The main evidence that learning is changing is the increasing reference to learning rather than teaching. This has a number of implications: A focus on teaching as a process for facilitating learning, rather than a set of skills for transmitting knowledge. An emphasis on learners as individuals with differing needs, rather than a homogeneous group of people with similar requirements. The learner as one who is expected (and empowered) to make decisions about what their learning needs are, both in terms of content, style and continuing professional development.