Towards learner-centered learning goals based on the Person-Centered Approach

While learning goals need to be predefined at the curriculum and course level, it is the concrete course offering, the instructor or facilitator, the student colleagues and learning designs that are decisive in determining whether learning goals can truly be called ldquolearner-centered.rdquo In this paper we identify features and preconditions of learner-centered learning goals, consider their context and focus on describing course-level scenarios that allow facilitators to include students in co-determining and following learning goals. Results are illustrated by student reactions and brief summaries of results and references to more detailed studies. The theoretical inspiration and interpersonal value system for learner-centeredness is borrowed from the person-centered approach.