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This CSE paper puts forward the idea that all scenarios should be considered as different forms of hybrid learning to allow us to focus more closely on the variables we need to consider when designing learning that is rich in technology, complex in nature, synchronously (or asynchronously) occurring in a range of settings, and requiring nuanced learning design. CSE Leading Education Series #11_Renegotiating learning in a hybrid world .

This CSE paper begins a story of critical partnership: layers of dynamic, agentive and collaborative learning, between MetaPraxis teams and their schools and communities; between teachers, between teachers and students, and between students. It charts a journey of transformation, as schools unpacked the philosophy, practice and product of MetaPraxis. sCSE Leading Education Series #7_Learning in a floating world of disciplines  

This CSE paper draws on the findings of a joint study conducted by the National Center on Education and the Economy (NCEE) and the Australian Council for Educational Research (ACER) to understand how five jurisdictions are approaching school education and its transformation. The five jurisdictions are British Columbia, Estonia, Finland, Hong Kong and South Korea. CSE Leading Education Series #10_Building a world-class learning system

Low levels of social interaction across class lines have generated widespread concern and are associated with worse outcomes, such as lower rates of upward income mobility and education. Social capital II – determinants of economic connectedness – Nature

Social capital—the strength of an individual’s social network and community—has been identified as a potential determinant of outcomes ranging from education to health Social capital1 – measurement and associations with economic mobility – Nature

The current Productivity Commission review of the National School Reform Agreement (NRSA), together with its National Policy Initiatives (NPIs), has the potential to be a defining event in the evolution of Australia’s school system. The ALL team directs the Commission’s attention to a key driver which is not adequately addressed by the National Policy Initiatives (NPIs): the effect variously known as the peer effect, compositional effect or ...