Not so much "Transform" as "Moderate Change" | W2 Q2 | Discussion

While I agree that in the future these three areas of research will inform one another I am skeptical that this will “transform” the science of learning and the training of researchers and educators (if transform is taken to mean a paradigm shifting major theoretical upheaval). The authors seem to agree that a more moderate change, instead of a true transformation, will most likely occur stating that, “We do not mean that the research strands will merge into one grand theory that eliminates the unique perspectives each offers, but we do believe that these strands can inform one another…” (Bransford, Page 28).

The interaction of these three strands to a greater degree that previously accomplished has the potential to unlock insights into learning which have not been possible before. For example, the authors discuss several possible future areas of research stemming from the integration of the individual strands. One such area focuses on “Expanding our conception of what is learned.”, which may have implications for classroom teachers and researchers alike (Bransford, Page 29). Currently learning is mostly evaluated through the use of tests focused on academic content. If, as the authors suggest, one of the main goals of education is to develop expertise and, “…there is more to expertise than content knowledge.”; then it follows that teachers will need to take into account the complex interactions of informal learning, cognition, and socio-cultural interactions (Bransford, Page 29).