02294nam 2200517 a 450 991078541910332120230705233658.01-282-98515-9978661298515790-485-1224-7(CKB)2670000000066202(EBL)649981(OCoLC)700706947(SSID)ssj0000470170(PQKBManifestationID)12213427(PQKBTitleCode)TC0000470170(PQKBWorkID)10412428(PQKB)10366759(MiAaPQ)EBC649981(EXLCZ)99267000000006620220100806d2010 uy 0dutur|n|---|||||txtrdacontentcrdamediacrrdacarrierIdentiteit en diversiteit de tegenstelling voorbij /Maykel Verkuyten[Amsterdam] :Pallas Publications,2010.1 online resource (236 pages)90-8555-030-0 Includes bibliographical references (p. 217-235).Inhoud; 1. De zoektocht naar identiteit; 2. Een kwal op het Nederlandse strand; 3. Identiteit in ontwikkeling en meervoud; 4. Blauwe en bruine ogen; 5. Het waarderen van verschil; 6. Een nieuw wij-gevoel; 7. Besluit; Noten; LiteratuurIdentiteit is een centraal onderwerp in debatten over sociale cohesie, culturele diversiteit, integratie en wij-zijdenken. Maykel Verkuyten bekijkt identiteiten, etnische relaties en manieren om met culturele diversiteit om te gaan vanuit onze kennis over menselijk gedrag: wat mensen willen, waar ze behoefte aan hebben, hoe ze in de regel reageren. Het gaat om de betekenis van gedragswetenschappelijke benaderingen in het duiden van hedendaagse dilemma's binnen onze pluriforme samenleving. Daarbij komen vragen aan de orde als: waarom en wanneer plaatsen mensen zichzelf en anderen in sociale catMulticulturalismNetherlandsEthnicityNetherlandsMulticulturalismEthnicity306Verkuyten M1504898MiAaPQMiAaPQMiAaPQBOOK9910785419103321Identiteit en diversiteit3734187UNINA04549nam 22006135 450 991104914960332120260102122747.03-032-13520-610.1007/978-3-032-13520-9(CKB)44769984800041(MiAaPQ)EBC32470755(Au-PeEL)EBL32470755(DE-He213)978-3-032-13520-9(EXLCZ)994476998480004120260102d2026 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierDesigning Curricula for Learner Autonomy and Engagement Connecting Notional Hours, Blended and Self-Regulated Learning /by Angelos Bollas, Cathryn Bennett1st ed. 2026.Cham :Springer Nature Switzerland :Imprint: Springer,2026.1 online resource (229 pages)Education Series3-032-13519-2 Chapter 1. Understanding Learner Autonomy and Self-Regulated Learning -- Chapter 2. The Role of Notional Hours in Curriculum Design -- Chapter 3. Rethinking Notional Hours for Greater Learner Autonomy and Engagement -- Chapter 4. Principles and Learning Theories Behind Blended Learning -- Chapter 5. Designing Interactive and Engaging Learning Experiences -- Chapter 6. Assessing and Enhancing Student Engagement -- Chapter 7. Policy and Institutional Support for Innovative Education.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 through 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. .Education SeriesLearning, Psychology ofEducationCurriculaEducation, HigherEducation and stateLearning TheoryCurriculum StudiesHigher EducationEducation PolicyLearning, Psychology of.EducationCurricula.Education, Higher.Education and state.Learning Theory.Curriculum Studies.Higher Education.Education Policy.370.15Bollas Angelos1737613MiAaPQMiAaPQMiAaPQBOOK9911049149603321Designing Curricula for Learner Autonomy and Engagement4522420UNINA