#  Training workshop on Student-Centered Learning, Teaching in Assessment for Cyprus Agency for Quality Assurance and Accreditation in Higher Education 

 





October 13, 2022

 

 

 Cyprus Agency for Quality Assurance and Accreditation in Higher Education, 6-7 September 2022, Nicosia, Cyprus

 My sessions included:

 Workshop 1 Design Principles of SCLEs  
This session introduces the concept of student-centred institutional ecosystems (SCEs) (Klemenčič  
and Hoidn 2020) to show how the various elements that we associate with SCLT relate to each other  
and comprise a comprehensive institutional (or system-wide) framework designed for activating and  
deepening student learning. The session focuses on the five components of the SCEs framework in  
higher education institutions: (1) curriculum, pedagogy and assessment, (2) teaching and learning  
infrastructure and support, (3) quality of learning and teaching, (4) governance and administration and  
(5) policies and finance. Participants are prompted to evaluate SCEs within their higher education  
institutions and create action plans on designing and further developing these.

 Keynote 2: Students at the Center – Student Agency  
This keynote focuses on student agency as one of the core motivators in student learning. Student agency refers to  
students having capabilities to develop learning and educational goals and design learning strategies,  
and to seize or create learning opportunities (Klemenčič 2020). Through an inductive lecture appoach, the participants will co-create knowlwdge on the ways educators can help students strengthen their agency, as well as address challenges and tensions in balancing teachers' needs and expectations and students' needs and expectations.

 Workshop 6 Student Engagement and Active Learning  
This session focuses on enhancing student engagement and active learning in a course. In small  
groups, participants work on designing a "toolbox" of instructional practices, from small instructional moves  
like "think-pair-share"; to pedagogic approaches like research-intensive or challenge-based courses.



 

 

 



 

 

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