Hi there tout la gang,

We don't have much to say about research in practice at the Café right now

but we are talking policy and practice over here now: Literacy Enquirers.

Thursday, June 21, 2007


The learner-centred education approach is a paradigm shift from the traditional underpinning of education where learning is upheld as a result of, and a response to the transmission of authoritarian and coded knowledge. It legitimizes learners’ experiences by allowing the space for the learners to participate in the process of knowledge construction. However, the learner-centred approach does not entail diminished teacher roles. Rather it necessitates teachers to enact their knowledge and resources to co-produce possible and effective learning projects for and with the learners.

As early as 500 BC, Confucius made it clear that an important way of learning is to get the learners involved in the forming of knowledge.

He said: “Tell me, and I will forget; show me, and I may remember; involve me, and I will understand.”

by Hongxia Shan
from Teachers’ Roles in the Learner-centred Approach --
Empirical Evidence from Two Computer Literacy Courses

about the Democratizing Workplace Learning (DWL) Group, at the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT)

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