A Gradualist Model for the Development of a Flexible Learning Framework

Abstract

SUMMARY There are signs in many institutions that a managerialist drive towards the instant gratifications of technology‐intensive and self‐contained learning packages is combining with inadequate conceptions of knowledge as consisting, so it is increasingly argued, of an ‘underpinning base’ for competence. Together these conspire to limit the depth at which learners operate. This paper describes a model, still at the early stages of refinement and implementation in a particular field, which none the less appears to offer the possibility of a more dynamic interaction between a knowledge framework and learning.