Is deep learning the same as deep learning? : perspectives on the construct of deep learning

Abstract

This thesis investigates different perspectives on the construct of deep learning. Through interviews with six informants who work in different positions in the education system, the aim is to find out if there is consensus on the content and meaning of the construct of deep learning. In addition to the interviews, an examination of relevant theory, and governing documents related to deep learning and the ongoing subject renewal in Norwegian primary and secondary education, is also carried out. The results show that there is a certain degree of agreement concerning some aspects of what deep learning is. The agreement mainly revolves around an understanding that deep learning is a result of learning, or a type of competence. It is described as learning that lasts, and the result is that the learner can apply and transfer acquired knowledge and skills. To a certain degree, the term deep learning is also used to describe learningand teaching strategies, such as metacognition and interdisciplinary work. The term is also used as an overall principle in education and curriculum design, and to represent whole approaches to learning. The variation and scope of content that is associated with deep learning is perceived as confusing. All informants agree that there is a strong need for clarification of the content and meaning of the construct of deep learning.