SAFILT Additional Concepts to Strengthen Facilitation: Learner Centeredness

The underpinning principle of learner-centred education is that it is the level of cognition which motivates learning rather than the content of what is taught.  Whilst the concept of self-discovery is at the heart of learner-centred education, it is necessary for the ‘teacher’ to play a substantial role in this. Essentially, this relates to enabling self-access to thinking and learning how to learn within the parameters of what is required.

Learner-centred teaching is based on a principle of autonomy in the learning process.  Like situated learning, learner-centeredness is a move away from traditional apprenticeship forms of learning. However, it is probably at its most powerful as a learning tool when the learner has established some prior basic knowledge.
Learner-centeredness focuses on learner needs rather than content delivery

Introduction

The debate about where learner-centred learning is best placed as a strategy to support independent learning is an ongoing one. However, it is arguable that learner centred approaches work best once a foundation of knowledge with regard to the subject has been established.

Learner-centeredness is an approach to learning whereby the learner becomes increasingly autonomous in how they learn.

Foundation year doctors are ideal candidates for this approach when engaging in debriefing following simulation scenarios. They have a sound knowledge base and are beginning to assimilate the different and disparate facets of their knowledge into their clinical practice.

Learner centeredness in debriefing can support and encourage autonomous learning through facilitating self discovery. Rather than preside over the group, the facilitator guides and enables it to develop its understanding of situations, practices, and further knowledge needs.

Learner Centeredness: Some introductory principles

• Learning is an active process: This can be a challenge for learners more used to traditional forms of education where they have been more passive.
• It works especially well for small groups
• It requires good levels of metacognitive skills (self-management, monitoring and evaluation) to be most effective
• There is more emphasis on students setting achievable goals rather than these being set by the teacher. The learner also has more responsibility to monitor their level of outcome
• Collaboration and cooperation are important characteristics of learner centred approaches
• Self-motivation can be both the biggest driving force and impediment to learning.Ideas that underpin learner centeredness.

Learner-centered education is to an extent rooted in the notion that people learn from social interaction and situations. However this is a very loose and indefinable form of learning. Engestrom (1994,1996) builds on this by suggesting that structured teaching and learning can enhance this as an approach to learning. He suggests firstly that:

…although there are many occasions of productive learning in everyday situations, most of everyday learning consists of conditioning, imitation and trial and error. Investigative deep level learning is relatively rare without instruction or intentional self-instruction. For that very reason, instruction is necessary. Its task is to enhance the quality of learning, to make it purposeful and methodical. (Engestrom,1994, p. 48)

And further, with regard to ingredients that support effective learning:

…ensuring that individuals have access to theoretical and experiential knowledge; the opportunity to engage in authentic tasks and interactions with others; the chance to develop their critical and intellectual capacities through the application of concepts and theories in practice; the opportunity to have their thinking and understanding enhanced through the guidance and teaching of others. (Engestrom,1994, p. 48)
      
Engestrom (1994) suggests that the learning becomes ‘expansive’ when new ideas, artifacts, new ways of thinking and practices emerge out of this process (Fuller and Unwin, 1998). The sharing of intellect and the critical evaluations made by the learners amongst each other can lead to some very positive and learner-led debriefing if they are guided effectively towards areas for further development.

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In this example, Mel is leading a discussion on miscommunication.  As the discussion unfolds, Rehan picks up on an interesting and pertinent point which the group themselves have illustrated perfectly.  This is a good example of group realisation through experience.  This is then followed by a question of transference – has anybody seen this in practice?  This serves to reinforce the relevance of the discussion to professional development.

The question at stake here therefore moves on from one of dawning realisation to of ‘so what can we do to improve our communication in practice?

Creating a stimulating environment

In theory this should not be too difficult. The literature suggests that for learner centered education to be successful, the ingredients are authentic, integrated, and personally meaningful experiences. In medical simulation, the opportunity to test knowledge and skill in a safe environment and to follow this with immediate feedback should be in itself a motivating factor. Add into this the value-added improvement of practice through discussion with peers and experienced colleagues and the experience becomes more personally resonant.

However, there is the question of learner’s pre-existing educational experiences and preferred learning styles to consider, and expectations that feedback will be given in the form of a seminar. One of the ways of managing this is in presenting the activities within a scenario as a problem to be solved.
This does not necessarily mean starting from a negative standpoint, but essentially beginning from an objective problematisation of what has occurred in order to establish good practices and what could be done better. The aim of this strategy is to engage the learner in a critically constructive appraisal of actions and thinking occurring in the scenario and in their own understanding of it. What you hope to achieve is some individual learning that occurs through collaboration with others.

Learning environments outside of the debriefing room

It is also possible, given the framework for learning outlined above, that the modelling of such a form of learning by the facilitator creates a structure for lifelong learning. By being able to place learning into the cultural framework below, then it is does not need to be confined to the classroom. The learner carries the skills with them, wherever they are. This is significant for Continuing Professional Development.

• A person's existing knowledge serves as a foundation for all future learning by guiding the acquisition, organization, and representation of knowledge and by filtering all new experiences.
• The ability to reflect upon and regulate one's thoughts and behaviours is essential to learning and development.
• Learning, while ultimately a unique adventure for all, proceeds through common stages of development influenced by both inherited and experiential/environmental factors.
• Motivational or affective factors, such as intrinsic motivation, attributions for learning, and personal goals, as well as the motivational characteristics of the learning tasks, play a significant role in the learning process.
• Learning is a socially, as well as an individually, constructed enterprise.

Alexander and Murphy (1998)

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References and further reading

Engestrom Y. (1994) Training for Change: new approach to instruction and learning in working life. Geneva: International Labour Office

Engestrom Y. Virkkunen J. Helle M. Pihlaja J. Poikela R. (1996) The change laboratory as a tool for transforming work. Lifelong Learning In Europe 2. pp.10-17

Fuller A. Unwin L (1998) Reconceptualising apprenticeship: exploring the relationship between work and learning. Journal of Vocational Education &Training, 50:2 153-153

Newmaster S. Lacroix C.A. Rosenbloom C. (2006) Authentic Learning as a Mechanism for Learner Centredness. The International Journal of Learning. Vol 13 (6) pp. 103-112

Alexander P. Murphy P.K. (1998) The Research Base for APA’s Learner Center Principles, IN How Students Learn: reforming schools through learner centered education. Eds Lambert N. McCombs B. (Washington DC: American Psychological Association