Learner-Centered Outcomes in Subject-Centered Institutions: Metaphors for Muggle Learning

Leon Fulcher (Zayed University, Abu Dhabi)

Learning and Teaching in Higher Education: Gulf Perspectives

ISSN: 2077-5504

Article publication date: 1 December 2004

Issue publication date: 1 December 2004

72
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Abstract

Learner-centered education faces many challenges when introduced to university centers where faculty socialization into subject-centered teaching is the dominant ethos. Three warning metaphors drawn from the literature of J K Rowling are used to illuminate challenges associated with learner-centered education. The first metaphor focuses attention on ways in which institutional structures in disciplinary education are frequently altered confronting faculty and students with organizational turbulence. The second metaphor warns that individual learners easily distracted from family and personal career goals. The final metaphor highlights ways in which learning – to be of value to students – requires personal ownership and fit.

Citation

Fulcher, L. (2004), "Learner-Centered Outcomes in Subject-Centered Institutions: Metaphors for Muggle Learning", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 1 No. 1, pp. 54-60. https://doi.org/10.18538/lthe.v1.n1.05

Publisher

:

Emerald Publishing Limited

Copyright © 2004 Leon Fulcher

License

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode


Acknowledgements

Publisher's note: The Publisher would like to inform the reader that the article “Learner-Centered Outcomes in Subject-Centered Institutions: Metaphors for Muggle Learning” has changed pagination. Previous pagination was pp. 1-7. The updated pagination for the article is now pp. 54-60. The Publisher apologises for any inconvenience caused.

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