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Self Organised Learning

This is an approach developed by Sheila Harri-Augstein and Laurie Thomas at The Centre for the Study of Human Learning at Brunel University. It explores the process of learning and change.

Theoretical Underpinnings

1. From the Humanist perspective (Rogers) it takes the revolutionary idea that the person is the expert on her own learning - that she is in charge of and has responsibility for her own values, beliefs, needs etc. From this perspective is taken the concept of self-directed, independent learning as opposed to other-directed, dependent learning. It is a phenomenological approach.

2. From the Cognitive perspective it takes the tools of the Repertory Grid (Kelly) as a way of exploring a person’s own constructs and how these may differ from those of others. If we become aware of what our constructs are then we are in a position to challenge them or to keep them if they are useful to us. Learning myths are examples of constructs which may be helpful or unhelpful to us. People’s constructs may be permeable or impermeable. It also takes the view that all learning may be unlearned and relearned. The learner constructs her own meaning.

3. From the Behaviourist approach it takes a structured, organised and scientific format which has been developed into the Personal Learning Contract (PLC). 

  • Purpose
  • Strategy
  • Outcome and Outcome Measures
  • Review

 This introduces a strategic way of working with clearly defined and measurable outcomes.