and not training
of saying 'training', better say 'learning'. Reverse the order
of things: that learning be perceived not as something to
be undergone, but seen rather as a constant, sustained action
whereby learners themselves construct the meaning of what
Lending an ear to the learner
how to put onself in learners' shoes. Understanding fully what
their expectations might be, their motivations. And to appreciate
the circumstances in which they find themselves. Not only professionally,
but on a personal level as well. And in collaboration with the
learners themselves to identify the support they have to hand:
at work and at home, and which can help them in their learning
Technology serving the aims of learners
technology subservient to learners' needs. Finding technological
solutions in keeping with learners' skills. And above all to
bear in mind which hardware learners are likely to have or to
need. And to judge their ability to exploit these properly.
Working towards autonomy
learners modular, flexible, non-linear programmes. Ensuring
they are able to negotiate - through internal dialogue with
themselves - the direction, the field of application, and
the very sense of their learning. And that their learning
media and their tutors act as markers or signposts enabling
them to trace by themselves their own 'learning road map'
Learning and self-assessment
the means for self-assessment in every programme. Organising
these means in such a way that they give learners a degree
of independence that enables them to measure by themselves
what they have learnt and according to their own criteria.
And furthermore, thanks to this self-assessment, that learners
can judge - in their own right - how best to manage their
way of acquiring knowledge.