This latest volume in the Learning in Higher Education series, Learning-Centred Curriculum Design in Higher Education is written to inspire and empower university teachers to engage in curriculum design processes that centre both the learning process and the learning outcomes of students. The book is structured by a central model of curriculum design, which links together learning (how students learn versus what students learn) and curriculum design (the process by which we design versus what we design). The book holds ten ...
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This latest volume in the Learning in Higher Education series, Learning-Centred Curriculum Design in Higher Education is written to inspire and empower university teachers to engage in curriculum design processes that centre both the learning process and the learning outcomes of students. The book is structured by a central model of curriculum design, which links together learning (how students learn versus what students learn) and curriculum design (the process by which we design versus what we design). The book holds ten illustrative examples of learning-centred curriculum design spanning four distinct approaches. The chapter authors are all pioneering learning-centred activities in their respective curricula. The book is truly international, with authors from Denmark, England, Northern Ireland, South Africa, Turkey, and the USA. The beauty of this book is that it was written by reflective curriculum design practitioners, as they have experienced personal success with their curriculum (re)design processes. All chapters have been written with a "Yes, we did it!" attitude. The book aims to inspire university teachers and encourage investment in designing a more learning-centred curriculum. As the evidence from these examples shows, there are great benefits for students' engagement, motivation, self-efficacy, learning outcomes, and employability.
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