Designing Curricula for Learner Autonomy and Engagement: Connecting Notional Hours, Blended and Self-Regulated Learning
暫譯: 設計促進學習者自主與參與的課程：連結概念時數、混成學習與自我調節學習

Bollas, Angelos, Bennett, Cathryn

Designing Curricula for Learner Autonomy and Engagement: Connecting Notional Hours, Blended and Self-Regulated Learning
  • 出版商: Springer
  • 出版日期: 2026-01-03
  • 售價: $5,410
  • 貴賓價: 9.5 折 $5,140
  • 語言: 英文
  • 頁數: 189
  • 裝訂: Hardcover - also called cloth, retail trade, or trade
  • ISBN: 3032135192
  • ISBN-13: 9783032135193
  • 相關分類: 職涯發展

    • 海外代購書籍(需單獨結帳)

相關主題

商品描述

Designing Curricula for Learner Autonomy and Engagement examines how higher education can be reimagined to empower learners as active, self-regulated participants in their own development. Across seven interconnected chapters, the book integrates theory, research, and practice to explore how autonomy and engagement can be systematically fostered in curriculum design, teaching strategies, and institutional policy. Starting with the conceptual foundations of learner autonomy and self-regulated learning, the book situates these ideas within the realities of contemporary higher education, including digital transformation, flexible delivery, and post-pandemic pedagogical change. It repositions notional hours as a learner-centred design tool and illustrates their application through a case study of an undergraduate module redesigned to enhance engagement and independent learning. Building on these principles, the book offers evidence-based frameworks for blended and interactive learning design, showing how Constructive Alignment, Self-Determination Theory, and Universal Design for Learning can be translated into practical strategies for fostering motivation, reflection, and meaningful interaction. Subsequent chapters address the measurement and enhancement of student engagement, introducing ethical, inclusive, and data-informed approaches to assessing behavioural, emotional, and cognitive participation. The discussion extends to institutional and policy levels, exploring how quality assurance systems, curriculum governance, and professional development can support autonomy-oriented innovation. Throughout, the book emphasises the integration of technological and human dimensions of learning, including the emerging influence of generative AI, and advocates for pedagogy that is both evidence-based and responsive to learners' diverse needs. Bridging conceptual insight with actionable guidance, Designing Curricula for Learner Autonomy and Engagement provides educators, curriculum designers, and policymakers with a coherent framework for creating learning environments that cultivate agency, criticality, and sustained engagement in an evolving educational landscape.

商品描述(中文翻譯)

《設計促進學習者自主性與參與感的課程》探討高等教育如何重新構想，以賦予學習者作為自己發展的主動、自我調節參與者的能力。全書共分為七個相互關聯的章節，整合理論、研究與實踐，探索如何在課程設計、教學策略和機構政策中系統性地培養自主性和參與感。書中首先介紹學習者自主性和自我調節學習的概念基礎，並將這些理念置於當代高等教育的現實中，包括數位轉型、靈活的教學方式以及疫情後的教學變革。它重新定位了概念性學時作為以學習者為中心的設計工具，並通過一個重新設計的本科模組案例來說明其應用，以增強參與感和獨立學習。基於這些原則，本書提供了基於證據的混合式和互動式學習設計框架，展示如何將建構性對齊（Constructive Alignment）、自我決定理論（Self-Determination Theory）和普遍學習設計（Universal Design for Learning）轉化為促進動機、反思和有意義互動的實用策略。隨後的章節探討學生參與感的測量和提升，介紹倫理、包容性和數據驅動的方法來評估行為、情感和認知參與。討論延伸至機構和政策層面，探索如何通過質量保證系統、課程治理和專業發展來支持以自主性為導向的創新。全書強調學習的技術與人文維度的整合，包括生成式人工智慧的日益影響，並倡導基於證據且能回應學習者多樣需求的教學法。《設計促進學習者自主性與參與感的課程》將概念洞察與可行指導相結合，為教育工作者、課程設計者和政策制定者提供了一個連貫的框架，以創造培養自主性、批判性思維和持續參與的學習環境，適應不斷演變的教育格局。

作者簡介

Angelos Bollas is an independent scholar. His research focuses on education as well as men and masculinity from literary, cultural, and social perspectives. He has authored and edited 8 books including Contemporary Irish Masculinities (Routledge, 2024), Sexualised Governmentalities (Springer, 2024), Fashionable Queerness (Emerald, 2024), HIV/AIDS in Memory, Culture and Society (Palgrave Macmillan, 2024), The Routledge Companion to Sally Rooney (Routledge, 2025), Designing Curricula for Student Autonomy and Engagement (Springer, 2026), Voices of Resistance (Emerald, 2026), and Health and Care in Crisis in Sally Rooney's Literary Universe (Palgrave Macmillan, 2026). Angelos has a PhD in Cultural Studies, five master's degrees including a MA in Learning Design and Technologies, and two bachelor's degrees. He is currently studying for his third bachelor's degree in Philosophy.

Cathryn Bennett is a researcher in corpus literacy development, virtual exchange in task design, and pragmatics. She obtained her PhD in Applied Linguistics from Trinity College Dublin in 2023, focusing on training in-service EFL practitioners to become corpus literate and design classroom materials with corpora. Currently, she is the Scholarly Writing Specialist at Penn State University, United States and continues to publish in several areas: corpus literacy development of in-service teacher education, intercultural virtual exchange and corpus materials design.

作者簡介(中文翻譯)

Angelos Bollas 是一位獨立學者。他的研究專注於教育以及從文學、文化和社會的角度探討男性與男性氣質。他已經撰寫和編輯了八本書籍，包括《當代愛爾蘭男性氣質》（Routledge, 2024）、《性別化的治理》（Springer, 2024）、《時尚的酷兒性》（Emerald, 2024）、《HIV/AIDS在記憶、文化與社會中的影響》（Palgrave Macmillan, 2024）、《Sally Rooney的Routledge伴侶》（Routledge, 2025）、《為學生自主與參與設計課程》（Springer, 2026）、《抵抗的聲音》（Emerald, 2026）以及《Sally Rooney文學宇宙中的健康與護理危機》（Palgrave Macmillan, 2026）。Angelos 擁有文化研究的博士學位，五個碩士學位，包括學習設計與技術的碩士學位，以及兩個學士學位。他目前正在攻讀第三個哲學學士學位。

Cathryn Bennett 是一位研究語料庫素養發展、任務設計中的虛擬交流以及語用學的研究者。她於2023年在都柏林三一學院獲得應用語言學博士學位，專注於培訓在職的英語作為外語（EFL）教師，使其具備語料庫素養並設計以語料庫為基礎的課堂材料。目前，她是美國賓州州立大學的學術寫作專家，並持續在幾個領域發表研究：在職教師教育的語料庫素養發展、跨文化虛擬交流以及語料庫材料設計。

類似商品