LiHE 2017 GREECE - 18th International Symposium on Learning Centred Curriculum Design in Higher Education

LiHE 2017 GREECE 18th international symposium on Learning Centred Curriculum Design in Higher Education 28th May to 1st June 2017 Aegina Island, Greece Join us for a unique collaborative symposium on the beautiful AEGINA island in the Greek Saronic Gulf, where authors work to finalise the manuscript for publication. All accepted authors will have their work published worldwide by Libri Publishing Ltd., Oxfordshire UK. Submit your chapter proposal (2,000 words) for double-blind review no later than February 27, 2017. Online submission server: https://cmt3.research.microsoft.com/LIHEAI2017 Inquiries: info@lihe.info Web address: http://www.lihe.info/teaching-and-learning-symposiums/curriculum-design-in-higher-education/ Sponsored by: Institute for Learning in Higher Education LEARNING CENTRED CURRICULUM DESIGN IN HIGHER EDUCATION For this international book-writing symposium, we call upon scholars and practitioners of curriculum design to submit chapters for the book LEARNING CENTRED CURRICULUM DESIGN IN HIGHER EDUCATION (Libri Publishing Ltd., Oxfordshire, UK). The book will be published worldwide in line with previous books of the Learning in Higher Education series: https://www.amazon.com/s/ref=sr_pg_1?rh=i%3Aaps%2Ck%3Aclaus+nygaard&keywords=claus+nygaard&ie=UTF8&qid=1476087193 The book is multidisciplinary. We invite contributions from all academic disciplines. We are particularly interested in authors writing chapters that show explicitly the link between curriculum design and student learning. We call for this because we believe that students will benefit from educations with an explicit view on how students learn through their activities of study. Different views on curriculum exist. Lattice & Stark (2009) for example see curriculum as an academic plan including: * goals for student learning, * content, * sequence, * instructional resources, and * assessment method. Here the focus is on curriculum design, syllabus planning, teaching, exams, and evaluation. Nygaard & Bramming (2008) see curriculum as a learning-centred action plan, drawing attention to: * student goal-setting through visible learning * student driven activities, * student self-leadership, * student self-evaluation. Here the focus is on learning design, process facilitation, supervision, self-assessment, peer-assessment. The book is open for any view on curriculum design as long as it is informed in theory and reflected in practice. Clearly, curriculum design has an enormous impact on learning. Indeed, at the most basic level, curriculum design defines for the student that which is being learned, raising philosophical questions such as "Who ought to be in control of content?" or "is some knowledge more valuable than other knowledge?". Through the choice of sequence, it affects the narrative, the logical rationale, and the cognitive links which the student might develop. And of course, it has broader implications for a student's professionalism, job preparedness, and interest in life-long learning. Submit your chapter which documents curriculum design in higher education centering student learning. The aspiration is to publish an anthology which is diverse in nature and which showcases concrete examples of curriculum design and learning in higher education from around the world. Reviewers will refer to the following questions when reviewing chapter proposals: Does the chapter show a clear example of curriculum design in higher education? It is required that a chapter not only describes the curriculum but also documents the design principles and its application to learning in higher education. Is the chapter grounded in the contemporary theory of curriculum design as it relates to learning? It is important that a chapter not only describes the curriculum design but also situates it theoretically and reflects on theories of learning. Does the chapter demonstrate how curriculum design enhances student learning? It is expected that a chapter moves beyond speculation and provides evidence of the enhanced student learning which is results from the curriculum design. Is the submission clear, compelling and concise? It is a must that the chapter is written with readers in mind, using a fresh and modern style, which appeals to a broad audience. We look forward to receiving your chapter proposal & hopefully work with you on the beautiful GREEK island of AEGINA to finalise the manuscript for publication. Submit your chapter proposal (2,000 words) for double-blind review no later than February 27, 2017. Online submission server: https://cmt3.research.microsoft.com/LIHEAI2017 The editorial team Dr. Professor John Branch, University of Michigan, USA. Dr. Professor Paul Bartholomew, Ulster University, Northern Ireland. Dr. Professor Claus Nygaard, Institute for Learning in Higher Education, Copenhagen, Denmark.