Understanding student needs and potential for standardisation in module maps
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Presentation by Andrew Brasher for the Jisc event - student experience experts group meeting on 4 November 2021
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Understanding student needs and potential for standardisation in module maps
- 1. Understanding student needs and potential for moving towards standardisation in module maps Andrew Brasher Institute of Educational Technology andrew.brasher@open.ac.uk
- 2. Examples of Module Maps BXY130 Professional Practice 1 BXY230 Professional Practice 2 DD102 Introducing the social sciences T192 Engineering: origins, methods, context DE100 Investigating psychology 1 Map 1 DE100 Investigating psychology 1 Map 2 U116 Environment: journeys
- 3. Examples of Module Maps (interactive maps) BXY130 Professional Practice 1 BXY230 Professional Practice 2 DD102 Introducing the social sciences T192 Engineering: origins, methods, context DE100 Investigating psychology 1 Map 1 DE100 Investigating psychology 1 Map 2 U116 Environment: journeys
- 4. Context
- 5. Aims Is there an optimal way to map a module for the benefit of students? What factors should module teams take into account when designing maps of their module?
- 6. Module Map Study (March 2020 Usefulness T192 Engineering: origins, methods, context U116 Environment: journeys DE100 Investigating psychology 1 Map 2
- 7. Method 7
- 8. Participants (2021 study) N =17 Faculty of Qualification Arts & Social Sciences 6 Business & Law 2 Science, Tech., Eng. & Mathematics 6 Wellbeing, Education & Language Studies 3 Age i Under 25 2 ii 26-35 1 iii 36-45 2 iv 46-55 4 v 56 and over 8 Level of current module N 1 4 2 4 3 4 PG 5 8
- 9. Participants maps Novel features Highlighting “less obvious” aspects of a module “Red flags” and “gotchas” Summary of each assessment 9
- 10. Value of Module Maps “Overall, I think the map is an improvement to a wholly textual description of the module” More than 60% of respondents agreed with this statement for all the maps 10
- 11. How important is it to that particular features are included in a module map? Student Expectations for Module Maps Feature % Study schedule: dates when portions of study start and finish 94% Assessment dates 94% Themes and topics covered within the module 88% Media used, for example online or printed 82% Tutorial dates 82% 11
- 12. Student Expectations for Module Maps Percentage of respondents who stated that a type of functionality offered by a module map is important 82% 59% 47% Interactive Printable Editable 12
- 13. Comparison of existing maps: Design considerations 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% T192 (N=11) BXY230 (N=11) DD102 (N=13) DE100 Map 2 (N=13) U116 (N=11) BXY130 (N=12) DE100 Map 1 (N=13) Please tell us how much you agree or disagree with..... Disagree: The map is difficult to understand due to the large number of symbols Disagree: The visual expressiveness of the symbols should be increased by variation of colour, size, form or brightness The combination of text and symbolsmakes the map easy to understand The symbols used are intuitively understandable Overall, I think the map is an improvement to a wholly textual description of the module 13
- 14. T192 Engineering: origins, methods, context Interactive Design simple map to read. I like the icons and breakdown of the hours and whether is core reading or activities P2, P21 could be improved by using different colour schemes to differentiate icma and tma P1 Light blue does not provide enough contrast P16 prefer a whole view without having to click on links to view the details P18 love the interactive features of the wheel. P1 Clarity a circular representation suggests a cyclic, repetitive activity. I see a course rather as a linear activity, hence prefer a tabular presentation P7 Value-added This module map is incredibly useful and easy to use P4 Learning design it chunks instructions and provides quick links to particular course section . P1* 14
- 15. If you have any other comments or suggestions for improvements to the way that Module Maps are designed or used within Open University modules please tell us The only purpose is to add value by presenting a lot of information, concisely on one page. Clocks and windy paths are irrelevant The module maps needs to include a bit from each of the module maps presented in this study They can be a useful tool to guide the student to the section to be studied at any one time. To this end all Module maps should have the same structure and employ the same jargon. Module maps can be useful to give an overview, but too much information makes them unreadable. The ones that just link together materials are not as useful as those that show how you actually progress through the module Access to a module map prior to registering for modules would be helpful. It's good to know in advance what you may be expected to do or when assessment dates are so things can be planned in advance. For me its important to use module maps in a way that complements the learning and mindset of the cohort taking the course. 15
- 16. Guidelines 1. Consult a range of examples of Module Maps to inform your design choices. All the Module Maps were rated as better than text only. 2. Ensure that a range of information is shown using Table 1 to guide decisions about what to include. 3. Aim to use interactivity. For example, to show different information at different levels, and to encourage engagement with the Module Map. 4. Aim to ensure that it can be printed and edited. Some participants indicated that it would be useful to be able to personalise a Module Map, for example by adding notes. 5. Think about potential stumbling blocks in your module and how these could be highlighted on a Module Map. 6. Think about how you can use symbols effectively. Consider both the design of the symbols themselves and how they are referred to and explained in the module text. 7. Think about how text and symbols are combined within the Module Map. Consider the density of information presented, and balance between use of symbols and text. 8. Design the Module Map to be inclusive. Ensure accessible alternatives to the Module Map are available if necessary. 9. Ensure that the purpose and benefits of a Module Map are explained to students. Consider the benefits of referring to a Module Map throughout your students’ journeys through a module, and the potential of making a version of it available to prospective students. Guideline 1: Consult a range of examples of Module Maps to inform your design choices. All the Module Maps were rated as better than text only. Guideline 5: Think about potential stumbling blocks in your module and how these could be highlighted on a Module Map. 16
- 17. Conclusions • All the Module Maps were rated as better than text only • Priority of features to include • Interactivity was rated as “Important” by most respondents • Minority of respondents express wish for single level • Coherent and consistent module text to introduce and refer to maps 17
- 18. Reflections Participation in map comparison required significant time commitment by participants Small scale study 18
- 19. Next steps • Discussion with Module Teams • Considering larger scale study taking into account demands on participants • Extrapolate findings to Qualification Maps? 19
- 20. Thanks to ….. :Pradeep Durgam for his work on identifying references to Module Maps, Simon Cross for helpful comments on a draft of the guidelines, Tehnaz Crook, Greg Black and Dot Coley for their input into the study, and to all the students who participated. "Dart arrow hitting on target center on bullseye in wooden dartboard” by Marco Verch licensed under CC BY 2.0 “Oceanside Sketch” by Mark Ittleman Photographer is licensed under CC BY 2.0 “Media Commons Editing Suite”by Teaching and Learning with Technology licensed under CC BY 2.0 “Time” by Gerwin Sturm licensed under CC BY 2.0 “Never give up” by Joseph Gage licensed under CC BY-SA 2.0
Editor's Notes
- Many modules choose to include some form of Module Map, however, there is variation in how this implemented and presented. Here are some examples from across the Open University curriculum, including maps for STEM, business and social science modules.
- Some are Interactive maps – typically show 2 levels, and some provide links to the module material
- literature about maps supporting learning includes work on (1) use of concept or topic maps to explain relationships, (2) use of visual structure maps intended to support learners generate their own cognitive map of the material (3) learning design representations
- Module maps typically contain aspects drawn from of all 3 of these perspectives. The study was motivated by these 2 questions.
- Previous study involving students who had studied a module including a map. found that Circular and static maps were scored highest in terms of ‘usefulness’. The circular map attracted a high number of ‘positive’ sentiments. The static map attracted the highest number of ‘positive’ sentiments.
- In the current study, students participated in 2 activities First: Asked to draw their own map of a module, and explain how it works Second: Provided views about features and functionality that should be included in a Module Map Views on 7 existing Module Maps shown in the first few slides
- A key finding was that more than 60% of participants agreed that the map is an improvement to a wholly textual description of the module” for all the maps in the study. The highest percentage of 91% participants agreed with this statement for the map from technology module. Backed up by 65% of respondents who did not recall seeing a module map in August 2020 study responding yes to “Q4 Would you find a visual map of your module helpful? “
- Participants views on whether particular features should be included allowed us to prioritise a list of 13 features of which the top 4 are shown here. Other important features included activity type and workload. Options: Important; Neither important or unimportant; Unimportant
- Each participant viewed and interacted with 4 or more of the OU example maps, and gave feedback on their design and functionality. For example , 67% or more of respondents thought that the symbols used were intuitively understandable for all of the maps except one
- For each map, participants offered a variety of comments showing both positive and negative sentiments, which we have thematically grouped. This is typical of the response offered on other maps, in that there were both positive and negative comments about all of them
- And of course there was an invitation to offer any other comments. The data gathered including participants own maps, Likert scale responses and all the comment data enabled us to generate some overall guidance for the design of Module Maps.
- Building on the data gathered, we drafted some guidelines intended to help Module Teams composed of academics, learning designers, interactive media developers and others create useful and engaging module maps.
- The study concluded that all the Module Maps were rated as better than text only, and we were able to prioritise the features that participants want to be present in a map, and identify other factors that relate to optimising Module Maps to support student learning. Minority of respondents express wish for single level Interactivity was rated as “Important” by most respondents so should be included if it offers benefits Coherent and consistent module text to introduce and refer to maps Clarify why map is included Develop and/or agree consistent terminology to refer to maps and elements within them
- On reflection, we note that participants were asked to spend around an hour creating and explain their own map, and an hour on rating features and 3 or more existing maps. However, some spent considerably more time than this (many hours in several cases). Also it was small scale study, 25 volunteers of whom 17 completed the tasks.
- Next steps include a discussion with Module teams to get their feedback on the study and guidelines, and to consider how different map types could work across disciplines and levels. We are considering a larger scale study to look at student view of affordances of module maps, and looking to see if or how we can extrapolate findings to the qualification level.
- Thanks for listening and thanks to the people who helped get the study done, including the participating students of course. I’d be interested to heart about any examples of use of Module Maps from other institutions.