The document discusses learners' preferences for how they learn best and highlights several educational theorists from the past century who share a common view that learning is an active process driven by the learner. It also notes how classroom technologies have evolved over time but that the fundamental aspects of how learning occurs have not changed.

1. Bob Harrison Support for Education and Technology BobharrisonSET@aol.com / www.setuk.co.uk Context Learning Learners Harnessing Technology

2. Learners of the future

3. Common classroom activities 52% 29% 25% 22% 22% 17% 16% 16% 10% 10% 9% 8% 7% 7% 4% 3% Copy from the board or a book Listen to a teacher talking for a long time Have a class discussion Take notes while my teacher talks Work in small groups to solve a problem Have a drink of water when I need it Work on a computer Listen to background music Have some activities that allow me to move around Create pictures or maps to help me remember Have a change of activity to help focus Q Which three of the following do you do most often in class? Spend time thinking quietly on my own Talk about my work with a teacher Learn things that relate to the real world Teach my classmates about something Base: All pupils (2,417) Source: Ipsos MORI Have people from outside to help me learn Learn outside in my school’s grounds 33%

4. Most preferred ways to learn 55% 39% 35% 31% 21% 19% 16% 14% 12% 9% 9% 8% 5% 6% 3% 1% In groups By doing practical things With friends By using computers Alone From friends With your parents By practising By copying By thinking for yourself Other From others In which three of the following ways do you prefer to learn? From teachers By seeing things done In silence At a museum or library Base: All pupils (2,417) Source: Ipsos MORI

5. What it takes to learn John Dewey Jean Piaget Lev Vygotsky Jerome Bruner Paulo Freire Gordon Pask Terry Winograd Seymour Papert Lauren Resnick John Seely Brown Ference Marton Roger Säljö John Biggs Jean Lave Inquiry-based education Constructivism Mediated learning Discovery learning Learning as problematization Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning share a common conception of the learning process 1890 . . 1940 . . 1960 . . 1980 . . 2000 . . There is a common thread in our understanding of learning - the learner is an active agent in the learning process

6. What it takes to learn does not change Inquiry-based learning Constructivism Mediated learning Discovery learning Learning as conversation Problem-based learning Reflective practice Meta-cognition Experiential learning Learner-oriented approach Social constructivism Situated learning Books, Blackboards, Slides Broadcasts, Overhead projectors Tape-slides Interactive whiteboards, Powerpoint Web-pages, Podcasts Modelling tools Simulations Chat-rooms Online conferences Multiplayer games Wikis Blogs Learning through attention