Diagram of Axis 1 and Axis 2 themes Axis 1 – Learning, Affect & Performance
Theme 1.1: Didactique/Curriculum and Pedagogy
Theme 1.2: Cognitive and Affective Processes in Learning
Theme 1.3: Interdisciplinary Perspectives on Learning
Axis 2 – Learning Tools
Theme 2.1: Established Learning Platforms for Literacy, Numeracy and Science
Theme 2.2: Social Pedagogical Tools to Promote Critical Digital Literacy

Axis 1: Learning, Affect and Performance

This axis analyzes broad educational goals, how to create and structure curricula, and how best to draw upon learners’ existing experiences and knowledge. CSLP researchers investigate the way learners acquire knowledge (i.e., their learning processes), what they experience while learning (i.e., their affect during pedagogical encounters), as well as how they perform (i.e., the outcomes of their learning).

This axis is the Centre’s theoretical research base — it captures the multiple ways that we analyze the “What is to be learned?” and “How do we learn?” questions. It brings together a tremendous breadth of perspectives, including specialists from curriculum, pedagogy, instructional remediation (orthodidactique), educational psychology, neuroscience, psychiatry, and philosophy. Under the “What” question, our researchers analyse broad educational goals, how to create and structure curricula, and how best to draw upon learners’ existing experiences and knowledge. Under the “How” question, researchers investigate the way learners learn (their learning processes), what they experience while learning (their affect before/during/after their learning), as well as how they perform (the outcomes of their learning). Our theories are built in diverse learning contexts (school, extracurricular, online, community, professional training) at the national as well as the international level.

Axis 1 includes three research themes

Theme 1.1 Didactique/Curriculum and Pedagogy

Research conducted under this theme helps deepen and widen scientific knowledge about the processes for teaching and learning specific subject matter content. This research is also crucial for policy makers, informing them in building educational frameworks such as MELS curricula and “Progressions des apprentissages.”

Theme 1.2 Cognitive and Affective Processes in Learning

Our research under this theme relates to both cognitive aspects of learning, on the one hand, and the affective and motivational aspects of learning, on the other hand.

Theme 1.3 Interdisciplinary Perspectives on Learning

Research conducted under this theme addresses the following:

  1. Questions about the purposes of education — what is to be learned and why, as well as, the broader societal implications of these choices.
  2. A commitment to critique dominant approaches to learning.
  3. An emphasis on the importance of learners’ lived experiences.
  4. An openness toward alternative and radical approaches to learning, with an eye to social transformation.


Axis 2: Learning Tools

This axis addresses the design, development, implementation and evaluation of innovative learning tools both in the digital realm and within classroom environments.

Work in the Centre’s second axis addresses the design, implementation, and evaluation of innovative learning tools both in extra-curricular and informal digital environments. Our learning tools are developed and tested in a variety of disciplines, including numeracy, literacy, information literacy, language learning, civic education, and media literacy, and they benefit from insights generated across our three themes in Axis 1. Some of the Centre’s work in this area (particularly the LTK+) consists of mature learning platforms that have been carefully validated and tested. Some of the Centre’s newer work (for example, Project SOMEONE and the UNESCO-PREV Chair) combines well-tested theories with new, experimental technologies and techniques in response to urgent calls from policy-makers to better manage the ways in which our society adapts to problems caused by discriminatory and hateful rhetoric in online environments. The varied methodologies employed — including systematic reviews, action-research, design-based research and research-creation — draw on both psychological insights and interdisciplinary work in civic education to develop critical digital literacy skills and pluralistic dialogue spaces wherein alternative narratives can be magnified.

Axis 2 includes two research themes

Theme 2.1 Established Learning Platforms for Literacy, Numeracy and Science

This theme includes projects associated with tools designed, developed, and implemented by the Centre’s researchers. Such tools reveal novel and rigorously tested environments and spaces for learning and performance, supporting peer learning, facilitating interactions with and among teachers, and providing learning resources to important stakeholders such as parents, educators, and policy-makers.

Theme 2.2 Social Pedagogical Tools to Promote Critical Digital Literacy

Research projects under this theme are at the forefront of adopting principles of social pedagogy to create curricular and public pedagogical interventions that promote increased critical thinking, opportunities to engage in pluralistic dialogues, and increased sensibilities to the importance of media literacy in present-day society.



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