Complete thesis - Murdoch University

• support the learner in developing task ownership• design an authentic task• reflect the complexity of the real-world environment the learner will be functioning in• give the learner ownership of the process used to develop a solution• support and challenge the learner’s thinking• encourage alternative views and contexts as a mechanism for testing ideas• support reflection on both the learning and the learning activity.The objectives of promoting effective learning, adaptation (transfer) and life-long learninghas implied a need for new pedagogical approaches towards student-centring learning ininstructional design. Some of these approaches are discussed in the next section.3.5.2 Learning as student-centred‘Student-centred’ is a term used to refer to learning environments that pay careful attentionto the knowledge, skills, attitudes, and beliefs that learner brings to the educational setting(Bransford et al, 2000). In general such an environment gives students greater autonomy andcontrol over choice of subject matter, learning methods and pace of study (Gibbs, 1992). Animportant implication of this definition is the need for students to assume a high level ofresponsibility in the learning situation and be actively choosing their goals and managingtheir learning (a characteristic of life-long learning). This involves considerable delegation ofpower by the teacher, who is required to be aware that learners construct their own meanings,beginning with the beliefs, understandings, and cultural practices they bring to the classroom.Accomplished teachers assume that these can serve as a foundation on which to build bridgesto new understandings (Duckworth, 1987).Grow (1991/1996) describes an approach to modelling learning from the learner’s ‘growth’towards life-long learning. This model reflects the principles advocated in student-centredlearning environments: the learner determines the need for some education, decides on apreferred approach to learning, identifies and accesses learning resources and draws on theassistance of educators as a part of that overall strategy rather than as a central element.His stages of growth are:Stage 1 learners need an authority figure to give them explicit directions on what to do,how to do it, and when. They either treat teachers as experts who know what the160