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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
  • COM:MAND - AMEE 2011

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