http://learning-maps.ncl.ac.uk

Simon Cotterill, Paul Horner, John Peterson, Gordon Skelly, Tony McDonald, Patrick Rosenkranz, Nick Riches & Steve Ball

Dynamic Learning Maps: curriculum maps and personal learning

Overview

1. Background / Rationale

2. Demonstration

3. Summary of Formative Evaluation

Background

1: Communicating Complex Curricula

2: Modular courses: ‘Compartmentalisation’

Need to promote cross-modular learning

Understanding linkageswithin the curriculum(students & teachers)

Occasional Teachers

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

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)

Known barriers: -Complexity -Labour intensive

Maps as a MetaphorWhere 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

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

Dynamic Learning Maps

Demonstration

Initial Evaluation

http://learning-maps.ncl.ac.uk

Evaluation: Focus Groups 2009/2010

Focus Group: Psychology (n=2)

Focus Groups: Speech Therapy BSc (9), MSc (7)

Focus Groups: Medicine (students, staff)Demo / Student response system

Staff Meeting: Speech Therapy ~15

Module Choices

Liked concept / layout

Perceived duplication

Importance of personal preferences

Visual vs. Text ViewsIntegration with Blackboard?

I prefer

n=193 (student response system)

It is easy to use

n=193 (student response system)

“Time consuming to learn/to use?”

“Requires an amount of foundation knowledge to be able to make full use of it; either a session on it or a drop in surgery would be helpful”

78% agreed BUT some wanted training:

Medical students - focus groups

Medical teacher

“It seems a really good idea but it important that we get training on how to use it.”

The map would benefit my learning

n=193 (student response system)

80% of students agreed

“Excellent way of linking learning and thought processes”.

“Hopefully minimises learning occurring in isolated chunks.”

“Potential for more joined-up thinking for patient care”

“If assessment is not linked to it how much will it be used?”

Clinical teachers (focus group)

The map will help me better understand the MBBS curriculum

n=193 (student response system)

“Will increase relevance of Phase I lectures to clinical presentations/experience”

73% agreed

“It is helpful to be able to see [the curriculum] from both macro and micro levels”.

Stage 4 Medical Students- Focus group

Knowing how a teaching session relates to the rest of the curriculum is important to me

n=193 (student response system)

“Will increase relevance of Phase I lectures to clinical presentations/experience”

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...”

77% Agreed

Stage 4 Medical Students - Focus groups

Having the map will be useful for preparation before a teaching session?

n=193 (student response system)

“Would be potentially be extremely helpful, particularly when undertaking a new topic and preview [grouping] lectures”

“Help you to pitch your teaching at the right level/know what has been taught before”

‘What’s on “curriculum” doesn’t always equate to what students know’

Stage 4 Medical Student

“Enables you to reactivate prior learning”

“Tells you what student has covered in theory, [but] still need to know how much they have absorbed.”

Clinical teachers (focus group)

57% agreed

Having the map will be useful for reviewing and reflecting after a session?

n=193 (student response system)

80% Agreed

Having the map will be useful for revision

n=193 (student response system)

? “Any way of ticking off lectures revised?”

“Excellent revision tool”

“Helpful revision tool”

Stage 4 Medical Students

Clinical Teacher

91% Agreed

It would be useful to add notes and reflections to teaching sessions and other parts of the map

“[liked] linking the portfolio (which may appear otherwise abstract) with the rest of a student’s education”.

“link to portfolio may increase its usage!”

Stage 4 Medical Students(Focus Group)

73% of students agree

But clinical teaching staff skeptical:

n=193 (student response system)

“Can this really be used for portfolio (if voluntary) ?“

“How to engage student with e-portfolios – won’t work without their engagement”

I frequently supplement my learning with external resources on the web

n=193 (student response system)

I only want information and resources provided by teaching staff

n=193 (student response system)

72% agreed 26% agreed

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

Project funded by

Further information & Public Demonstrator:

http://learning-maps.ncl.ac.uk

Thank You

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

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

I understand the concept of Learning Maps

n=193 (student response system)

How often would you envisage using the map (once complete) ?

n=193 (student response system)