MOE-wide Education Research Agenda (MERA)

My notes to understand and what could be relevant to me.

What is MERA? 

The MERA framework comprises verticals, which are the four learner groups under MOE’s purview, and horizontals, which are four cross-cutting themes relevant for all learner groups. Research in the verticals support strong foundations for the respective learner groups (Early Childhood, General Education, Higher Education, Adult and Skills Education), and will continue to directly address problems of policy and practice specific to each learner group. Research in the horizontals approach education research from a life-course perspective and will enable MOE to further optimize the impact of research. 

Learner Group - Research Scope ⭤ axis

1. Early Childhood Education
2. General Education
3. Higher Education
4. Adult and Skills Education

Cross-cutting themes ⭥axis

1. Teaching and Learning
1. Learning as a biological, social and cultural process
2. Technology and how it transforms teaching and learning
3. Transference of learning and skills across domains and contexts
2. Progression and Pathways
1. Progression in education and at work, with a focus on critical transitions and group differences
2. Impact of societal contexts and social structures on educational outcomes
3. Ecosystem Development
1. Factors that impact education organisations, and their contribution to the education and skills ecosystem
4. Optimal Development and Well-Being
1. Development of social and emotional well-being

 2. Technology and how it transforms teaching and learning 

Theme: Teaching & Learning 

This theme is the bedrock of education and focuses on how we can holistically develop a learner across his/her life-course. It focuses on how people learn and develop, and how the art and science of teaching (pedagogy as well as andragogy) can contribute to optimal learning.

• Focus on: 

1. The transformation that technology brings to learning processes, learning medium and learning spaces 
2. Optimising and leveraging technology to transform teaching and learning 

• Rooted in the importance of understanding how technology transforms not only the learning spaces and medium, but also the learning process, the interactions between learners, teachers and content, and what learning means. One example of this transformation is the proliferation of blended learning. 

• Research in this area can: 

1. Inform MOE’s approach to blended learning, supporting efforts to enhance teaching and learning in learning environments that are shifting with rapid technological changes. 
2. Examine the use of technology for effective learning, pedagogy and assessment across different learner groups. Examples include the impact of personal learning devices on teaching and learning; adapting technologies to better fit how people naturally learn; tapping developmental neuroscience to improve instructional practice and to augment intelligence; strengthening collaborative learning through technology; effectiveness of blended teacher professional development, and the use of technology in adult learning environments (cognitive aids, access to content, social connectedness). 

• Examples of lines of inquiry: 

1. How can man-machine interface be better designed to consider how people naturally learn? 
2. How can teaching and learning be transformed by a more optimal man-machine interface? 
3. How does technology/ digitalisation impact the development of skills and dispositions, such as communication skills, creativity? 
4. How do blended learning processes impact teaching (including pedagogy, andragogy and assessment), and learning for different learner groups? 
5. What aspects of online learning are optimal for facilitating adult learning, including teacher learning, and under what conditions?