Online Mind Mapping and Brainstorming

Create your own awesome maps

Online Mind Mapping and Brainstorming

Even on the go

with our free apps for iPhone, iPad and Android

Get Started

Already have an account? Log In

NESTA Decoded Learning by Mind Map: NESTA Decoded Learning
0.0 stars - reviews range from 0 to 5

NESTA Decoded Learning

Chapter 2: Learning from experts

Use of Tech

Problems with evaluation and filtering

Chapter 2: Learning from others





Chapter 2: Learning through making

construct their own understanding

create something they can share with others.

The success of learning through making depends on the appropriate use of digital tools in suitable environments.

A review of the use of ICT to support creative and critical thinking in formal education highlighted the key role played by teachers in successful implementation.

Chapter 2: Learning through exploring

freedom to act

need to regulate their own actions, which is itself an important skill for learning.

Digital tools

Current research in this area

Chapter 2: Learning through Inquiry

Inquiry-based learning is seen as one way of enabling learners to think critically and participate in evidence–based debates.

Enthusiasm for technology–supported inquiry is high.

The most highly rated innovation of all involved an online portal that engaged secondary and higher education students in creative challenges set by industry. The major appeal of this project was its ability to connect learning with real-life, industry–based demands.

high quality examples illustrate potential of technology to support learning through inquiry in a wide variety of settings, across a range of subjects and with different types of learners.

Chapter 2: Learning through Practising

Practising their skills enables learners to build a solid foundation of knowledge that can then be used in other contexts.

use of technology to support practise is rarely seen to be innovative; but promising developments include the use of rich multimodal environments that can create challenging problems and provide appropriate feedback.

Games are often used as a means of encouraging learners to practise. However, the more highly–ranked examples with our expert panel did not simply use games to disguise an otherwise dull period of practice. They also provided learners with interesting and challenging problems; and with feedback to help learners develop new insights.

Chapter 2: Learning through Assessment

current level of research innovation in technology–supported assessment is modest; the most innovative work focusses on self-assessment through reflection rather than teacher-led assessment.

majority of examples of innovation are based upon summative assessment of traditional subjects. More work is needed to assess the potential for technology to support formative assessment or the assessment of other skills.

Combining data, captured through a variety of digital tools, with learning analytics appears to offer great promise for assessment.

Another promising area for development is e-assessment using social networks and read-write technologies such as web 2.0, which can facilitate peer, collaborative and self-guided learning.

The technologies used in the research examples were notably different from those used in the teacher–led examples.

Chapter 2: Learning in and across Settings

The ‘context of learning’ has an important role to play in determining the quality of learning – learning across locations can enhance the learning experience.

Technology can help learners apply and transfer learning from one setting, such as a lesson at school, to another, such as a field trip or the home.

The variety of locations in which the technologies were used, subjects covered, and ages of the learners suggest that digital tools have the potential to enhance learning in a wide variety of settings.

Key success factors include: understanding what parents really need in order to get them involved; recognising that activities designed for school are not necessarily transferable to the home, and vice versa; providing on–going support; and ensuring that learners’ uses of technology at home are purposeful.

Transfer of learning across different settings can be difficult.

Purple Mash

Filed Trips

Chapter 3 is concerned with linking these Learning Themes

Linking learning activities

Institutional Strategic linking

In innovative schools the aspirations are strikingly similar

Chapter 4 : Context is important


Knowledge and Skills



Chapter 1


Many research studies have addressed the impact of particular technological innovations, and many meta–analytic reviews have aggregated these findings. Typically, these synthesising reviews do find some evidence of positive impact. However, there are two important complicating factors that limit the strength of the claims that can be made.

How they did the Review

Chapter 5: Research to Reality

Learning from Evidence