ESU’s Perspective of Student-ESU’s Perspective of Student-
centred learningcentred learning
Emma Di Iorio
Helsinki 28 Octo...
Student-centred learning
The increasing prominence of SCL
The Leuven/Louvain-la-Neuve ministerial declaration stated that
‘European higher educatio...
Discussion point: SCL and the
massification of Higher Education
within the current funding climate
• Resources need to be ...
Discussion point: Types of learning
instruments - students gaining skills.
▫Problem based learning;
▫Collaborative learnin...
Has the Bologna Process helped
facilitate SCL?
Action - T4SCL Project
• SCL – a concept with varying definitions – need for a true
re-launch;
• Long-standing need to cla...
Partnership
• ESIB/ ESU – Coordinator;
• EI – Partner.
• Other organisations involved in the project:
ANOSR, KSU, SRVS, VVS
Project Objectives
- Clarify and unfold the true practical meaning of the
SCL concept for policy makers;
- increase the ca...
Main Deliverables/Outputs
• Research reports (desk research and survey)
• SCL Toolkit
• Training on SCL (Pilot training an...
Results and Impact
 At the European level, the project will (hopefully!) contribute to a
profound understanding of the SC...
Main events
 SCL conference – Romania: May 2010
 Launching of the desk research report and survey results
 100 particip...
•Desk research
•Survey
•Toolkit
Survey
Results:
Use of
SCL
National
Policy
National
Barriers to
Change
Toolkit - Principles of SCL
Principle I: scl requires an Ongoing Reflexive Process.
Principle II: scl does not have a ›One...
Benefits for Students
• Academic Community
• Learning Motivation
• Independence and Responsibility
• Responding to
Student...
Benefits for teaching staff
• Facilitation
• Massification and Diversity
• Working Conditions
• Review and Improvement
• M...
Institutional and Societal Benefits
• Lower drop-out rates
• Quality Assurance
• Improving and Evaluating
• Lifelong Learn...
Learning methods
Examples of SCL I
• Romania – Favourite Teacher
▫ National Campaign
▫ Recognition
▫ Focus on the fact that academic staff ...
Examples of SCL II
• UK and Student-centred Learning
▫ HE Academy
▫ QAA
▫ NUS and local students’ unions
▫ HE Institutions...
Examples of SCL III
• Croatia and Student-centred Learning
▫ SCL not a clear priority previously
▫ Willingness to change, ...
Moving forward
• Increasing institutional initiative, in order to further change
• Teacher training courses and a change i...
Personal Experiences of SCL
1.Think of the best teaching
experience you have had…
…Did it involved SCL?
If not, do you thi...
Emma Di Iorio – emma@esu-online.org
Esu and scl   emma di iorio, helsinki 28 october 2010
Esu and scl   emma di iorio, helsinki 28 october 2010
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Esu and scl emma di iorio, helsinki 28 october 2010

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  • Seven types of learning instruments here – put your hand up if you haven’t experienced any of these. Okay, now, anyone who has experienced more than two, keep your hand up. Now more than four, more than six, and all of them…in all classes?
  • t4scl, as a pioneer initiative, aims to assist policy makers in designing sound studentcentred
    learning (scl) strategies and approaches and to increase the capacity of student
    and staff representative organisations to be active partners in
    spreading a culture of scl in higher education institutions across
    Europe. The project aims to provide comprehensive insight into
    the necessary tools, challenges and success stories of scl as a fundamental
    basis for lifelong learning (lll). It also aims to provide
    concrete policy input—during and beyond the project lifetime—to
    ongoing discussions as to the future of the EU Education & Training Programme and
    the next phase of the Bologna Process.
    Following on from the initial desk research and survey undertaken with both ei and
    esu member organisations (higher education staff unions and national student unions
    respectively), published in May 2010, this toolkit is one of the last initiatives, marking
    the end phase of the project. It represents a key outcome of the project. This toolkit
    follows extensive research and a series of events at both European and national levels,
    combined with trainings on the subject-matter.
  • Figure 1: most salient aspects of the concept of student centred learning, in percentages (only showing the issues receiving a higher than 50 % response rate from any of the two groups).
  • Most cited examples of existing national policies to promote student centred learning, in percentages.
  • On the basis of an examination of the theory behind scl and following an intensive
    discussion with teachers and students on what they consider scl to be, which took
    place at the launching conference of the t4scl Project—Time for a New Paradigm in
    Education: Student-Centred Learning—in Bucharest, Romania in May 2010, below is a
    list of general principles underlying scl. These principles do not aim to form a comprehensive
    picture of what scl is about. Rather they put forward a clearer understanding
    and debate about the topic.
  • The benefits of student-centred learning for the students involved are many and varied. Coming into an academic community possibly for the first time can shape the way students think for the rest of their lives. Student-centred learning provides skills for life, creates independent learners and responds to the changing and differing needs of individual students.
  • Any similar examples?
  • Any similar examples?
  • Come back to this later…
  • Esu and scl emma di iorio, helsinki 28 october 2010

    1. 1. ESU’s Perspective of Student-ESU’s Perspective of Student- centred learningcentred learning Emma Di Iorio Helsinki 28 October 2010
    2. 2. Student-centred learning
    3. 3. The increasing prominence of SCL The Leuven/Louvain-la-Neuve ministerial declaration stated that ‘European higher education also faces the major challenge and the ensuing opportunities of globalisation and accelerated technological developments with new providers, new learners and new types of learning. Student-centred learning and mobility will help students develop the competences they need in a changing labour market and will empower them to become active and responsible citizens’ (Communiqué 2009:1).
    4. 4. Discussion point: SCL and the massification of Higher Education within the current funding climate • Resources need to be correlated with the increased number of students; • Staff need to be qualified in teaching a diverse group of students; • Assessment procedures for teaching need to be improved and adapted to the context • Students develop learning-how-to-learn skills; • Support services need to cater particularly to groups that are at risk of underperforming;
    5. 5. Discussion point: Types of learning instruments - students gaining skills. ▫Problem based learning; ▫Collaborative learning; ▫Demonstrations and practical examples used in learning; ▫Simulations in class; ▫Project work; ▫Debates between learners; ▫Placements in enterprises/industry and work experience;
    6. 6. Has the Bologna Process helped facilitate SCL?
    7. 7. Action - T4SCL Project • SCL – a concept with varying definitions – need for a true re-launch; • Long-standing need to clarify and deepen the academic community and policy makers' understanding of the practical implications of the recent paradigm shift from teacher to student-centred learning; • Need for sound SCL strategies and approaches
    8. 8. Partnership • ESIB/ ESU – Coordinator; • EI – Partner. • Other organisations involved in the project: ANOSR, KSU, SRVS, VVS
    9. 9. Project Objectives - Clarify and unfold the true practical meaning of the SCL concept for policy makers; - increase the capacity of ESIB/EI members to be active and constructively critical in the design and implementation of SCL systems.
    10. 10. Main Deliverables/Outputs • Research reports (desk research and survey) • SCL Toolkit • Training on SCL (Pilot training and training session) • Student-centred learning Conference • National events - Promoting SCL at the national level • Quality and Evaluation Reports • Dissemination of the results • Developing SCL policy
    11. 11. Results and Impact  At the European level, the project will (hopefully!) contribute to a profound understanding of the SCL concept and the tools and strategies for successful implementation (training sessions, project events and the SCL Toolkit);  The academic community will be empowered to start a fruitful debate on the opportunity, benefits and best approaches to make SCL a reality;  The spread of existing successful SCL approaches and critical reflections;  The online availability of the project deliverables will ensure their usage well beyond the official time frame of T4SCL.
    12. 12. Main events  SCL conference – Romania: May 2010  Launching of the desk research report and survey results  100 participants, 4 days  Training of trainers – Malta: June 2010  15 participants from both ESU and EI, 3 days  European training on SCL - Slovakia: September 2010  50 participants from both ESU and EI, 3 days  Stakeholders’ Forum/ ESU ESC 20 - Belgium: October 2010  Main project dissemination and validation event  30 participants from outside of Belgium – both ESU and EI (from T4SCL budget), 3 days  countribution from the Belgian Presidency
    13. 13. •Desk research •Survey •Toolkit
    14. 14. Survey Results: Use of SCL
    15. 15. National Policy
    16. 16. National Barriers to Change
    17. 17. Toolkit - Principles of SCL Principle I: scl requires an Ongoing Reflexive Process. Principle II: scl does not have a ›One-Size-Fits-All‹ Solution. Principle III: Students have Different Learning Styles. Principle IV: Students have Different Needs and Interests. Principle V: Choice is Central to Effective Learning in scl. Principle VI: Students have Different Experiences and Background Knowledge. Principle VII: Students should have Control qq Over their Learning. Principle VIII: scl is about ›Enabling‹ not ›Telling‹. Principle IX: Learning needs Cooperation between Students and Staff.
    18. 18. Benefits for Students • Academic Community • Learning Motivation • Independence and Responsibility • Responding to Student Needs
    19. 19. Benefits for teaching staff • Facilitation • Massification and Diversity • Working Conditions • Review and Improvement • Motivation and engagement
    20. 20. Institutional and Societal Benefits • Lower drop-out rates • Quality Assurance • Improving and Evaluating • Lifelong Learning
    21. 21. Learning methods
    22. 22. Examples of SCL I • Romania – Favourite Teacher ▫ National Campaign ▫ Recognition ▫ Focus on the fact that academic staff member had gone above and beyond what was required
    23. 23. Examples of SCL II • UK and Student-centred Learning ▫ HE Academy ▫ QAA ▫ NUS and local students’ unions ▫ HE Institutions ▫ Government  Tuition fees?
    24. 24. Examples of SCL III • Croatia and Student-centred Learning ▫ SCL not a clear priority previously ▫ Willingness to change, but lack of resources ▫ Some formal policies exist:  Legal regulations on learning  Student representation  QA policy  Lack of substantial change ▫ Who will champion SCL?
    25. 25. Moving forward • Increasing institutional initiative, in order to further change • Teacher training courses and a change in mindset – focus on innovative teaching-methods • Make sure that research does not further erode the student experience • Student participation is needed at all relevant levels – without this there is unlikely to be satisfactory SCL • Lessening bureaucracy and increasing institutional understanding of SCL – fear of it Working together to achieve change!
    26. 26. Personal Experiences of SCL 1.Think of the best teaching experience you have had… …Did it involved SCL? If not, do you think it would have been beneficial?
    27. 27. Emma Di Iorio – emma@esu-online.org

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