Aims and scope
Learning: Research and Practice is an international journal of education that recognizes the complexities of interactions between different approaches to understanding the phenomena of learning. We aim to highlight novel perspectives on how learning occurs, the relationships between knowledge, learners, their peers, educators, and tools, and how these processes can be supported or even enhanced, as well as its normative prescription. We are open to inquiries about learning in its various sites, in contexts in and out of schools and other institutions, and across the entire life span when it happens. In particular, practices of learning with in-depth case reports are encouraged.

Additionally, work that foregrounds the relationship between learning and technology is a priority for this journal. Because technologies are not neutral or politically agnostic artefacts, research that recognises the contexts in which technologies are designed and deployed, as well as the theoretical mechanisms for how learning is improved (or possibly harmed) with technology, will be a feature of this journal.

Diverse levels of analysis have been proposed, ranging from the micro-genetic to the ecological. While significant gains have been reported, the challenge remains in developing an integrative comprehension. What role, for instance, might a social collaborative approach to learning play in emotions or cognition? How do artefacts influence embodied interactions and create cultures of learning? What may be sociocultural, political, and contextual influences on the design of learning artefacts, systems, and environments; and what may be its outcomes? While not meant to be exhaustive, these are some suggestive lines of inquiry that we want to curate.

While theories of learning provide hard won knowledge of good general utility, it is nonetheless important to guard against a mechanistic, reductionist perspective that simply assumes all human interaction must proceed apace. The practice of learning presents challenges in the form of complexity that prevents us adopting such hubris. We therefore also welcome case reports that present the metaphorical black swan and invite the community to puzzle along in explanation.

Contributions that are supported by a variety of theoretical orientations, drawing from, but not limited to, anthropology, cognitive psychology, cognitive sciences, computational sciences, curriculum and instruction, educational neuroscience, educational psychology, educational technology, learning sciences, and sociology are welcome. We are also open to all methodological approaches including quantitative, qualitative, developmental, design-based and mixed methods.

Published Sections
Learning: Research and Practice accepts both established and emerging epistemic warranting methods, and welcomes theoretical investigations and empirical studies. The journal welcomes submissions for the following sections:

Research Articles (6,000 words): articles of empirically supported studies on learning, or extended theoretical arguments.
Brief Reports (3,000 words): reports of innovative current work at earlier stages of idea conceptualisation and/or empirical exploration that is of high value to learning researchers and practitioners.
Letter to the Editor / Article Commentary (1,000 words): article commentaries, responses to commentaries, and/or discussions of general relevance.
Book Reviews (1,000 words): reviews to provide recommendations to the scholarly community.