A Journey toward Learner-Centered Curriculum
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| Title: | A Journey toward Learner-Centered Curriculum |
|---|---|
| Language: | English |
| Authors: | Emes, Claudia, Cleveland-Innes, Martha |
| Source: | Canadian Journal of Higher Education. 2003 33(3):47-69. |
| Availability: | Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/csshe/Pub/pub.html |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2003 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Curriculum Development, Curriculum Design, Global Approach, College Students, Integrated Curriculum, Higher Education, Student Centered Curriculum, Student Participation, Undergraduate Study, Constructivism (Learning), Social Theories, Foreign Countries, Student Role, Teacher Role |
| Geographic Terms: | Canada |
| ISSN: | 0316-1218 |
| Abstract: | In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate learner-centeredness will provide the framework for preparing graduates for a lifetime of learning. Learner-centered curriculum proposes to create highly developed individuals, providing them the skills to continue creating learning experiences, digest current knowledge, and create new knowledge within the curriculum itself. Curriculum characteristics, as identified in the curriculum design project presented here, include content appropriate to the characteristics of a new society. It also includes all that is required of a curriculum in order for it to be transparent and easily understood as the scaffolding of learning. This definition of a learner-centered curriculum includes components that educators deem to be relevant and vital for students. It adds curriculum processes and required outcomes to prepare students for curriculum creation alongside educators. |
| Abstractor: | Author |
| Number of References: | 36 |
| Entry Date: | 2008 |
| Access URL: | https://ss.ucalgary.ca/csshe/ |
| Accession Number: | EJ788477 |
| Database: | ERIC |
| Abstract: | In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate learner-centeredness will provide the framework for preparing graduates for a lifetime of learning. Learner-centered curriculum proposes to create highly developed individuals, providing them the skills to continue creating learning experiences, digest current knowledge, and create new knowledge within the curriculum itself. Curriculum characteristics, as identified in the curriculum design project presented here, include content appropriate to the characteristics of a new society. It also includes all that is required of a curriculum in order for it to be transparent and easily understood as the scaffolding of learning. This definition of a learner-centered curriculum includes components that educators deem to be relevant and vital for students. It adds curriculum processes and required outcomes to prepare students for curriculum creation alongside educators. |
|---|---|
| ISSN: | 0316-1218 |
