How often do learners engage in learning that requires them to filter information, interpret,
apply logical reasoning and critique bodies of new knowledge, or alternative facts that creep into the
knowledge-based economy (OECD, 1996)?
How often do learners engage in learning that requires them to filter information, interpret, apply logical reasoning and critique bodies of new knowledge, or alternative facts that creep into the knowledge-based economy (OECD, 1996)?