21. Summary in English

The project "Learning Resource Centres: Why and how?" evolves from current pedagogical developments in Denmark e.g. demands for individualisation, responsibility for own learning, organisation of learning possibilities including tutoring, quality, college environment issues and the use of IT.

Based on desk research of the area as well as on-site studies of practice at colleges in England and Denmark, conclusions and recommendations are put forward with the objective of giving inspiration to colleges considering the establishment of a learning resource centre.

A diversity of practices has been found and therefore also definitions, but some of the common features are, focus on student learning, accessibility and flexibility, resourcebased activities as well as the centre concept itself. The studies have also shown that a learning resource centre is much more than just a physical entity, and that it has wide-ranging educational and organisational consequences to address the idea.

Constructivist pedagogy and the complexity of the learning process as for instance defined in Kolb's meta-model is the basis of the learning concept which is seen as central to the understanding of the pedagogical demands on colleges today.

In order to meet the requirements, it is necessary to design both programmes and the frame-work within which the activities are to be carried out in such a way that they correspond to the individual's preferred learning styles, give access to flexible resources as well as enhance the organisation of learning processes. It is argued that the development of mutual responsibility for learning leads to greater selfconfidence in the learning process and thus greater student competency.

Learning resource centres can be said to be concrete forms of expression of open and flexible learning, which are the pedagogical basis for them. It is the aim to create studentcentred programmes offering the use of flexible resources. In such a scenario, the teacher role is transformed into the role of facilitator. However, the strengths of traditional classroom teaching must not be under-estimated, the diverse methods and settings must simply be chosen prudently.

Resource-based learning also sets great demands on the facilities and materials offered. The report presents some of the most important requirements. Furthermore, it points out the necessity of achieving clear agreements on learning objectives.

The use of IT-resources is central to the concept of learning resource centres, including that they can accommodate differentiated learning styles, however, it also requires forethought lest the best students simply remain the best.

Six case studies from colleges in England and Denmark are presented to give some concrete examples of the centres' configuration, function, interaction with the rest of the college and some of the possibilities which the interested parties see in the concept.

The varied experiences found by field research - together with the theoretical considerations - form the basis for some general conclusions and recommendations with regard to premises, associated activities, IT-resources, other physical resources, human resources, organisation as well as opening hours and access.

The learning centre target group is scrutinised, as there appears to be a tendency that it is the more mature, academically oriented students in the general programmes, who are profiting most from the learning resource centres at present. There are a number of barriers to the founding and development of learning resource centres - not least the students' and teachers' perceptions of what teaching is – which a college must allow for. The report also presents some suggestions as to how the college is to address these.

The report concludes with a number of concrete recommendations for the process and the product, if a college decides to implement a learning resource centre - and the pedagogical universe which this is an expression of. It is emphasized that learning resource centres do not constitute the definitive answer to the present pedagogical challenges, but such centres can play an important role and also be catalysts for pedagogical innovation in accordance with current requirements.

Denne side indgår i publikationen "Åbne læringscentre - hvorfor og hvordan?" som kapitel 21 af 28
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