Foreword This anthology provides a timely and welcome reassertion of the need to continue the shift from teaching to learning. F
Chapter 1 The Need for Learning-Centred Higher Education Claus Nygaard & Clive Holtham Introduction This anthology addresses a w
Understanding Learning-Centred Higher Education In a broad perspective, the anthology is written to inspire those who are commit
The Need for Learning-Centred Higher Education The concept of learning What is learning? How is learning conceptualised? Curricu
Understanding Learning-Centred Higher Education 4. Learning is a process affected by the identity of the learner (Greenwood, 199
The Need for Learning-Centred Higher Education also comprises a dimension of action – of being able to apply one’s skills in ord
Understanding Learning-Centred Higher Education Content stream The content stream focuses on academic content and sees the curri
The Need for Learning-Centred Higher Education conducive to learn and to reach valuable learning outcomes. The process stream th
Understanding Learning-Centred Higher Education student who holds the fundamental responsibility for the learning process. As an
The Need for Learning-Centred Higher Education context is that we must deliberately devise teaching and assessment methods that
Understanding Learning-Centred Higher Education That is because they are defined by virtue of the relationship in which they sta
The Need for Learning-Centred Higher Education of learning itself and to the process stream of curriculum theory, we can sketch
Understanding Learning-Centred Higher Education experiences with their own learning goals in a very concrete way, leading to gre
The Need for Learning-Centred Higher Education How do we prepare for the learning-centred curriculum? There is no easy and best
Understanding Learning-Centred Higher Education a learning-centred curriculum. Evidence from a broad range of disciplines such a
The Need for Learning-Centred Higher Education as a potential facilitator for learning processes and knowledge construction. The
Understanding Learning-Centred Higher Education in some ways also challenging teaching and learning method to the “toolbox” of c
The Need for Learning-Centred Higher Education chapter 2), and inspire us to think of the curriculum as being contextually embed
Understanding Learning-Centred Higher Education learning meets in order to improve the educational sector that eventually feeds
The Need for Learning-Centred Higher Education About the authors Claus Nygaard is Associate Professor and Senior Advisor at CBS