Mutual learning: a systemic increase in learning efficiency to prepare for the challenges of the twenty-first century [Book Review]
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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AI and Society 28 (3):329-338 (2013)
One of the few certainties we have about our collective future is that it will require a massive amount of learning, by just about everybody, everywhere. The time for generating as many creative and collaborative knowledge builders has come. Therefore, improving the efficiency of learning could very well become a key leverage point for successfully meeting the challenges of the twenty-first century. This paper explores the possibilities of using mutual learning as a systemic means to improve learning efficiencies. This is measured through three different metrics: (1) the time required to learn, (2) the quantity of learning that is retained over time, and (3) the leveraging of the cost of scholarships through the use of a complementary currency designed to track and encourage mutual learning. In all three metrics, mutual learning is shown as an important approach to increase the effectiveness of learning and, at the very least, can be an adjunct to the conventional educational methods. Mutual learning could apply not only to learning among peers, but also to social, intergenerational, or intercultural mutual learning
|Keywords||Economic development Learning efficiency Mutual learning|
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Paulo Freire (2008). Pedagogy of the Oppressed. In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge
A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar (1964). Thought and Language. Philosophical Quarterly 14 (55):178.
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