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This work argues that reframing curriculum design around learner-centeredness provides the needed framework for graduate preparation. A learner-centered curriculum develops highly capable individuals who can create learning experiences, digest and generate knowledge within the curriculum, and make outcomes and processes transparent and scaffolding-like for 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Learner-CenteredCurriculum\n\nCLAUDIA EMES &MARTHA CLEVELAND-INNES  \nThe University of Calgary &Athabaska University  \n## ABSTRACT\n\nIn higher education,competing demands for accountability andinnovation in the face of globalization,technology,and budget cutscause us to consider how best to prepare learners who will learn for alifetime.We contend that a shift in our understanding of curriculumdesign to accommodate learner-centeredness willprovide the frameworkfor preparing graduates for a lifetime of learning.Learner-centered cur-riculum proposes to create highly developed individuals,providing themthe skills to continue creating learning experiences,digest currentknowledge,and create new knowledge within the curriculum itself.Curriculum characteristics,as identified in the curriculum design projectpresented here,include content appropriate to the characteristics of anew society.It also includes all that is required of a curriculum in orderfor it to be transparent and easily understood as the scaffolding of learn-ing.This definition of a learner-centered curriculum includes compo-nents that educators deem to be relevant and vital for students.It addscurriculum processes and required outcomes to prepare students for cur-riculum creation alongside educators.              \n## RÉSUMÉ\n\nAu niveau des études supérieures,les exigences pour laresponsabilité et I'innovation face à la globalisation,la technologie,etaux coupures budgétaires nous poussent à considérer comment mieuxformer ceux qui apprendront tout au long de leur vie.Nous croyonsqu'un changement de notre compréhension de la planification ducurriculum,davantage centrée sur I'apprenant,fournira un encadrementpour préparer les diplomés pour une vie d'apprentissage.Ce type decurriculum tend à développer chez les individus des habilités qui leurpermettront de continuer leurs expériences d'apprentissages,d'acquérirdes connaissances et meme d'améliorer le curriculum.Lescaractéristiques du curriculum,définies dans le projet de planificationprésenté ici,prennent en considération les caractéristiques d'unenouvelle société.Elles incluent également tout ce qui est nécessaire pourqu'un curriculum soit transparent et facilement compris comme structurevisant I'apprentissage.Cette définition de la planification du curriculuminclut des facteurs que les éducateurs trouveront utiles et vitaux pour lesétudiants.Sont aussi présentés des processus de curriculum et desrésultats attendus afin de préparer les étudiants à collaborer avec leséducateurs a la création d'un curriculum.                \nIn the nineties,universities began facing unprecedented pressure tochange,to be reinvented to better meet the demands of learners in ourtwenty-first century,highly technical,globalized society.We hadbecome a consumer society and although the debate about students asconsumers had not yet erupted in the hallways of the academy,we beganadopting business practices from the corporate world as universitiesmoved into full scale strategic planning.The purpose of the planningwas,among other things,to make the institutions more competitive inthe changing market of higher education.To be competitive,institutionssought ways to distinguish their university from others of similar sizeand offerings.The purpose was to attract certain types of consumers -those that the institutional focus can best serve.  \nDrivers for change were related to the knowledge era that requiresnew learning outcomes in higher education,including understanding oflearning itself as a key outcome.Add to this decreased public fundingand greater demand by society for accountability,and change became animperative.Probably the most ubiquitous forces were,and continue tobe,the impact of technology and globalization.Harkins(1998)focuseson these forces when he speaks to the effect of global information sys-tems that include,\"the emergence of 'situational’personal cultures\"(p.74).This phenomenon can be attributed to individual,intentional tr","cbCaioG7JjD7Plag","https://ap.wps.com/l/cbCaioG7JjD7Plag","pdf",823440,23,"English","# ABSTRACT\n## CONTEXT\n## Traditions of curriculum design\n## Learner-centered curriculum design","[{\"question\":\"Why does higher education need learner-centered curriculum design?\",\"answer\":\"It responds to pressures from globalization, technology, and accountability demands, helping institutions prepare graduates for lifelong learning.\"},{\"question\":\"What does a learner-centered curriculum aim to do?\",\"answer\":\"It builds highly developed individuals who can continue creating learning experiences and generating new knowledge within the curriculum.\"},{\"question\":\"What key features should a learner-centered curriculum have?\",\"answer\":\"It should include content suited to a new society and provide transparent processes and outcomes that function as learning scaffolding for students.\"}]","A Journey Toward Learner-CenteredCurriculum | PDF",1792084767,58]