Connecting How we Learn to Educational Practice and Policy: Research Evidence and Implications International Conference 23-24 January 2012

 

 

Innovation in Education

OECD Conference Centre, Paris, France

 

 

 

 

This was a joint United States, National Science Foundation (NSF) and OECD Centre for Educational Research and Innovation (CERI) conference.

 

This conference enabled an international group of scientists from many disciplines to share their findings and ideas in an interactive forum that includes educational practitioners and policy-makers. Scientists representing different disciplines—education, psychology, neuroscience, computer science—do not attend the same meetings, nor publish their findings in the same kinds of scientific journals. However, there is increasing interest in connecting a broad array of scientists and practitioners at an international level, because individual countries have made significant progress in developing educational approaches that are highly successful. .


This conference allowed countries to share their successful practices and strategies. It brought together diverse scientists, policy makers and practitioners in an international forum. With a goal to encourage widespread innovation that integrates international discoveries and educational practices and inventive policy changes.

 

The conference objectives were:

  • High-level dissemination of recent research on how people learn, by promoting dialogue among researchers, practitioners, and policy makers;
  • To foster the development of an international network on the broad theme of learning, so as to continue the dialogue among research, policy and practice communities on overcoming key challenges; and,
  • To globalise and mobilise the field of integrative, multidisciplinary Science of Learning by strengthening and exploring new collaborations among United States researchers and their international counterparts.

Some of the topics discussed during the conference included:

  • The social foundations of learning;
  • Stereotype threat and its affect on math learning;
  • Media use and social well being in young teenaged children;
  • Educational technology for STEM learning;
  • CogSketch software and spatial learning;
  • Interplay of emotion and cognition in math learning;
  • Role of early gesture in spatial learning;
  • Temporal processing and neuroplasticity;
  • Visual processing and diversity in learning;
  • Innovative teaching based on learning research in math and science.

 

Workshop documents

Background materials

Workshop presentations