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COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
COM:MAND - AMEE 2011
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COM:MAND - AMEE 2011

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Supporting the creation, mapping, revision and management of curriculum and learning outcomes.

Supporting the creation, mapping, revision and management of curriculum and learning outcomes.

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  • 20 slides in 10 minutes is a lot to ask. My main intention, therefore, is to give a little context and a little overview and invite you to join the secrets of success session, which will offer more practical hands-on opportunities – and a little more time
  • Command essentially grew out from a number of conversations I found myself engaged in over a number of months, in a number of countries. Internationally, colleagues are vexed by this territory
  • Multiple potential owners of outcomes, grey areas, soft focus, overall cohesion exists outwith a systematic mapping
  • How one party delineates terrirory….
  • May not be how another party sees that same terrirory
  • Some agents may wish to see the territory mapped pragmatically by immediate need
  • Whilst others may see the need only for abstract orientation
  • To others still, context outwith the particular domain may be a factor – as may be the representation of that overall context. If the global economy keeps going on its current path, this view of the world may become increasingly common
  • A mapping of outcomes against curriculum themes – ie where the individual outcomes are taught – reveals an immediate visual weighting of the shape of the curriculum
  • Transcript

    • 1. COM:MAND Supporting the creation, mapping, revision and management of curriculum and learning outcomes Michael Begg Matt Hammond David Dewhurst University of Edinburgh Learning Technology Section
    • 2. COM:MAND
      • Curriculum Outcome Mapping: Management And Delivery
        • By necessity a suite of loosely connected tools
        • Born out of a number of problems/challenges
        • Informed by multiple contexts
        • Purposefully never out of development
        • Developed ad hoc / R&D according to immediate need
    • 3. The terrain
      • Curriculum review and revision
      • Identifying gaps and overlaps
      • Find clarity in integrated curricula
      • Assist QA / QE
      • Assist program design
      • Align courses/curricula with professional/ national/ international guidelines
      • Align activity with clinical vocabularies
    • 4. Surface challenges
      • Full picture contained only in the minds of the few
      • Increased expectancy to explicate, report and audit all outcomes for all parties
      • Increased value of harmonized curricula
      • Increased requirement to map to professional / national guidelines
    • 5. Underlying challenges
      • Managing a consistent vocabulary and tone across a full curriculum is a HUGE undertaking
      • System structure very often at odds with human process
      • The representation of data is never neutral
          • Example…
    • 6. Plot outcomes by dimension?
    • 7. Plot outcomes by domain?
    • 8. Plot outcomes by case narrative?
    • 9. Plot outcomes in abstract
    • 10. Plot outcomes in context
    • 11. The Toolset
      • COMMAND is modular
        • Flexibility is critical
        • no one party could undertake activity in all relevant areas at once
          • Resource prohibitive (hours / money)
      • Modular approach allows for loosely coupled development
        • Loosely coupled suggests the side-benefit of maximum integration
    • 12. The Toolset
      • Add and edit outcome data
      • Cross reference ( map ) datasets
        • Cross reference layers within dataset
      • Embed data within VLE content
        • Web service also allows association of external web content with datasets
      • Manage/ sustain datasets (status and version)
      • Visualisation Tools
        • Making use of technical affordance to offer fresh perspective
    • 13.  
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    • 20. Journey of discovery
      • And this activity is all part of the map
      • Also engaged, in some form, to date:
        • Edinburgh MBChB
        • National Health Education (Scotland) GP Unit / RCGP
        • Scottish Deans Medical Education Group
        • Royal College of Surgeons (Edinburgh)
        • Karolinska Institute
      • Outcome datasets in the COMMAND db to date include:
        • GMC Tomorrows Doctors 2009, Scottish Doctors 3, Tuning, MeSH, RCGP… and growing!
    • 21. Waypoints
      • The task is still massive – but unavoidable
      • Collectivity eases the pain
      • Technology can provide additional benefits/outputs, and so further eases the pain
      • Activity must fall into workflow for sustainability
        • And the technology must support that workflow
    • 22. This Afternoon
      • See COM:MAND in action at “Secrets of Success” session
      • Hall A 16.15 – 17.45
    • 23. Thank You COM:MAND Supporting the creation, mapping, revision and management of curriculum and learning outcomes Contact: michael.begg@ed.ac.uk

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