FREEDOM Learning Approach

FREEDOM developed the renowned and highly effective Educational Facilitation Approach and FREEDOM Learning Philosophy.  
 
Together these components form the ‘FREEDOM Learning Approach’ which is designed to optimise and accelerate deep (Biggs, 1999) and life changing learning achievements for all those who study with us.

Educational Facilitation Approach

The Educational Facilitation Approach supports learners to become aware, learn for application and develop into highly effective thought and action leaders.
 
It is based on education, social sciences and psychological research and practical experiences.
 
This Approach makes learning achievements deep, life changing and enjoyable.
 
This Approach differs from most learning options which tend to be theoretical and ignore real world employer and advanced study requirements.
 
All FREEDOM Educational Facilitators undertake professional Educational Facilitator qualifications which means they are skilled in supporting the following types of learning:
 

Knowledge

  1. Knowledge acquisition
  2. Knowledge about how knowledge is developed (Research)

 
Skills

  1. Social Skills (Professional)
  2. Interactive Skills
  3. Practical Skills
  4. Technical Skills
  5. Thinking Skills (Critical and Higher and Associative)

 
Personal Character Development

  1. Attitudes
  2. Beliefs and
  3. Values

FREEDOM Learning Philosophy

FREEDOM believes

optimal learning is:
supported by a coherent philosophy;
theoretically logical;
underpinned by research;
culturally and learner relevant;
valid in practice;
fit for purpose;
interactive;
authentic;
holistic;
and enjoyable from a learners perspective.


 This philosophy is underpinned by holistic (Durie, 1994), experiential (Kolb, 2001), socio-cultural (Vygotsky, 1978) socio ecological (Brofenbrenner, 1986), student centred (Rogers, 1989) multiple intelligences (Gardner, 1993) and Treaty of Waitangi research (Bishop & Graham, 1986) theoretical/conceptual and practice-based evidence and scholarly literature (Graham, 2006).

The above learning philosophy is lived in two ways by the FREEDOM:
1. All programmes offered by the FREEDOM are underpinned by work-integrated, work-based, experiential or practice-based learning approaches.
 
2. From the perspective of FREEDOM qualified Educational Facilitators embody and are capable of facilitating the Institute’s learning philosophy and approaches. All Faculty will be educated in the Educational Facilitation approach. The Educational Facilitation approach was first identified and commenced by Middlesex University in the United Kingdom and this has been further developed by the New Zealand Curriculum Design Institute and made available nationally and internationally.