Learner Evaluation

One of the issues that has been coming out in much of the research that is consistent across all learning styles is the fact that student-centered learning is a much more effective method than instructor-oriented learning. Even in Instructional Design, if the research and Learner Analysis tends to support this type of learning, it is easy to see how all types of instruction will evolve to be focused on this type of delivery. If this trend becomes more popular, then I wonder if this means that the responsibility for determining factors such as learning styles and multiple intelligences will be on the student as well. In most traditional school settings, this type of research and evaluation is done by the school (or it is just starting to get done to assist students, in any case). However, as student learning becomes more student-centered, and as student options for their education becomes more varied, then students are going to have to take a more direct hand in determining a large portion of their learner evaluation.

The benefit of this would be two-fold. First, it would ensure that in all future learning, the student would have an effective understanding of their own learning styles and intelligences. This would guarantee easier educational experiences for them no matter which educational route they decide to take. In addition, since their educational experiences will likely continue past school and into their careers, this type of knowledge can assist them in that area as well. Second, if research holds true that students who have control of their own learning and evaluation are better learners, then it would, by extension, seem logical to let them control this type of evaluation as well in order to foster the most efficient and effective amount of learning.

This kind of standard would benefit Instructional Design as well. If students had a greater amount of knowledge and hand in determining their learning style and intelligence evaluations, this would greatly simplify learner and needs assessment stages in Instructional Design. Again, this would be beneficial in both educational and occupational environments.

I see this developing as a trend from external pressure on learners to be able to compete effectively in an educational or occupational environment. If education continues to evolve in order to provide a more effective student-centered environment with a variety of educational options for the learner, and because the responsibilities of educational institutions and Instructional Designers are already overloaded with other aspects of instructional design, at some point, learners are going to have to share some of the responsibility of not only their education, but also in its design.