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A learner-centred approach

Learning... and not training

Instead 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 they learn.

Lending an ear to the learner

Knowing 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 process.

Technology serving the aims of learners

Making 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

Offering 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

Integrating 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.