dynamic learning maps elluminate session
DESCRIPTION
Nov 17thTRANSCRIPT
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Project funded by
Dynamic Learning Maps
http://learning-maps.ncl.ac.uk
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John Peterson(Project Officer)
Paul Horner(Snr roject Officer)
Simon Cotterill(PI & Project Manager)
Gordon Skelly(Project Manager)
Tony McDonald(Project Advisor)
Steve Ball(Project Director)
About DLMFunded as part of the JISC programme: Transforming curriculum delivery through technology
Running from April 2009 to March 2011
Piloting in Medicine, Psychology & Speech Therapy
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OverviewIntended Outcomes
• Understand the role of curriculum maps for different stakeholders• Be able to identify key barriers and challenges to developing
curriculum maps• Become familiar with ways in which technology can enhance
curriculum maps
Structure
• Overview (Intro / Rationale) 5 mins
• What are Curriculum Maps? What do they do? 10 mins
• Technologies / Demonstration15 mins
• Evaluation10 mins
• Discussion / Questions (throughout) 10 mins
http://learning-maps.ncl.ac.uk
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What's your preference for organising information?
A. I prefer visual maps (mind maps, concept maps etc).
B. I prefer hierarchical lists (text).
Please vote:
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I'm interested in today’s session mostly in relation to:
A. curriculum delivery
B. curriculum design
C. both design & delivery
D. learning about the technical approach
E. All of the above (added retrospectively!)
Please vote:
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What's your / your institutions current use of curriculum maps ?
A. We have a paper-based curriculum map
B. We have an online curriculum map
C. We are or plan to develop an online curriculum map
D. No plan to use a curriculum map
Please vote:
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Background: Communicating Complex Curricula
Modular courses: ‘Compartmentalisation’
Need to promote cross-modular learning
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Background: Web 2.0 and changing expectations of learners
“The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up.”
Educating the Net Generation http://www.educause.edu/
“although young people demonstrate an ease and familiarity with computers, they rely on the most basic search tools and do not possess the critical and analytical skills to assess the information that they find on the web. Higher education, therefore, continues to have a unique role in providing learners with the higher-order skills of evaluation, critical analysis and reflection, synthesis, problem-solving, creativity and thinking across discipline boundaries.”
Widespread uptake of social networking and other Web 2.0= changing expectations and technical literacies of many learners
http://learning-maps.ncl.ac.uk
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Overview of Dynamic Learning maps
Interactive ‘Web 2.0Sharing , rating and reviewsHarvesting multiple sources (‘Mashups’ )Facilitating communities of interest
Curriculum MapsOverview , Prior learning, Current & Future learning
Personal LearningPersonalised, sharing , reflective notes and evidencing outcomes
Linking Learning ResourcesCurriculum & External Resources
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What are Curriculum Maps?
What do they do?
http://learning-maps.ncl.ac.uk
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Background: Curriculum Maps
A diagrammatic representation of the curriculum.Different ‘windows’ ontothe curriculum e.g.• Intended outcomes• Curriculum content
/subject areas• Learning opportunities• Assessment• Learning resources• People (students / staff)
Complexity
Labour intensive
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Curriculum Maps: Potential role in Monitoring & QA
Declaredcurriculum
Taughtcurriculum
Learning &development As
sess
edCu
rricu
lum
‘Constructive Alignment’(curriculum – T&L – assessment)
Better insight into learning outside the curriculum
External resources Prior learning ‘Life-wide’ learning
Identify popularexternal resources(QA + peer review)
Map to otherCurricula(widens learningopportunities)
Identify ‘gaps’in teaching
Identifyduplication
Monitor access & equality of learning opportunities
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What should be on a curriculum map?
Example of different interpretations / implementations
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Maps as a Metaphor
Where have I been?
Where am I now?
Where am I going?
Stakeholders• Learners• Teachers (incl. occasional teachers)• Curriculum Managers• Administrators• External regulators
ReflectionRevision
Contextualisation
Preparation
What should the students already know?
Where is topic X taught in the curriculum ?
Career choices
Curriculum choices
Where is my specialty covered in the curriculum ?
http://learning-maps.ncl.ac.uk
Synthesis / Metacognition
Planning
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DiscussionWho are the main stakeholders and what are
their needs in relation to curriculum maps ?
What elements should be included in
curriculum maps? How are/could curriculum maps
be useful in your programme?
How detailed should
curriculum maps be?
http://learning-maps.ncl.ac.uk
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Developing Dynamic Learning Maps
Demonstration
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Overview of Dynamic Learning maps
Interactive ‘Web 2.0Sharing , rating and reviewsHarvesting multiple sources (‘Mashups’ )Facilitating communities of interest
Curriculum MapsOverview , Prior learning, Current & Future learning
Personal LearningPersonalised, sharing , reflective notes and evidencing outcomes
Linking Learning ResourcesCurriculum & External Resources
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e-Learning
Technical approach
Curricula databases
Library databases
ePortfolio/ blog
Repositories
ExternalFeeds
LearningResources
Life-longLearningRecord
ID-MAPsproject
Student Information
Systems
reflection
evidencing
discussion
adding resources,rating & reviewing
Learning Maps
(topic-specific)
Curriculum map
Personal learning
Community
http://learning-maps.ncl.ac.uk
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DLMs and LEAP2A
HTTP GET Request
HTTP Response- Leap2A XML
HTTP POST Request- Leap2A XML
Dynamic Learning
Maps
ePortfolio
https://learning-maps.ncl.ac.uk/blog/category/eportfolio/
LEAP2A is used to connect Learning Maps to the learner’s ePortfolio using a simple web service developed as part of the PIOP3 project. This works in two ways – adding new records and retrieving those records so that they can be accessed inside the Map.
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DLMs and XCRI
https://learning-maps.ncl.ac.uk/blog/category/next-xcri-project/
HTTP RequestDynamic Learning
Maps
Course Database
HTTP Response
Our “NEXT” project looked at enhancing the support for XCRI-CAP in the North East. An outcome of that project was embedding XCRI feeds inside Learning Maps. This lets us show course related information relating to specific parts of the curriculum.
We needed to extend the standard to better support competencies in order to link the map to a course.
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Making Connections
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Initial interfaces & user preferences
Text-based interface
Mind-map style interface
Forthcoming focus groups:explore options e.g. colour codingterminology e.g. ‘nodes’ or topics
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>1,000 external resources: 389 from 5 key sites (above)
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Careers
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Search
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Challenges for Curriculum Mapping ♯1
Stage 5 Stage 4 Stage 3 Stage 2 Stage 1
2007/08 2008/09 2009/10 2010/11 2011/12
Student journeythrough thecurriculum
‘here and now’teaching focus
Between major restructuring of the MBBS curriculum (aprox. every 5-7yrs): stable: units (modules), programme outcomes minor adjustments: sessions, cases, unit outcomes (responsive to evaluation / QA) more variation in assessment & differences in delivery by 4 ‘Base Units’ (stages 3 & 5)
The curriculum changes over time
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Challenges for Curriculum Mapping ♯2
Stepped availability of study guides, cases and timetable data
Semester 2Available
Semester 1Available
Sept 2008 Jan 2009 Sept 2009 Jan 2010
i.e. a fully detailed / data-driven curriculum map for the current academic year would not be available until Semester 2.
A partial map would be no good at all! (Needs to be a semi-persistent map but drawing on latest information as it becomes available).
Resources (presentations etc) are uploaded into the VLE on a ‘just in time’ basis.
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Challenges for Curriculum Mapping ♯3
MBBS study guide databases (baseline) designed to support complex curricula with large number of contributors using familiar Word documents (well formatted ‘portal documents’) these populate databases and structure the VLE when they are uploaded supports changing curriculum with views by multiple academic years
Module Database (baseline)• outcomes are blocks of free text: variable formats and amount of detail
Fit for purpose, but raise challenges for online curriculum maps:
Key data is in the form of non-standardised text e.g. learning outcomes, core presentations / conditions etc. language is inconsistent between study guides (modified for context) hard to differentiate between unit-specific and programme outcomes & content
Codes used in VLE and timetable are not persistent e.g. ‘PPD2.15’ may referrer to completely different teaching sessions from
one academic year to the next Problematic as resources are linked to these non-persistent codes
Existing data may not be in a readily usable
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Getting the right balance
Automation Specificity & Granularity
Initially reliant on manually makingconnections (curriculum & community)
Maintenance cost as curriculum changes
Search – High volumeof resultsmixed relevance
Saturation (too manyConnections – ‘hairball’)
e.g. MBBS: 60+ learning outcomesper module. High-level outcomespresent in virtually every module.
Refine relevancescoring
Data on connected topics used to improve future automation/specificity(related keywords / strength of connections)
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Recap: Summary of DLM
Interactive ‘Web 2.0Sharing , rating and reviewsHarvesting multiple sources (‘Mashups’ )Facilitating communities of interest
Curriculum MapsOverview , Prior learning, Current & Future learning
Personal LearningPersonalised, sharing , reflective notes and evidencing outcomes
Linking Learning ResourcesCurriculum & External Resources
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Initial Evaluation
http://learning-maps.ncl.ac.uk
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Initial Focus Group(following viewing concept demonstrator)
Informal focus group: year 4 medical students:• Very keen on concept• Would need training, especially for those less confident with IT• Could it be used as additional feedback from students to lecturers?
“This idea has engaged me from the outset and has potential, I believe, to revolutionise the MBBS course (as well as other courses) in many ways.”
From a students point of view, one could be much clearer on ‘the big picture’, as you have a curriculum map laid out in front of you, it is simpler and easier to find out curriculum content, learning outcomes and formal resources, all linked together, and also seeing how similar topics are interlinked throughout the course.”
“It seems a really good idea but it important that we get training on how to use it.”
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Evaluation: Focus Groups December 2009
Focus Group: Psychology (n=2)
Focus Groups: Speech Therapy BSc (9), MSc (7)
Staff Meeting: Speech Therapy ~15
Module Choices
Liked concept / layout
Perceived duplication
Importance of personal preferences
Visual vs. Text ViewsIntegration with
Blackboard?
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49%51%
Tree based lists Mind maps
Phase 1 MBBS feedback I prefer ?
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The map will help me better understand the MBBS curriculum?
18%
30%
25%
15%
7%
3%1%
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It is easy to use?
8%
32%
38%
8%
11%
3%2%
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The map would benefit my learning?
13%
33%34%
12%
3%1%
3%
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I understand the concept of Learning Maps?
Stro
ngly Agre
e Agre
e
Somewhat
Agree
Neutral
Somewhat
Disa...
Disagre
e
Stro
ngly Disa
gree
30%32%
20%
8%6%
0%
5%
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Knowing how a teaching session relates to the rest of the curriculum is important to me?
Stro
ngly Agre
e Agre
e
Somewhat
Agree
Neutral
Somewhat
Disa...
Disagre
e
Stro
ngly Disa
gree
26%
41%
10%
15%
3% 3%1%
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Having the map will be useful for preparation before a teaching session?
Stro
ngly Agre
e Agre
e
Somewhat
Agree
Neutral
Somewhat
Disa...
Disagre
e
Stro
ngly Disa
gree
15%
22%
19%18%
7%9%
10%
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Having the map will be useful for reviewing and reflecting after a session?
Stro
ngly Agre
e Agre
e
Somewhat
Agree
Neutral
Somewhat
Disa...
Disagre
e
Stro
ngly Disa
gree
22%
31%
27%
9%
3% 3%4%
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Having the map will be useful for revision?
Stro
ngly Agre
e Agre
e
Somewhat
Agree
Neutral
Somewhat
Disa...
Disagre
e
Stro
ngly Disa
gree
40%39%
12%
4%
0% 0%
4%
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It would be useful to add notes and reflections to teaching sessions and other parts of the map?
Stro
ngly Agre
e Agre
e
Somewhat
Agree
Neutral
Somewhat
Disa...
Disagre
e
Stro
ngly Disa
gree
37%
18% 18%
12%
3%
6%5%
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I only want information and resources provided by teaching staff ?
Stro
ngly Agre
e Agre
e
Somewhat
Agree
Neutral
Somewhat
Disa...
Disagre
e
Stro
ngly Disa
gree
7%
12%
7%
10%
19%
25%
18%
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I frequently supplement my learning with external resources on the web ?
34%
18%19%
6% 6%
9%7%
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How often would you envisage using the map (once complete) ?
11%
48%
32%
10%
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• Current status• >750 people have accessed DLM• Initial student input, focus groups • Input from curriculum leaders & support staff• Ongoing populating the curriculum maps• Integration with learning and teaching environments
• Larger-scale Piloting / Evaluation 2010/11• Medicine• Psychology• Speech Therapy (Jan 2011)
• Public Demonstrator (soon)• Looking to Pilot in other contexts
Next steps
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Recap: Summary of DLM
Interactive ‘Web 2.0Sharing , rating and reviewsHarvesting multiple sources (‘Mashups’ )Facilitating communities of interest
Curriculum MapsOverview , Prior learning, Current & Future learning
Personal LearningPersonalised, sharing , reflective notes and evidencing outcomes
Linking Learning ResourcesCurriculum & External Resources
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Project funded by
Further information:http://learning-maps.ncl.ac.uk
Thank You