Designing powerful student-centred learning environments

In a constantly changing and increasingly globalised world high-quality education is pivotal. This poster presents ethnographic case study research on how expert instructors in the field of higher education design and bring to life student-centred learning environments that provide students with opportunities for deep learning. First, a conceptual framework was developed based on an expansive literature review. Secondly, three selected courses at Harvard Graduate School of Education (USA) were investigated between 2009 and 2011 to discern instructional surface-level and deeper-level quality features and to inform the development of a situative educational model. Implications for higher education policy and practice were derived to help educational managers, administrators, curriculum developers, instructors and faculty developers to navigate student-centred course design and implementation decisions.