ABSTRACT
The role of the teacher in higher education needs to be reconsidered, when students can freely access content worldwide, and seek accreditation and recognition of learning by local, national or international providers. A number of models have been put forward to explain the processes of learning or the ways that people acquire skills. But another term creeps in: ‘strategic learning’. If the word ‘learning’ has caused countless different attempts to describe human behaviour and mental functioning, the word ‘intelligence’ can be argued to be equally problematic. The matter of feelings, as noted by many writers from Rogers to Jarvis, is something which has not been sufficiently explored by the developers of theories of learning. A good start at breathing life into learning comes with thinking actively about how, when and where we use descriptors of what students may be intended to learn. This chapter presents an overview of the key concepts discussed in this book.
