Author's Guidelines

TTLC2019: 2 Exciting Keynotes, 2 Intensive Masterclasses, 1 Forum, 1 Round Table Discussion & Parallel Sessions.

Sep 12, 2019

Sep 14, 2019

Add to Calendar 20190912T0001 20190914T2359 Taylor's 12th Teaching and Learning Conference 2019 Transforming Curriculum: Strengthening Teacher-Learner Partnership From our previous conferences, we are aware that empowering learners for life requires a fundamental shift in designing curriculum for Higher Education. New priorities, pedagogies, technologies, spaces and assessment strategies are required to empower learners to take ownership of their learning. Creating resilient, adaptable and future-capable learners is no longer an option for Higher Education institutions as we embrace the Education 4.0 Trends. Hence, as an innovative Higher Education institution, Taylor's has been pioneering holistic education and the integration of Life skills into the curriculum. However, these 'student-centeredness' concepts still seem to be prescriptive in nature as most decisions on curriculum, assessment, teaching and learning approaches are still teacher-centric (see Bovill, Cook-Sather, & Felten, 2011, p. 133). Teachers are designing student-centred learning environments without embracing their learners to be a part of the decision-making (see Ntem, 2017). In addition some lecturers who believe they are student-centred in their approach are not embracing the 'voice' of the students within their class. Some lecturers in higher education prefer traditional approaches of content delivery, conventional assessment methods, and familiar teaching and learning approaches rather than experimenting with new best practices. To address this disconnect we propose that there should be a proactive student-teacher partnership in designing assessment and the teaching and learning activities (See Bovill, Cook-Sather, Felten, Millard & Moore-Cherry, 2016). We believe that a paradigm shift in education is not only for teachers, but it is vital for students in embracing their empowered role. TTLC 2019 is paving the way to understand student-teacher partnerships by examining best practices through dialogue, as well as innovative teaching and learning designs where students have been taking an active role. The sub-themes below can be utilized as lenses to further envision the student-teacher partnerships in the higher education setting. The TTLC 2019's innovative agenda is designed to "unlock" the typical conference format, and our aim is to create a space that prioritises engagement with keynotes, panelists and delegates. You can look forward to a relevant, pro-active and rewarding learning experience where peer-to-peer learning and collaboration are prevalent with experts from more than 12 countries and 30 institutions. Our programme features sessions such as : Masterclass Edu-Future Forum Roundtable discussions with industry, graduates, students and academia Lightning Talks 1- Day Student track Keynotes Parallel Sessions TTLC2019 Conference Grant available. For more information click here Come join us at Taylor's 12^th Teaching and Learning Conference today! https://ttlc2019.dryfta.com/ Taylor's University Lakeside Campus, No. 1 Jalan Taylor's 47500 Subang Jaya, Selangor Darul Ehsan Malaysia. Taylor's 12th Teaching and Learning Conference 2019 ttlc.general@taylors.edu.my

Author's Guidelines

Review Criteria:

TTLC2019 employs a double blind peer-reviewed format. The following are criteria for acceptance of a paper for publication for the TTLC2019 Publication:

Standard and Criteria

Manuscripts that exhibit the following characteristics will meet the selection criteria for publication.

Content: Original research with significant findings that contribute to the discipline that also command a general interest.
Presentation: Systematic and well-organized prose whereby an argument flows and is easily comprehendable.
Language: Simple, lucid and highly intelligible to a general intellectual audience. There should be minimal usage of specialized terms, jargon or technical language; if unavoidable, an explanatory note should be included.

Manuscripts that are not accepted for publication include those that are too elementary, poorly written and/or poorly organized, incoherent, too specialized in scope, unduly technical, or are excessively long.

TTLC2019 Publication Peer-Review Process

Submitted manuscripts goes through a review process that normally takes between 4 to 6 months.
A blind review is practiced so that neither contributor nor reviewers are known to one another.
The Editor-in-Chief will have the first initial review of the paper on its suitability and relevance in consultation with members of the Internal Review Panel. If appropriate, reviewers are identified again through consultation among the Internal Review Panel. If the review reports are unfavorable, the Editor-in Chief, in discussion with the Review Panel, decides whether an outright rejection is advisable or to seek another reviewer before a final decision is made.
In the event of rejection, the author of the paper is notified. If the reviews are encouraging, the author is notified; the review feedback will be provided for the author to undertake revisions in line with the reviewers? comments and suggestions.
The revised paper when received by the Editor-in-Chief will again be evaluated to ensure that all issues raised by the reviewers have been addressed. If deemed necessary, the revised paper is forwarded to the reviewers for another reading. When all aspects are satisfied, the author is notified that his/her paper has gone through the review process and is now accepted for publication in a forthcoming issue of the 2020 Publication or Journal.

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