BUSINESS RESEARCH

Learner-centred Design

Learner-centred design focuses on the needs, goals and contexts of learners, then builds learning tasks, feedback and tools around those realities. It is not a single method, but a set of principles used to align outcomes, activities and assessment with how people actually work and learn. Definitions vary across settings, so clarity of terms and a flexible approach are essential in practice (Gupta, 2022; Bremner, 2021; Laurillard and Derntl, 2014).

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Learner-centred Design
  1. What learner-centred design means Core idea: decisions about goals, content, tasks, tools and assessment are made with the learner’s context in view, not only the syllabus. Reviews show the term is used in different ways across sectors. Clear local definitions avoid talking past each other and help governance and evaluation (Gupta, 2022; Bremner, 2021). Implication: state what “learner-centred” means in your setting, for example autonomy within clear outcomes, authentic tasks and feedback that supports next steps.
  2. A practical LCD process Laurillard and Derntl (2014) outline a practical overview for technology-enhanced contexts that generalises well:
    1. Clarify outcomes in terms of what learners should be able to do.
    2. Analyse learners and context: prior knowledge, constraints, access to tools.
    3. Design learning tasks that mirror authentic practice and enable rehearsal.
    4. Plan feedback interactions so information is timely, specific and usable.
    5. Align assessment with outcomes and tasks.
    6. Prototype, implement, evaluate and iterate using evidence from use.

    This positions LCD as an iterative design activity rather than a one-off course build (Laurillard and Derntl, 2014).

  3. Designing tasks learners experience as genuinely learner-centred
    Evidence from higher education shows that perceived relevance to real tasks, opportunities for autonomy, and collaboration influence how learner-centred a task feels and how it is used (Li, 2021). Practical moves include allowing limited choice in topics or data, using authentic tasks that resemble workplace challenges, and structuring collaboration with clear roles (Li, 2021; Gupta, 2022).

  4. Feedback that enables action
    Ryan et al. (2023) identify components of effective learner-centred feedback information. Feedback should be clear and specific, actionable, timely, and calibrated to workload. Embedding these components makes it more likely that learners can self-regulate and improve between attempts (Ryan et al., 2023).

  5. Using technology with purpose
    LCD does not require technology, but technology can support alignment if chosen for what it enables: authentic tasks, dialogue, rapid feedback and progress tracking. Laurillard and Derntl (2014) frame tools as part of a design pattern that ties outcomes, tasks and feedback together.

  6. Governance and language
    Conceptual reviews highlight multiple meanings for learner-centred education across policy and practice. This can create weak alignment if labels are adopted without operational definitions (Bremner, 2021; Gupta, 2022). A pragmatic response is to publish a short local definition, map it to design choices and provide examples that colleagues can recognise.

  7. Evaluation and iteration
    LCD is verified in use. Evaluate whether tasks feel relevant and doable, whether feedback is being used and whether performance on authentic criteria improves. Learner perception evidence reminds us that the same task can be experienced differently across cohorts, so iteration matters (Li, 2021). Feedback quality should be reviewed against clarity, actionability and timing, since these qualities are linked to usefulness (Ryan et al., 2023). In addition, record how the design aligns with people strategy and leadership behaviours, including autonomy, collaboration and a feedback culture.

  8. Common pitfalls to avoid
    Using learner-centred language without changing tasks or feedback; overloading learners with unclear feedback; confusing autonomy with lack of structure; choosing technology for features rather than function. The literature urges clarity, alignment and iteration to avoid these traps (Bremner, 2021; Laurillard and Derntl, 2014). A further practical pitfall is failing to connect LCD with people strategy, workforce planning and leadership behaviours.

 

Referenced techniques

Technique

Learning Organisation

The learning organisation is an organisation characterised by a deep commitment to learning and education with the intention of continuous improvement. This concept reviews several theories relating to the learning organisation, including some criticism. Also, it examines some evidence on how learning organisations operate.

Technique

Learning Management System

Learning management systems have become increasingly important in knowledge-based organisations. The concept explains the core components and purpose of an LMS, its strengths and drawbacks and what factors to consider when deciding to implement an LMS.

Technique

Double-Loop Learning

Double-loop learning (DLL) is an educational concept that involves teaching people to think more deeply about their own assumptions and beliefs. You will gain an understanding of the different but related concepts and learn the difference between DDL and "learning from your mistakes”.

Technique

Goal Setting

Goal setting is the process of identifying and establishing objectives that an individual or an organisation aims to achieve. It involves defining the desired outcome or result, outlining the steps required to reach that outcome, and establishing a timeframe for completion.

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