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innishInstituteforEducationalResea

rch(FIER)

Student-Centred Learning and Its

Challenges in Europe

Jussi Vlimaa, ProfessorFinnish Institute for Educational Research

University of Jyvskyl

FinnishInstituteforEduc

ationalResearch(FIER)

Aim was to come up

with a definition & a

toolkit for practical

implementation, while

making use of already

known research into

education

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What is important in teaching?

16/01/2012

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Defining Student-centred Learning

Student-Centred Learning represents both a mindset

and a culture within a given higher education

institution and is a learning approach which is

broadly related to and supported by constructivist

theories of learning. It is characterised by innovativemethods of teaching which aim to promote learning

in communication with teachers and other learners

and take students seriously as active participants in

their own learning, fostering transferable skills such

as problem-solving, critical thinking and reflective

thinking. (SCL-Toolkit 2010, p. 5)


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Drivers of Change

Number of non-traditional students is increasing in all

European universities

Need for new pedagogical solutions to serve different

kinds of learners

Needs of the Labour market (communication & team

working skills) => need for innovative teaching &

learning methods



Drivers of Change (2)

Educational incentives:

Teaching can be more

effective if it involves

constructive learning.

Students will learn better

in such an environment.

Personal incentives:

teaching & learning

becomes more enjoyable,

interactive, challenging

and rewarding.

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Learning from Experiences of aSTCL

Example: APO (Adult educators pedagogical studies)

begun as pilot project in 2001 in the University of

Jyvskyl => over 700 human beings educated into

teachers

Curriculum consists of intensive periods (once in 2

months), learning diaries, teaching practices, learning

circles,

Learning takes place in and through group processes



1) Pedagogical Tools

Adults learners Personal Study Plan (PSP) (in

cooperation with teachers)

aims to empower the learner to define his/her learning

objectives


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2) Pedagogical Structures

Pedagogical structures are made visible & followed in

actions!

Crucially important for the learning processes:

support personal development & critical thinking in

cooperation with fellow-students & teachers

Teachers are coaches & tutors



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3) Curriculum

Curriculum supports students own choices & gives

room for PSP based on students own needs

Curriculum is made by the group of teachers

responsible for its implementation: academic

autonomy is essentially important!

student feedback is utilised in the planning process



4) Evaluation

Evaluation gathered and analysed and

impelemented into changes after each intensive

period -if neededCoaches aim to support students in their self-

evalutions and peer group evalutions


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5) Interaction in the Group ofTeachers

Different disciplinary backgrounds

All interested in learning and mentoring

Group meets before and afterevery intensive period

(enhancement-led evaluation)



6) Institutional Environment

Support new teaching initiatives

Allocate enough resources for small-group

teaching methods (which are more expensivethan traditional lecturing)

Have enough rooms & facilities for small-group

meetings


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Main Challenges for Improving

Learning in European Universities

Attitudes: how to see things differently both

academics & students!

Time contraints & resources: making a difference

takes time & effort & cooperation with colleagues

Structural: 1) classroom structures support hierarchical

teaching, 2) hierachical staff structures, 3) rewarding

systems favour research


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rch(FIER)

Challenges for Improving Learning

in European Universities

Attitudes: how to see things differently both

academics & students!

Time constraints & resources: making a

difference takes time & effort for the first time!

Structural: 1) classroom structures support

hierarchical teaching, 2) hierachical staff structures(professors vs. others?) , 3) academic career

systems favour research



And rewards

Learning is the main aim of studies, not

attending teaching

New perspctives to learning increase motivationto teach

Learning becomes more demanding and much

more fun!


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rch(FIER)

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