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New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.

There is a need for a shift of the pedagogy to student-centeredness in the teaching–learning process of the higher education sector in countries such as Sri Lanka, where the education system is still identified with the dominant “teacher-centeredness” pedagogy. Within this backdrop, this study aims to understand whether a learner-centred teaching (LCT) can be practised effectively within a postgraduate taught course in Sri Lankan public sector university system.

Ontologically, this study is placed within the interpretivist paradigm and adopted qualitative methodology. Reflections and experiences of 2 facilitators and 63 participants were thematically analysed.

Four themes emerged from the data as key phases of LCT-based learning process, namely: “changing role of the facilitators,” “emerging a collaborative learning environment,” “creating a platform for contextualising the knowledge gained in class” and “becoming an owner of the learning.”

Within the learning process, participants became “owners” rather than “renters” because of facilitators maintaining low power distance and participants developing a sense of empowerment, leading to engaging in the learning process willingly. Further, this study shows how the classroom shifted from the state of learner-centred to learner-driven. These novel findings become the main theoretical contribution of this research to existing knowledge.

This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.

This study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.

The study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.

This study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.

This paper outlines some of the key results of a PhD study of the teaching and teaching development experiences of police educators practising in Australian police academies. The purpose of this paper is to describe the variation in police educators’ teaching and teaching development experiences, with these results being used to inform a developmental pathway for these practitioners.

A qualitative research specialisation called phenomenography was used for the data collection and analysis process. Semi-structured interviews were conducted with 25 police educators from across five police academies. The transcribed interviews were analysed using comparative analysis to constitute a limited number of qualitatively different categories representing variation from less to more complete experiences.

The results were represented via two sets of categories that were discussed in relation to the broader domains teacher- and learner-centeredness, and potential staff development pathways for police educators.

Discussion of the results highlighted ideal approaches to teaching and teaching development and examined the limitations on staff development in relation to the less sophisticated experiences. Finally, the implications of these results were discussed in terms of potential staff development strategies within police academies.

This research is unique in terms of police educators’ experiences of their teaching and teaching development.

The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals.

Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK).

The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the “active-learner-centred” approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities.

To the best of the authors’ knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings.

This paper seeks to demonstrate that a truly learner‐centred enterprise education programme can be developed within a traditional business school environment.

This paper unites the broad teaching philosophy of Alfred Whitehead with that of Allan Gibbs's enterprise specific teaching philosophies to consider the fitness of the recently developed hic et nunc enterprise framework. This is largely achieved by testing the framework for constructive alignment.

It is argued that the hic et nunc framework is consistent with the philosophies of both Whitehead and Gibb. Further, the framework illustrates a process through which enterprise education programmes can be developed independently of any pressures to conform to more traditional pedagogy.

Through careful consideration of the process of constructive alignment, an analytical approach to developing and/or refining an enterprise education program exists. Importantly, it represents an approach that is explicitly learner‐centred, and therefore free from the constraints of the environment within which the programme is delivered.

This paper brings to life the wonderful ideas of the great philosopher, Alfred Whitehead, combining them with the contemporary ideas of Allan Gibb. In doing so, the complementary nature of their thoughts helps to illustrate the minimal requirements of a learner‐centred approach to enterprise education.

Technology enables people to enhance the quality of lives, it undeniably improves the standards of living, and it calls for better, speedier and effective communication. Technology can be used for educational purposes, and educational technology calls for an extension of the stereotypical classroom situation, leading to peer group interaction and emphasises on interactivity between teacher and taught; rather than on one way pedagogy and the teacher centred lay out of education. A Master's Programme Initiative in Educational Transformation in New Zealand integrated a computer management system, WebCT into a learner centred interactive community of K‐12 practicing teachers. The learner centred community model was advocated by Weimer, (2002). The initiative was to further dialogue among teachers for better training and upgradation of professional skills. This was a means to reflective practice so that teachers retrospect and introspect on their pedagogical skills. Training, education and the workplace have become significant matrixes of the educational ‘scenario’ in today's corporate world where learners are stakeholders. On line learning provides for teaching/learning which is dialogic. It creates an ambience for effecting space for dialogue and the enhancement of a dynamic learning community. Dabbagh and Bannan Ritland (2005) posit that learning is internet and Web based enabled. Web based technologies thus further the cause of interactive learning in a manner of ‘knowledge construction’. Dialogue is a ‘change agent’ changing us and the context (Wink 2000). For Dewey(1916) knowledge construction is a social process.

Against the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant’s professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes.

This study adopted the CLS approach to explore the teacher participant, Lily’s PD. Three rounds of CLS of short fiction instruction were conducted. Triangulated data including interviews, reflection journals, discussion notes and lesson materials were collected for directed qualitative content analysis.

The results show that through the CLS, Lily has (1) changed her beliefs about the curriculum and literature instruction, and improved her emotion management and become more resilient and motivated; (2) shifted her teaching focus from forms and facts to meanings; (3) adopted a more learner-centred and inquiry-based teaching approach and (4) received satisfactory learner outcomes including increased learner participation and quality output. The follow-up class observations suggest the sustainability of such development.

This study applies and validates a conceptual framework of teachers’ PD, and establishes the value of promoting curriculum reform and facilitating EFL teachers’ PD through CLS and literature instruction.

In a world of continuous volatility, complexity and uncertainty, the need for enhanced leadership has gained significant attention. Leadership development efforts continue to scale up but fail to produce the desired leaders. This calls for fundamental changes in the way leadership development happens.

Knowing this very well, it is ironic that organisations remain limited in their ability to develop leadership talent. Leadership models may be inadequate to prepare our leaders for the future. Effective leadership development frameworks need to take a contextual view and evolve sustainable and competitively integrated solutions to today’s leadership challenges.

This chapter explores the changing paradigms related to leadership development and highlights how contextual enablers will help practitioners better select and develop leaders.