This paper presents a learner-centered model for designing e-learning assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories -the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator's assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

In the framework of the project Western Eastern Teachers' Education Network (WETEN) funded by the Tempus program the network of university teachers were established to share expertise on effective teaching and learning in universities. This network for pedagogical innovation in higher education brought together the experts from EU to share good practice and new teaching methods with academic staff from two eastern countries, Moldova and Ukraine. The learner centered concept was analyzed and guidelines for creating learner centered courses were developed and piloted. The concepts and some experiences in course design were also implemented by trained teachers in the developed courses within the WETEN project.

This paper presents a learner-centered model for designing e-learning assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories -the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator's assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

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