ABSTRACT
Cunningham draws on years of experience to demonstrate the effectiveness of self-directed learning strategies across a wide range of abilities and academic levels. He draws a valuable distinction between static and dynamic modes of learning and points out that both have a role in learner-centred approaches. He introduces us to four roles mapped to capabilities he considers to be critical for those engaged in the design of learning programmes, namely theory, design, manage and interact. He expands the interact role into two modes which he terms “P” and “S.” His premise is that too much of our online learning starts in the “S” (teacher-centric) mode and that the effective self-directed learner generally starts in the “P” mode. The chapter concludes with some compelling case studies that show how these ideas can be and are applied in practice, offering some great insights for all who strive to create and support a more learner-centred approach at all levels of education.
