners:disciplinary learners. We need to learn about of change. How should teaching be assessed--constructs that should be assessed, scalability of objective assessment: cognitive processes, affective processes. Using the assessement not as a driving/summative force of learning but as a formative process in the learning mechanism. How should teacher should be involved in self assessment, guiding learning, as a constructive process.
Capacity
Capacity for innovation. technology, which is bringingbrings innovative forms of teaching. The advancementThese advancements will demand the redesigning of Teachers cannot be successful tosuccessfully enact new pedagogical innovations withwithin their existing capacity.capacities as teachers, caregivers, activity leaders, community organizers, etc. More extensive either from the macro and micro-levelall levels of society is needed (theneeded: the whole society, from the policy makers, andmakers on top, to the school level).community members at the grassroots. The value of research needs to be measured in terms of its relevance, meaningfulness and timeliness. The speed with which the research foundings lead the practice, especiall with the technology:findings inform practice needs to keep reseach founding for the practice remain relevant. Findup with technology in order that research remains relevant to practice. However it is important to find that balance between using technology: adopt the research foundings that are meaningful not justtechnology for technology's sake and using technology because it is new/fancy.
Relevance, meaningfulness and timeliness of researchuseful.
Collaboration | Interdisciplinary integration | Reconciliation of perspectives and methodologies
Interdisciplinary integration. The divergent terminologies that are used in different disciplines will merge through collaboration. Mutual understanding and mutual valuing of the various disciplines' research will be attained through a shared understanding, and a shared vision on issues common to all the learning sciences. The challenge of bringing multiple disciplines together will be addressed by first building a shared understanding. Access to the communities in terms of establishing trust and working together will develop through outreach, building trust, worthwhile and relevant research interest, and the increasing use of technology. These measures will bring people with different perspectives to an understanding of our discipline as a whole for better inter-disciplinary cooperation.
There can be more collaboration between schools and the community.
Scalability
Assessment. How should teaching be assessed--constructs that should be assessed, scalability of objective assessment: cognitive processes, affective processes. Using the assessement not as a driving/summative force of learning but as a formative process in the learning mechanism. How should teacher should be involved in self assessment, guiding learning, as a constructive process.
Technology. Another possible challenge may be in relation to adapting technological advancements for teaching and learning purposes. Technological advancements primarily occur in order to improve working conditions and life in general. The advancements are not usually done by taking the betterment of education as a central focus. When computers are invented, they were not primarily designed to foster the education process. I feel that it is the responsibility of educators/instructional designers to think of how new technological innovations can be adapted to teaching and learning. So pacing with the rapid change of technologies to make use of them for educational purposes may be a challenge.
Furthermore, there may be a mismatch in the speed at which technological advances are occurring and the speed at which we can get teachers trained with the new innovations, i.e. by the time we get graduates from teacher education programs, the innovations that were existing when they start the programs may become obsolete. Teacher beliefs, values and attitudes also play a key role in whether in the successful integration of new technology into the learning. Synchonized notion between technology and practice, make it remain relenvant and current.

Relevance, meaningfulness and timeliness of research
Collaboration | Interdisciplinary integration | Reconciliation of perspectives and methodologies
These measures ringwill bring people with different perspective, but different disciplinary advocates.perspectives to an understanding each otherof our discipline as a whole for better
Technological advances. Technology is anticipated to be more and more “powerful” in terms of its information processing speed, capacity, but more importantly communication between the powerful systems which already exist; its presence in school, work, and home environments; being integrated (integrating function and capacity of devices used separately before); facilitating collaboration and access; providing support for learning; etc. This advance provides opportunity to customize and use it in a way that benefits learning and research.
-Increased processing and connectivity of these systems