1. Introduction

Initiating and supporting processes of learning in students is one of the most fascinating tasks that our profession has to offer. If you do not have a sufficiently clear idea which processes of learning your students embark on to achieve the learning objectives you (and/or they) have decided on, you will not be in a position to adequately plan the modes and settings of teaching, learning activities, tasks and methods of work. In EDC/HRE these ways can be very varied and whoever devotes time and effort to questioning how individuals learn something best will, in time, develop into an expert on learning.