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The article shall focus on the design of academic courses from a learning-centered approach, with an emphasis on the formulation of learning outcomes. Planning a course from a learning-centered approach helps create a dialogue between the academic faculty and students and creates congruence between learning outcomes (course goals) and instruction methods and assessment goals. The purpose of the article is to present the need for paradigmatic change and for a transition from planningdoi:10.19030/jier.v9i4.8084 fatcat:4dfhuia3brecvfmdy55cciowj4