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 : 

  1. Masterclass 
  2. Edu-Future Forum
  3. Roundtable discussions with industry, graduates, students and academia
  4. Lightning Talks
  5. 1- Day Student track 
  6. Keynotes
  7. Parallel Sessions

TTLC2019 Conference Grant available. For more information click here

Come join us at Taylor's 12th Teaching and Learning Conference today!
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


A  Masterclass enables participants to engage with our keynote speakers in an interactive setting for a more tailored and intimate learning experience. Each masterclass is led by our award-winning and highly esteemed TTLC 2019 Keynote speakers who will share their experience and innovative approaches in addressing the theme. 

Professor Thakur S Powdyel

Bhutan Minister of Education (2008-2013),  President of the Royal Thimphu College from February 2015 to August 2018

The Interface between Role and Soul in Teaching: Where Do the Twain Meet

Granted that the ever-sharpening intelligence of succeeding generations fills the needs created by rapidly changing times, the call of the constants is equally forceful to steady the ship and to provide important points of reference as the human race looks future-ward. Nowhere is the need to look inward at the same time as we look outward more compelling as in Education otherwise called the Noble Sector. 

When the pace is so breathless and as the economic rationale becomes ever more irresistible, the voice of the sublime and the ideal is rendered increasingly feeble and powerless. Ease of doing business, arguments of marketability, issues of economic profitability, and efficiencies of returns on investment, inter alia, mostly carry the day. 

My humble submission under the theme of the Interface between the Role and the Soul attempts to present a case for the need to harmonise the two for mutual nourishment and continued relevance.     

Professor Dr Susan J. Deeley  

Professor of Learning and Teaching and the Director of Undergraduate Studies in the School of Social and Political Sciences, University of Glasgow, UK. 

Empowering learners through the co-design of assessment

This masterclass aims to provoke critical discussion of the benefits, constraints and concerns of engaging students in the co-design of assessment. Overstepping the boundaries of normative expectations of assessment can be daunting and challenging to both learners and teachers. Indeed, Rust et al (2012: 18) assert that where 'summative marks are given, there is (and will always need to be) a clear divide between assessor and assessed.' What implications does this conventional view have for learner-teacher partnership and can the inherent risks and resistance be mitigated by the potential rewards? Participants in this masterclass will be encouraged to consider how they might develop or extend approaches to learner-teacher partnership in their own assessment practice.

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