Learner Centred Education
| Module title | Learner Centred Education |
|---|---|
| Module code | EFPM334 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Nicholas Bremner (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
The transition from teacher-centred to learner-centred education continues to be one of the most important pedagogical shifts in educational settings worldwide. In this module, you will learn about the multifaceted nature of the definition of learner-centred education, as well as its origins and justificatory narratives. You will consider elements such as active participation, teaching higher order and real-life skills, learner autonomy, adapting to learners’ needs, power sharing and formative assessment, and how they might be operationalised in real classrooms. You will analyse case studies of learner-centred approaches being implemented in a variety of contexts, and explore enablers and constraints to learner-centred approaches. Finally, you will be invited to critically evaluate the extent to which learner-centred approaches may be adopted and/or adapted in your own contexts.
Module aims - intentions of the module
The module aims to cover the following areas of knowledge and opportunities for learning. These serve as reflective questions for students planning to support or advise upon the implementation of learner-centred education in various international contexts where they may plan to work in, upon completion of their postgraduate degree:
- What is learner-centred education? This includes its various sub-aspects such as Active participation, Relevant skills, Adapting to needs, Power sharing, Autonomy and Formative assessment, as well as related notions such as “learniNG-centred” education;
- What are the historical origins of learner-centred education? Why has learner-centred education been introduced and encouraged worldwide? i.e. what are its “justificatory narratives” and what is our perspective on them?
- How has learner-centred education been implemented in diverse contexts? What are the constraints and enablers to implementation? What might “work” and/or what might be a reasonable way forward in students’ contexts?
What are the outcomes of learner-centred education? – if implemented adequately, does learner-centred education lead to better outcomes than what we have been doing previously?
What is the future of learner-centred education? Is learner-centred education merely a “Western” construct, with limited value in non-Western settings?
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a detailed understanding of the concept of learner-centred education and the variety of ways in which it has been interpreted;
- 2. Identify a comprehensive range of enablers and/or constraints to the implementation of learner-centred approaches in a wide range of countries, including their own;
- 3. Critically evaluate the extent to which learner-centred approaches may be adopted and/or adopted in specific contexts, including their own.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Analyse the relationships between policy, theory and practice in a range of educational contexts.
- 5. Evaluate policy, practice and curriculum development relating to the implementation of educational changes and innovations in specific contexts.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Identify and justify solutions to problems relating to the implementation of changes and organisational innovation in specific contexts.
Syllabus plan
Below is an indicative description of the main areas covered on the course:
- The multiple meanings of learner-centred education.
- Three justificatory narratives of learner-centred education.
- Active participation and interaction
- Adapting to needs (including human needs),
- Power sharing and formative assessment
- Real-life and higher order skills
- Autonomy and metacognition
- The implementation of learner-centred education
- The outcomes of learner-centred education
- Preparing for the assignment
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 15 | 135 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 15 | 10 x 1.5-hour seminars |
| Guided independent study | 20 | Directed reading and watching of pre-recorded videos |
| Guided independent study | 60 | Self study: exploration of wider reading |
| Guided independent study | 20 | Formative assessment preparation |
| Guided independent study | 35 | Summative assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Oral presentation plus accompanying written materials | 5 minutes (equivalent to 500 words); accompanying written materials 300 words | 1-6 | Oral feedback in class |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment OR Pre-recorded oral presentation | 100 | 3000 words / 15 minutes | 1-6 | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment OR Pre-recorded oral presentation | Resubmission of written assignment (3000 words) or oral presentation (15 minutes) | 1-6 | 6 weeks |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to redo the assessment(s) as defined above. If you are successful on referral, your overall module mark will be capped at 50%.
Indicative learning resources - Basic reading
- Guthrie, G. (2011). The Progressive Education Fallacy in Developing Countries: In Favour of Formalism. Springer.
- Jones, L. (2007). The Student-centred Classroom. Cambridge University Press.
- Nunan, D. (1988). The Learner-centred Curriculum. Cambridge University Press.
- Schweisfurth, M. (2013). Learner-Centred Education in International Perspective: Whose Pedagogy for Whose Development? Routledge.
- Tudor, I. (1996). Learner-Centredness as Language Education. Cambridge University Press.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 09/01/2024 |
