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! 


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

Publication & Awards

TTLC produces a wide variety of quality publications in the area of teaching and learning which are recognized internationally by academics and practitioners.

For TTLC2019, we are collaborating with few potential publication partners to publish selected TTLC2019 papers:      

1. The Malaysian Journal of Learning and Instruction (MJLI)

                                                 



The Malaysian Journal of Learning and Instruction (MJLI) is indexed in the Emerging Sources Citation Index (ESCI) since 2016 and in Scopus since 2012. It is a double-blind peer reviewed, international academic journal published biannually (June and December) by Universiti Utara Malaysia.

All full papers submitted are eligible to be considered for publication in  Malaysian Journal of Learning and Instruction. Papers will be reviewed in accordance to the  journal's review criteria. Final selection will be done by MJLI editors. 

Acceptance Notification : March 2020

Publication : Dec 2020


2. Book Chapter

The full paper submitted can also be considered for TTLC2019 Book Chapter. The papers will be selected based on a double review process by the review committee, and aligned to the central conference theme of "Transforming Curriculum: Strengthening Teacher-Learner Partnerships' and its sub-themes. The final selection will be based on the author's ability to addressing all the reviewers' comments and meeting deadline for the publication.

 

We invite you to submit your abstract for the TTLC2019 today!

 Click Here To Submit Your Abstract

IMPORTANT NOTES:

  • During the publication process, your paper will be submitted to a multi-publisher plagiarism prevention screening software. By submitting a paper for consideration, the author(s) agree(s) to :
  • Adhere to publication requirements that submitted work is original, is not plagiarized, and has not been published elsewhere, or is not currently being considered for publication elsewhere;
  • Ensure that they have written entirely original work, and if the authors have used the work and/or words of others this must be appropriately cited;
  • Ensure that papers submitted contain only work that has been conducted in an ethical and responsible manner and that complies with all relevant legislation;
  • Ensure that results are presented clearly, honestly, and without fabrication, falsification or inappropriate data manipulation;
  • Endeavor to describe their methods clearly and unambiguously so that their findings can be confirmed by others;
  • Take collective responsibility for submitted and published work;
  • Ensure that the authorship accurately reflects individuals' contributions to the work and its reporting; and where there are others who have participated in certain substantive aspects of the research project, they should be acknowledged;
  • If an author discovers a significant error or inaccuracy in his/her own published work, it is the author's responsibility to promptly notify the editor and the editor to retract or correct the paper.
  • We encourage authors to thoroughly review their papers for language accuracy before submission.
  • In the event that your paper has not complied with the proper guidelines your paper may be omitted. The final decision for paper selection will be made by the Editors based on peer review reports as well as reports from our publishers.

 

 


Awards

BEST FULL REFEREED PAPER 

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The Best Paper Awards will be announced during the closing of the conference. The winners will receive a certificate of achievement and a digital badge secured by Blockchain technology.

The paper must be original and clearly identify broad and insightful implications for theory, practice and/or policy that are consistent with identified study limitations and the inferences and conclusions it draws. The paper must clearly be contextualised in current and relevant literature or policy with a well-articulated conceptual or theoretical framework, research questions that address a novel issue(s) and with a clear and significant contribution to knowledge. The paper should adopt an appropriate research methodology, with evidence of critical analysis and interpretation. The paper should contain clear or strong contemporary relevance to the conference theme and sub-theme(s). Finally, the paper should be relevant to both academics and practitioners.


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