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Doctoral Defense for dissertation "An Expeditionary Learning Approach to Effective Curriculum Mapping; Formalizing the process by Exploring a User-Centered Framework".

Doctoral Defense for dissertation "An Expeditionary Learning Approach to Effective Curriculum Mapping; Formalizing the process by Exploring a User-Centered Framework".

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Doctoral Defense Presentation Transcript

  • 1. An Expeditionary Learning Approach To Effective Curriculum Mapping Exploring a User Centered Framework K Formalizing the Process K S Presented to The School of Information Arts and Technologies BY IAN CARNAGHAN APRIL 2014
  • 2. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Presentation Outline BEGIN END Project Purpose = I Literature Review II Analysis & Results 7IV Research Methodology K III Software Build ( V Conclusion jVI
  • 3. Project Purpose Introduction and purpose of the project = [ I
  • 4. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Propose, design and develop a user-centered curriculum mapping solution for Monarch Academy, an Expeditionary Learning (EL) charter school. • Provide a platform for administrators to manage curriculum, identify gaps and overlaps, and align outcomes to state standards • Provide a user-centered tool for teachers to more efficiently map curriculum with less effort than current practices • Be compatible with the school’s outcomes-based curriculum planning framework Project Purpose background information
  • 5. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Project Purpose Atlas Rubicon Commercial Curriculum Partner Commercial TODCM System Open Source Curriculum Mapper Commercial Monarch Academy spent over a year and a half researching various curriculum mapping applications. All ended up being too expensive, too restrictive or incompatible with Expeditionary Learning’s unique educational model.
  • 6. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Project Purpose s What are the unique curriculum standardization needs and requirements of administration and teachers within an Expeditionary Learning school? How can a proposed curriculum mapping solution address the distinctive challenges of Expeditionary Learning while adhering to User- Centered design principles? How do teachers perceive current curriculum mapping techniques and proposed changes and what can be done to increase the likelihood of long term user acceptance? This study was guided by Research Themes
  • 7. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Project Purpose research structure High level outline of areas covered within the research Standardization Expeditionary Learning Planning Frameworks Practical Implications Agile Sprints Usability Testing Field Survey Observations K Key Stakeholder Influence Workflow Analysis Teacher Involvement 7 ExpeditionMapper Architecture Interface Design ( Literature Review Research Methods Results and Analysis Technical Architecture
  • 8. Literature Review Existing literature [ II
  • 9. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Establish what is already known within the field of education with regards to curriculum standardization, planning and expeditionary learning. • To determine what has already been investigated • To gain a better understanding of the unique characteristics of Expeditionary Learning • To identify challenges of software integration within the educational environment Literature Review purpose
  • 10. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Curriculum Standardization • Overview of educational standards • What is Curriculum Mapping? • Why is Curriculum Mapping a viable tool for mapping Common Core? Literature Review research areas `
  • 11. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Expeditionary Learning • What is Expeditionary Learning (EL)? • What is EL’s role within the education system? • What are EL’s unique characteristics? Literature Review research areas I
  • 12. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Planning Frameworks • Understanding by Design, Wiggins and McTighe • An overview of other planning frameworks Literature Review research areas X
  • 13. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Practical Implications • Technology integration • Long-term acceptance • Security concerns Literature Review research areas ?
  • 14. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Existing Body of Knowledge Curriculum standardization, Expeditionary Learning (EL), planning frameworks and practical implications of curriculum mapping with consideration for the teaching environment, adoption, and security. User-Centered Research An understanding of the teaching environment can only in part come from literature. Direct involvement with teachers and administrators needed to fill some of the gaps needed in order to gain a better understanding of Monarch Academy’s unique requirements. A teacher- centered or user-centered approach will help mitigate risks of non acceptance. Literature Review next steps K
  • 15. Research Methodology Research activities carried out with Monarch Academy K III
  • 16. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Research Methodology AGILE SPRINTS Curriculum Mapping Committee Six sprints were held between September and December 2013. Prototypes facilitated user stories USER TESTING 10 Participants One pilot and ten remote usability studies were conducted January- March 2014 FIELD SURVEY 21 Participants Field survey was distributed to 21 teachers, staff and administrators at Monarch Academy OBSERVATIONS Curriculum Planning Meetings By-yearly cross- curricular meeting and second grade team meeting were observed
  • 17. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Agile Sprints Agile Sprints Decomposition User stories were decomposed into manageable development tasks Kanban Kanban was used via an online service as a communication tool for the team User Stories User stories were a direct output from each sprint Prototype A new prototype or modifications were developed between each sprint Website After completion of newest prototype modifications, it was published online Scheduling Next sprint session was scheduled to discuss newest developments 3 7 a L P Ü
  • 18. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore • Current comfort level using web applications • Use of web applications in teaching • Mobile device usage to access web applications • Familiarity with curriculum mapping Field Survey background questions • Gender (Male/Female) • Current Grade Level • Years of teaching • Age range
  • 19. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore • How do you currently manage lesson planning and curriculum mapping within your class and grade level? • What features do you believe would be useful to you in a web-based curriculum mapping system (be specific)? • Where would you ideally physically access Monarch web-based applications, including grade systems, email, administrative? • What resources and tools are essential to you today when planning curriculum and lesson planning within your classroom and within your grade level? • What obstacles or issues with a web-based curriculum mapping system would hinder you from adopting this over your current processes? Field Surveys open ended questions
  • 20. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Spring 2014 K-3rd Grade January Team Meeting Second Grade Team Observations contextual research Bi-Yearly Cross Curricular Meeting Cross curricular meetings are held with different grade levels in order to share their proposed expeditions, solicit feedback, and cohesively work together to ensure a logical stepped progression of the students learning experiences year to year. These meetings take place with three groups of grade levels called hallway teams. Grade Level Team Meeting Weekly team meetings are carried out in every grade level which focus on more detailed day to day lesson planning. The purpose of these meeting is to flesh out specific skills and concepts for upcoming weeks. Typically they include specific materials, activities, demonstrations, and lessons that the team would use for planning and / or locating resources needed.
  • 21. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Usability Testing tasks You want to know if lecturer Richard Quinn has been assigned as an expert under the Fall expedition’s Ancient Greece case study. If he has not been added, add a record for him. Non-Profit Organizations are no longer included as service learning. Locate Non-Profit Organizations inside the Fall Expedition’s Ancient Greece Case Study and delete it. You realize that the final product for Ancient Civilizations fall Expedition is missing a reference link to ushistory.gov. Locate the final product description and add a hyperlink to ushistory.gov. You need to plan for a new expedition on community. You heard one of the third grade teachers mention they taught an expedition on community this year. Try to locate this expedition on the system. 2 3 4 5 Your team leader has requested a list of all items in the system that includes Mathematics Common Core 2.OA.C3 and 2.OA.C4. Retrieve a list from the system that matches these common core standards. The Ancient Greece Case Study under the Fall Expedition is missing information under the STA grid. Fill out some Standards, Targets and Assessments for this Case Study. Add a new expedition for the spring and one case study. The expedition can be based on previous expeditions taught in your class or based on future anticipated expeditions. 6 7 8 Locate the fall expedition’s Big Ideas for Science. Add a new Big Idea under ‘Constancy and Change’ called ‘Forces of Nature continuously change the earth’ and add a rationale for this.1
  • 22. Analysis and Results Research gathered from various methods 7 IV
  • 23. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Analysis And Results overview The activities and research leading to this final prototype involved an iterative development process in partnership with Monarch Academy. Agile Sprints Prototyping ( Observations V Field Survey Usability Tests f Final Alpha-Version of ExpeditionMapper integrating findings from research KEY STAKEHOLDER INFLUENCE WORKFLOW ANALYSIS TEACHER INVOLVEMENT RESULT
  • 24. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Teachers can login to their customized dashboard. Teachers can view and edit basic expedition and case study properties. Key Stakeholder Influence Agile Sprint 1: High Level Requirements K K
  • 25. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Teachers can see basic First Six Weeks (FSW) semesters. Teachers can enter more detailed information into their expeditions. Key Stakeholder Influence Agile Sprint 2: Defining Expeditions K K
  • 26. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Teachers can see and edit Winter and FSW semesters. Teaches should be able to edit and update Standards Targets Assessments (STA) grids for case studies. Teachers should be able to pick from drop-down lists of preselected values in applicable fields. Key Stakeholder Influence Agile Sprint 3: FSW and Winter Terms K K K
  • 27. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Teachers should be able to clearly see different non- expedition subject areas. Non-expeditions should only require fields relevant to them. Teaches should be able to create strands for non- expeditions, similar to expedition forms. Key Stakeholder Influence Agile Sprint 4: Non-Expedition Subject Areas K K K
  • 28. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Teachers and administrators should be able to access top level mapping and reporting. Mapping should provide facets for searching and filtering. Data entry screens should be optimized for effective and meaningful reporting. Key Stakeholder Influence Agile Sprint 5: Data Elements Review and Reporting K K K
  • 29. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Administration team should have the ability to create new non-expedition subject areas. Mapping should allow for gap analysis. Administration team should be able to access aggregate reports via a dashboard. Key Stakeholder Influence Agile Sprint 6: Application Demo and Reporting K K K
  • 30. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Proposing Expeditions platform for presenting ideas Expedition Themes combining ideas Peer Feedback within grade level groups Sharing Resources combining efforts through shared resources Scheduling Tools online calendar component Backmapping Functionality process documentation Lesson Planning file attachment functionality Tracking modifying, changing and republishing Workflow Analysis Cross Curricular Cross Curricular Grade Level Grade Level Grade Level Cross Curricular Cross Curricular Grade Level observations
  • 31. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Teacher Influence field survey general questions Male 22% Female 72% Not Reported 6% 18-29 56% 30-39 22% 40-49 11% Not Reported 11% 1 5% 3 6% 4 39% 5 44% Not Reported 6% 2 11% 3 22% 4 33% 5 28% Not Reported 6% GENDER AGE MOBILE DEVICE ACCESS WEB COMFORT LEVELs s s s 1 Not Often 5 Very Often 1 Least Comfortable 5 Most Comfortable • Mainly younger, female population • Only 11% reported above 39 age group • 83% use mobile devices very often or one level below • Over half most comfortable with web applications, or one level below
  • 32. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Obstacles Physical Access Process / Tools Time Tablets ALA Common Core Crosswalk Access and Availability iPhones Decisions on topic to teach Document Management Home Access Mapping to standards Usability Develop LT & ST Targets Security / Updates Summer CM and CC Alignment Stability Grade team collaboration Alignment to Common Core Resources to meet / assess standards Teacher Influence field survey themes
  • 33. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Task Completed with Ease Completed with some level of Difficulty Failed to complete Task 1 6 2 2 Task 2 9 1 0 Task 3 10 0 0 Task 4 6 1 3 Task 5 10 0 0 Task 6 8 2 0 Task 7 5 5 0 Task 8 5 6 0 TOTAL 73.75% (59) 21.25% (17) 6.25% (5) Teacher Influence usability testing task results
  • 34. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Usability Testing tasks You want to know if lecturer Richard Quinn has been assigned as an expert under the Fall expedition’s Ancient Greece case study. If he has not been added, add a record for him. Non-Profit Organizations are no longer included as service learning. Locate Non-Profit Organizations inside the Fall Expedition’s Ancient Greece Case Study and delete it. You realize that the final product for Ancient Civilizations fall Expedition is missing a reference link to ushistory.gov. Locate the final product description and add a hyperlink to ushistory.gov. You need to plan for a new expedition on community. You heard one of the third grade teachers mention they taught an expedition on community this year. Try to locate this expedition on the system. 2 3 4 5 Your team leader has requested a list of all items in the system that includes Mathematics Common Core 2.OA.C3 and 2.OA.C4. Retrieve a list from the system that matches these common core standards. The Ancient Greece Case Study under the Fall Expedition is missing information under the STA grid. Fill out some Standards, Targets and Assessments for this Case Study. Add a new expedition for the spring and one case study. The expedition can be based on previous expeditions taught in your class or based on future anticipated expeditions. 6 7 8 Locate the fall expedition’s Big Ideas for Science. Add a new Big Idea under ‘Constancy and Change’ called ‘Forces of Nature continuously change the earth’ and add a rationale for this.1
  • 35. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Working with / Saving Data Participants ran into issues saving data because of missing the correct control button, arrangement of keyboard mappings, confusion between form and grid updates. User Controls Confusion with some of the controls led to difficulty in completing tasks. Sizing and location of form controls created further confusion. Workflow Several workflow issues were observed including locating sections of the application, form posts which led users to previous page they visited, keyboard accessibility concerns. Bugs Several bugs were identified during user testing. These included instances of browsers crashing and a bug in the text area editor. Teacher Influence usability testing task results 2 2 2 2
  • 36. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore 2Working with / Saving Data
  • 37. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore 2 User Controls
  • 38. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore 2Workflow
  • 39. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore 2Bugs
  • 40. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Teacher Influence usability recommendations / enhancements Accessibility Rewrite all screens to be fully keyboard accessible. Check code for cross-browser validation. Controls Clearly color / highlight controls. Resize smaller elements Forms Relocate save buttons, integrate grids more cohesively with system forms Prompts Provide meaningful feedback Page Size Resize page sizes to reduce scrolling Business Logic Add sufficient validation to all forms Bugs Fix remaining bugs Navigation Create more cohesive UI throughout workflow STAs Rewrite STA into a more manageable grid. Provide global STA 8 a n q W D V P N
  • 41. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Dashboard look and feel, UI enhancements Sub Sections: Easier access to sub sections Notifications: Alerts and news notifications Global Search: Easier access to other grade maps for vertical alignment Teacher Influence Re-designed User Interface (UI) å å å å
  • 42. Software Build Platform and Architecture ( V
  • 43. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Microsoft ASP.NET MVC 5 BootStrap 3 CSS Framework KendoUI JavaScript Framework Team Foundation Server (TFS) ExpeditionMapper deploy.expeditionmapper.com å å å å
  • 44. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore ExpeditionMapper ExpeditionMapper.UI User Interface Project ExpeditionMapper.BE Business Entities Project ExpeditionMapper.DAL Data Access Layer architecture DALBEUI
  • 45. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Feature Version Source Core Data Entry Forms Alpha Sprint Reporting and Mapping v1.0 Sprint, Usability Testing Roles Implementation v1.0 Sprint Administration Panel v1.0 Sprint User Account Authentication Alpha Sprint Custom Field Generation v1.0 Sprint, Observation Business Logic Beta Sprint, Usability Testing Multiple Device Compatibility Alpha Observation, Field Survey Import Feature v1.0 Sprint, Observation * v1.0 planned for fall 2014, v2.0 planned for fall 2015. ExpeditionMapper core features
  • 46. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Feature Version Source Integrated Calendar v2.0 (future release) Observation Advanced Charting v2.0 (future release) Sprint Integration with other Educational Models v2.0 (future release) Sprint * Cohesive Dashboard UI Alpha Usability Testing * 508 Accessibility v1.0 Usability Testing * Additional Help / Prompts v1.0 Usability Testing * Updated Contrast & Control Coloring Alpha Usability Testing Online Community v2.0 Observation Document Attachment Management v2.0 Field Survey * Enhancements iteratively added from research activities ExpeditionMapper extended features and fixes
  • 47. Conclusion Review of research themes and limitations j VI
  • 48. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Conclusion s What are the unique curriculum standardization needs and requirements of administration and teachers within an Expeditionary Learning school? How can a proposed curriculum mapping solution address the distinctive challenges of Expeditionary Learning while adhering to User- Centered design principles? How do teachers perceive current curriculum mapping techniques and proposed changes and what can be done to increase the likelihood of long term user acceptance? This study was guided by Research Themes revisiting research themes
  • 49. An Expeditionary Learning Approach to Effective Curriculum Mapping Formalizing the process by exploring a user-centered framework University of Baltimore Conclusion Limitations There were various limitations to this study, which has left some areas of research open for future studies. Access Screening f Monarch Academy EL Model of Education p Feature Set Future Versions ( Quantitative TAM models, other EL schools, other educational models POPULATION GENERALIZABILITY TIME FRAME FUTURE RESEARCH
  • 50. Questions and Answers YOU THANK