Ensuring Effective and
Independent Lifelong
Learners
N U M B E R
2
Findings confirm that developing a Learning to Learn approach in Further Education supports the
generation of lifelong learning dispositions, creativity and metacognitive skilfulness which are
essential in a 21st century global workforce. Learners need to be provided with the skills and
knowledge to not only be reflective learners but also the space to act on these reflections: to take
ownership of their learning trajectory. The prioritisation of a cycle that privileges action, reflection
and evaluation across the sector is essential. To create successful lifelong learners, who can see
the potential for learning in all areas of their lives, learning environments need to facilitate
independence but also support the generation of a community of learners where enquiry into
metacognition is central.
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The Research
DEVELOPING INDEPENDENT LEARNERS
A 21st century globalised workforce needs learners who see the potential and purpose in lifewide/
lifelong learning. These learners will have positive learning dispositions and have developed habits of
mind that support their independence and engagement in a positive learning trajectory.
The FE case studies have used Learning to Learn approaches to foster these characteristics in their
learners, not only with an eye to employability, but also to successful progression through programmes
within the college e.g. The move from Level 2 to Level 3. They have shown that these dispositions not
only need to be scaffolded but, more importantly, the process of scaffolding itself needs to become a
focus for organisational learning in its own right. Without a discourse amongst practitioners and
learners concerning the status of learning in FE, it is difficult to see how the twin constraints of
instrumentalism and performativity can be countered.
Encouraging learner independence has not been a simple matter. The complex demographics and needs
of the FE learner population has meant that potential solutions need to be flexible and context specific.
Teachers in the project have adapted the learning environment, explored increased independence
through ICTs, developed learner voice approaches, implemented new induction programmes and
supported professional learning of teaching staff.
It is apparent that there is no easy solution and a one size fits all approach is unlikely to be successful.
What is important however, is that teachers work to make learning progression transparent and to
provide space for discussion and enquiry around the process of learning. This helps to give students the
metacognitive awareness that will support greater independence.
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METACOGNITIVE SKILFULNESS
Metacognition is central to learning. It is an individual’s awareness, management and control of her or
his own thinking. In terms of the L2L project it is crucial both to learning of the curriculum and the
strategic and reflective thinking which can support this, as well as learning about the teaching of the
curriculum from the perspective of the teacher in reflecting on and making the strategic choices to
support students’ learning. For FE learners this knowledge is essential in generating independence.
Metacognitive knowledge and metacognitive skilfulness have become increasingly important in the
project. The relationship between these two elements and the move from being a reflective (knowledge)
learner to one who can be strategic (skilful) in applying the knowledge gained from this reflection is
fundamental to many of the enquiries produced as part of the project. This move towards learners
taking control of their learning is an important element of learner action which is so essential to
implementing a L2L approach.
It is not enough to know what the next step is but rather students need to be able to make critical
judgements about why that choice was appropriate, they need to be able to explain what worked last
time and why it is appropriate for the next move forward and then be given the space to do it. In the
learning to learn class this is talked about and the rationale is shared and explored as part of a
community where everyone has a stake in the outcomes.
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LEARNER VOICE
Perhaps more than any other provider within the education sector, there is an expectation in FE that
learner needs and desires will not only be heard, but will also be acted upon at an institutional level, as
reinforced by the current inspection framework. The learning culture in a college is recognised as a
complex amalgam of the identities held by learners and teachers alike and, thus, is a complex and
situated entity. In this regard, personalisation through strengthening the learner voice is both laudable
and understandable.
Adult learners returning to education can lack confidence in their abilities whilst some entrants coming
directly from school are known to find the transition to college norms of study problematic. Within
the project this appears to be impacting on the perspectives student provide and has implications for the
implementation of learner voice activities.
Enquiry into learner actions and processes, and the reasons and choices that learners articulate for
their actions therefore creates a productive space between perspectives where learners articulate their
thinking. This enables differences in perspective and understanding to be identified and also helps
learners to become aware of the way that their thinking influences their learning actions, so as to take
more strategic control of those actions in the future.
It is recognised in some cases that this embracing of a co-enquiry standpoint for all learners could be
perceived as high risk for both teachers and students, but in L2L colleges where it is happening it has
been seen as the next logical step in opening up the discourse about learning and teaching. There is
evidence of genuine collaboration around ideas related to the right to learn effectively and discussion
around the elements which comprise progression.
Language is of course tied up with explicitness of process and the vocabulary that is needed to
articulate these largely abstract ideas. The associated notion of action however often started with
understanding progression in learning: knowing what to do next was fundamental.
The positive impact of making progression routes clear to students and giving some autonomy to
students over deciding how to get there is not disputed, however the voice implied by the learning to
learn project is not a passive thing. We have evidence of teachers moving on from the how, to open up
conversations around what individuals could do about it and why. This then leads to action that can fill
short term and long term goals for lifelong learning.
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Implications
Confident, capable and successful lifelong learners are able to talk about how and why they are
learning as well as what they are learning. They can make decisions about their progression and
be effective in overcoming challenge.
The Learning to Learn Project has found positive effects on students’ motivation, understanding of
learning, habits of mind and dispositions towards learning. Greater recognition of these equally
influential outcomes of learning needs to be accommodated in the FE infrastructure and in
programme structures to aid retention, achievement and progression.
Learners’ self management and self awareness as learners is increasingly being targeted through
the enquiry process by teachers as one of the important aspects of what a learning to learn
approach brings to a college and how it helps develop lifelong learning.
Through a process of authentic conversation, learners become aware of their responsibilities and
choices. This development takes time and needs to be structured and supported to reflect the
diversity of the FE demographic.
College managers and FE teachers therefore have to be prepared to make an investment of space
and time in which students can reflect in real time on their current learning and be strategic in the
responses to this reflection to take the next steps. For many learners and teachers this type of
reflection and the requirement to act is a new experience and so critically a supportive and well
organised learning environment is needed.
There is a conflict between the space and time needed for reflective and strategic thinking and the
understandable desire to provide as much opportunity as possible for learners to engage with
content and meet assessment targets. However the case studies show that this does not
necessarily have to be an oppositional position and with greater interplay between skills
development and lifelong learning a balance can be met.
In particular, findings from the case studies indicate that there is a significant difference between
time consuming and cumbersome ‘consultation exercises’ and the change in classroom culture
which allows for naturalistic on-going dialogue which can be transformative both in regards to
learner self awareness and attainment.
Research process
PRACTITIONER ENQUIRY
Learning to Learn in FE participants have been supported in completing two connected cycles of enquiry over
the duration of one and a half academic years. The individuals or teams were encouraged to find enquiry
questions which fit with their own and their subject’s priorities for teaching and learning and to think about
explorations that were manageable in relation to workloads and course commitments. The locus of control for
the research topic remained very much with participants. This was felt to be very important as it allows
individual judgements to be made about what questions need to be asked about teaching and learning and how
they can best be researched. Data gathered during and between the face to face days, include audio-recording
of discussions and collection of documents created during small group reflective tasks.
Case study methodology was used as the basis for output. To ensure that the individual enquiries were not
overly descriptive participants were encouraged to collect at least three types of data including at least one
piece of quantitative and one piece of qualitative data. In addition, in order to facilitate generalisation from the
case studies, further exploration and within- and cross-sector analysis by the project team employs a variablebased analysis approach as well as cross project data collection tools used to triangulate case study based
findings. Analysis of the cases reveals common themes and trends to be explored. Critical reflections on the
pedagogical and enquiry process were also collected and findings validated using explicit feedback loops within
the project structures and organisations. Across all feedback and outcomes transparency and a collaborative
ethos were foregrounded with the objective of producing and translating new knowledge about teaching and
learning.
Further Information
CASE STUDIES
(1)
Middlemiss, D. (2010) Reducing face to face teaching to support autonomous learning
(2)
Gottfried, J. (2010) Do Targets Work?
(3)
Handyside, H. (2010a) Encouraging the learner to take control
Handyside, H. (2010b) There has to be a better way!
Charlton, M. (2010) Using Information Literacy Short Courses to Develop Independent Learners
Tait, M. (2010) Developing Learner Choice
REPORTS
Wall, K., Hall, E., Baumfield, V., Higgins, S., Rafferty, V., Remedios, R., Thomas, U., Tiplady, L., Towler, C. and Woolner, P.
(2010) Learning to Learn in Schools Phase 4 and Learning to Learn in Further Education Projects: Annual Report,
London: Campaign for Learning
ARTICLES
Towler, C., Woolner, P. & Wall, K. (In press). Exploring Teachers’ and Students’ Conceptions of Learning in Two Further
Education Colleges. Journal of Further and Higher Education
Towler, C., Wall, K., Woolner, P., Toyne, L., Mobaolorunduro, P., Davison, G., Pamplin, M. & Britton, D. (under review).
Shaping FE culture at the sharp end; practitioner enquiry at two UK colleges, Continuing Professional Education
Contacts
Campaign for Learning
19 Buckingham Street
London
WC2N 6EF
t. 020 7766 0018
f. 020 7930 1551
University Team
Newcastle University
The project is led by Dr Kate Wall with Project Manager Dr Pam Woolner. The wider team
includes Carl Towler, Elaine Hall, Ulrike Thomas and Lucy Tiplady.
Research Centre for Learning and Teaching
Newcastle University
King George VI Building
Queen Victoria Road
Newcastle Upon Tyne
NE1 7RU
T: 0191 222 8453
F: 0191 222 7534
Durham University
Professor Steve Higgins provided support on thinking about metacognition and learning
theory
Glasgow University
Professor Vivienne Baumfield explored the role of the university in the college-university
research partnership