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

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

Ministry of Education
(English Language Syllabus School Leadership Head of English Department
2010)
Teachers Students Researchers

Ministry of Education
(English Language Syllabus School Leadership Head of English Department
2010)
Teachers Students Researchers

Ministry of Education
English Language Syllabus 2010
School Leadership
of English Department
Teachers
Students
Researchers

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?

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.