Curriculum mapping

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Presented at the Association for Learning Technology Conference  (ALT C) "In dreams begins responsibility" ‐ choice,  evidence, and  change. Manchester, UK, 8 -10 September 2009.

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Curriculum mapping

  1. 1. Presented at the AssociaCon for Learning Technology Conference  (ALT‐C) "In dreams begins responsibility" ‐ choice, evidence, and  change. Manchester, UK, 8‐10 September 2009. Curriculum mapping for pedagogical change? Case studies from Asia Phillip A. Towndrow National Institute of Education, Nanyang Technological University, Singapore Michael Vallance Future University, Japan Supported by: JISC Capital Project UKAN SKILLS (Paul Mayes, Teesside University, UK)  NaConal InsCtute of EducaCon, Centre for Research in Pedagogy and  PracCce, Singapore, research code OER 27/08/PT Future University, Japan, tokubestu kenkyuhi research code E3/2009
  2. 2. Singapore case Japan case School curricula are centrally-controlled Slowly reforming HE. Releasing and focussed on the transmission of universities from tight Govt. control print-based skills Each students has (or will have) own Students in Japanese case all have wireless laptop (voluntary) laptops (compulsory) Curriculum mapping used to Lack of a clear vision for ICT integration operationalise the “whats” and “hows” of in teaching and learning learning Tensions bet ween high-stakes exams and Cultural bureaucracy and traditional more dynamic demands of student- ‘ways of working’ present barriers to directed learning change Curriculum mapping is a process of collating and analysing data about content, practices and assessments across course subjects
  3. 3. Ministry of Education (English Language Syllabus  School Leadership Head of English Department 2010) Teachers Students Researchers
  4. 4. Ministry of Education (English Language Syllabus  School Leadership Head of English Department 2010) Teachers Students Researchers
  5. 5. Ministry of Education English Language Syllabus 2010 School Leadership        of English Department Teachers Students Researchers
  6. 6. Discussion Items Can curriculum mapping help foster a sense of joint enterprise, mutual engagement and accountability that is scalable and sustainable within and across educational institutions? How can members share their stories, language etc. that embody the distinctive knowledge of the academic community and allows them to negotiate meanings and set curricula, implementation and assessment directions? Are new media and digital tools vital and sufficiently compelling to initiate and drive curriculum design? What if curriculum design took precedence?
  7. 7. Acknowledgements The Singapore case study makes use of data from the research project, “Multimodal literacy in English language and literacy teaching: The design, implementation and evaluation of a one-to-one wireless laptop programme in a Singapore high school” (OER 27 /08/PT), funded by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore (http:// www.crpp.nie.edu.sg). The views expressed in this presentation are the author’s and do not necessarily represent the views of the Centre or the Institute. Additionally, the author gratefully acknowledges the contributions of Dr. Carey Jewitt, London Knowledge Lab, Institute of Education, University of London to the description and analysis of the case.

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