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Empowering learners for life requires a fundamental shift in higher
education curriculum design. New priorities, pedagogies,
technologies, spaces, and assessment strategies are required to
enable learners to take ownership of their learning.
"Student-centeredness" concepts are still prescriptive in nature as
most decisions on curriculum, assessment, teaching, and learning
approaches are still teacher-centric. Teachers are developing
student-centered learning environments without the involvement of
the learners in the planning, decision making, and/or design
process. In addition, some lecturers are still practicing the
traditional approaches of content delivery and conventional
assessment methods rather than experimenting with innovative
practices suited for student-centered approaches. Therefore, there
is an ongoing need for research focused on the importance and
effectiveness of a paradigm shift in education that involves
student-teacher partnerships, fueled by innovative teaching and
learning designs, where students take an active role and contribute
as partners in learning. Transforming Curriculum Through
Teacher-Learner Partnerships captures experiences and evidence
among teachers in exploring the possibility of active student
participation in curriculum design, delivery, and assessment
through teacher-learner partnership. The chapters address issues of
teacher-learner partnerships in designing the learning environment
and how student-centered methods create resilient, adaptable, and
future-capable learners. While highlighting topics within this
scope such as learner autonomy, learning performance,
self-efficacy, and teaching pedagogy, this book is ideally intended
for teachers, administrators, teacher educators, practitioners,
stakeholders, researchers, academicians, and students interested in
issues related to the teacher-learner partnership.
The current trend of learner centeredness in education has been
challenging many of the current ways of working, especially in
higher education institutions. This rapid change in educational
institutions demands educators acquire new sets of skills via
continuous reflective practices. Hence, educators in higher
education institutions are actively involved in research-driven
teaching and learning practices. This change of role from mere
content delivery to learning facilitators could be better achieved
through a strong research-driven community of practice. Preparing
21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies
is a pivotal reference source that provides vital research on the
application of practice-based learning techniques in higher
education institutions. This publication establishes a platform for
academics to share their best practices to promote teach less,
learn more pedagogies and learn reciprocally from the community of
practice. While highlighting topics such as interactive learning,
experiential technology, and logical thinking skills, this book is
ideally designed for teachers, instructional designers, higher
education faculty, deans, researchers, professionals, universities,
academicians, and students seeking current research on
transformative learning and future teaching practices.
Empowering learners for life requires a fundamental shift in higher
education curriculum design. New priorities, pedagogies,
technologies, spaces, and assessment strategies are required to
enable learners to take ownership of their learning.
"Student-centeredness" concepts are still prescriptive in nature as
most decisions on curriculum, assessment, teaching, and learning
approaches are still teacher-centric. Teachers are developing
student-centered learning environments without the involvement of
the learners in the planning, decision making, and/or design
process. In addition, some lecturers are still practicing the
traditional approaches of content delivery and conventional
assessment methods rather than experimenting with innovative
practices suited for student-centered approaches. Therefore, there
is an ongoing need for research focused on the importance and
effectiveness of a paradigm shift in education that involves
student-teacher partnerships, fueled by innovative teaching and
learning designs, where students take an active role and contribute
as partners in learning. Transforming Curriculum Through
Teacher-Learner Partnerships captures experiences and evidence
among teachers in exploring the possibility of active student
participation in curriculum design, delivery, and assessment
through teacher-learner partnership. The chapters address issues of
teacher-learner partnerships in designing the learning environment
and how student-centered methods create resilient, adaptable, and
future-capable learners. While highlighting topics within this
scope such as learner autonomy, learning performance,
self-efficacy, and teaching pedagogy, this book is ideally intended
for teachers, administrators, teacher educators, practitioners,
stakeholders, researchers, academicians, and students interested in
issues related to the teacher-learner partnership.
The current trend of learner centeredness in education has been
challenging many of the current ways of working, especially in
higher education institutions. This rapid change in educational
institutions demands educators acquire new sets of skills via
continuous reflective practices. Hence, educators in higher
education institutions are actively involved in research-driven
teaching and learning practices. This change of role from mere
content delivery to learning facilitators could be better achieved
through a strong research-driven community of practice. Preparing
21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies
is a pivotal reference source that provides vital research on the
application of practice-based learning techniques in higher
education institutions. This publication establishes a platform for
academics to share their best practices to promote teach less,
learn more pedagogies and learn reciprocally from the community of
practice. While highlighting topics such as interactive learning,
experiential technology, and logical thinking skills, this book is
ideally designed for teachers, instructional designers, higher
education faculty, deans, researchers, professionals, universities,
academicians, and students seeking current research on
transformative learning and future teaching practices.
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