Curriculum mapping amee aug 2013_prague

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Presentation to AMEE Prague 2013 on Curriculum Mapping: Integrating with a Digital Landscape by Boland, Griffin, Phelan and Kropmans (NUI Galway

Education Technology

Curriculum mapping:
integrating with a
digital landscape
Josephine Boland, Enda Griffin, David Phelan, Thomas Kropmans
School of Medicine
National University of Ireland UI Galway
AMEE Annual Conference.
Prague, Czech Republic
22-25 August 2013

Curriculum mapping?
‘Curriculum mapping is about
representing spatially the different
components of the curriculum so that the
whole picture and the relationships and
connections between the parts of the
map are easily seen’
(Harden 2001, p 123).

‘Curriculum mapping is about
representing spatially the different
components of the curriculum so that the
whole picture and the relationships and
connections between the parts of the
map are easily seen’
(Harden 2001, p 123).

In a digital landscape
‘Curriculum mapping is about
representing electronically the different
components of the curriculum so that the
whole picture and the relationships and
connections between the parts of the
map are easily seen, navigated, accessed
and retrieved’

School of Medicine NUI
Galway
CURRICULUM FRAMEWORK
Develo
pp
Biomedical

Appl
y

Consolidat
e

Science

Clinical Science & Practice

Professionalism
Student Selected Modules
Year 1

Year 5

Modular Curriculum
Year 5

Year 4

Year 3

Year 2

Year 1

Modular Curriculum – as experienced
Year 5

Year 4

Year 3

Year 2

Year 1

Curriculum mapping......
Rationale
•Transparency
•Relevance
•Integration
•Accountability

Academic staff
University

School

Academies

Curriculum
Map
AUCMS

Medical Council

Students

Academic staff

Our
immediate
priorities

Curriculum
Map

Students

Curriculum mapping......
Infrastructure
•Comprehensive
curriculum database
•Dynamic user
interface (VLE)
•Repository for
learning resources

Rationale
•Transparency
•Relevance
•Integration
•Accountability

Curriculum mapping......
Infrastructure
•Comprehensive
curriculum database
•Dynamic user
interface (VLE)
•Repository for
learning resource

Processes
•Mapping outcomes v. goals
•Blueprinting assessment
•Tagging content

Student focus
groups

Sharon in CELT

Information Solutions
and Services

Curriculum mapping......
Infrastructure
•Comprehensive
electronic database
•Dynamic user
interface (VLE)
•Repository for
learning resources

Processes
•Mapping
•Blueprinting
•Tagging

Q

So…..

• How to demonstrate value?
• How to get buy in?

Demonstrating the value of curriculum mapping

Means of
auditing
change

Demonstrating the value of curriculum mapping

Curriculum Mapping
Dr. Josephine Boland: Academic Lead
Dr. Thomas Kropmans: Technical Lead
Enda Griffin, David Phelan, R&D Team
School of Medicine
National University of Ireland, Galway
Josephine.boland@nuigalway.ie

Workshop objectives: Explore how institutions like Open University UK have implemented learning analytics at scale. Workshop activities: Presentation from the facilitator and interactive with questions via pollev, chat, and Zoom. Facilitator biography: Dr. Bart Rienties is Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme at the Institute of Educational Technology at the Open University UK. He leads a group of academics who provide university-wide learning analytics and learning design solutions and conduct evidence-based research of how students and professionals learn. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Professional Development, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He has successfully led a range of institutional/national/European projects, and has received a range of awards for his educational innovation projects. He has published over 250 academic outputs, and is the 4th most cited author and contributor in Learning Analytics in the period 2011-2018 (Adeniji, 2019), the 5th most published author on internationalisation in the period 1900-2018 (Jing et al. 2020) and the 3rd most cited author on higher education internationalisation in Asia in the period 2013-2018 (Can & Hou, 2021), the 7th most published author on social network analysis in social sciences in the period 1999-2018 (Su et al. 2020), and the 14th most published author on educational technology in the period 2015-2018 (West & Bodily, 2020). More info at https://iet.open.ac.uk/people/bart.rienties

The objectives of the study were to show the basic differences between Distance, Blended and Online learning, and establish their common challenges from literature. Approximately 35 categories/sets of research results or findings from more than 65 publications were reviewed and used for this work. Articles were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine, and Elsevier. The key themes used for the search are Distance education, Distance learning, Online learning, Blended learning, Differences between face-to-face and online learning, and the use of the internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues, policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of stakeholders on the use of learning management systems and the development of related IT skills in general.

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In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC

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This study was conducted to determine the effect of Concept mapping and competitive instructional strategy on Basic Science students on academic performance in Ardo Kola Local Government Area of Taraba Statte. Three research questions and hypotheses were formulated and tested at 0.05 level of significance. The quasi experimental research was adopted. The population of the study was 2,228 Upper Basic level students of public schools. The sample was 60 students, consists of male 32 female 28 selected through a random sampling technique to form two intact classes. Thermal Energy Performance Test TEPT was used for the collection of data. Mean and standard deviation were used to answer the three research questions, while the three hypotheses were tested with t test statistic tool. The research revealed that concept mapping has a substantial effect on students’ academic performance in Thermal Energy while gender have no substantial effect on students’ academic performance. Based on the findings of this study, it is recommended that the use of concept mapping teaching strategy should be encourage at upper basic, hence it enhanced better performance. Concept mapping teaching strategy is gender friendly, it should be encouraged among Males and Females students at upper basic level. Gor, Jeremiah A | Daudu, Bunsheya C "Effect of Concept Mapping and Competitive Instructional Strategy on Basic Science Education Students Academic Performance in Thermal Energy in Ardo-Kola Local Government Area of Taraba State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60050.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/60050/effect-of-concept-mapping-and-competitive-instructional-strategy-on-basic-science-education-students-academic-performance-in-thermal-energy-in-ardokola-local-government-area-of-taraba-state-nigeria/gor-jeremiah-a

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Curriculum mapping amee aug 2013_prague

1. Curriculum mapping: integrating with a digital landscape Josephine Boland, Enda Griffin, David Phelan, Thomas Kropmans School of Medicine National University of Ireland UI Galway AMEE Annual Conference. Prague, Czech Republic 22-25 August 2013

2. Mapping a landscape

3. Mapping Inis Meain

4. Web 2.0 and www.

5. How students learn, access and share

6. Curriculum mapping? ‘Curriculum mapping is about representing spatially the different components of the curriculum so that the whole picture and the relationships and connections between the parts of the map are easily seen’ (Harden 2001, p 123).

7. ‘Curriculum mapping is about representing spatially the different components of the curriculum so that the whole picture and the relationships and connections between the parts of the map are easily seen’ (Harden 2001, p 123).

8. In a digital landscape ‘Curriculum mapping is about representing electronically the different components of the curriculum so that the whole picture and the relationships and connections between the parts of the map are easily seen, navigated, accessed and retrieved’

9. Spiral Curriculum

10. Flat maps……. Cornell University

11. Queens California

12. RCSI Ireland

13. School of Medicine NUI Galway CURRICULUM FRAMEWORK Develo pp Biomedical Appl y Consolidat e Science Clinical Science & Practice Professionalism Student Selected Modules Year 1 Year 5

14. Modular Curriculum Year 5 Year 4 Year 3 Year 2 Year 1

15. Modular Curriculum – as experienced Year 5 Year 4 Year 3 Year 2 Year 1

16. Currently ‘delivering’ content

17. Curriculum mapping?

18. Curriculum mapping...... Rationale •Transparency •Relevance •Integration •Accountability

19. Academic staff University School Academies Curriculum Map AUCMS Medical Council Students

20. Academic staff Our immediate priorities Curriculum Map Students

21. Curriculum mapping...... Infrastructure •Comprehensive curriculum database •Dynamic user interface (VLE) •Repository for learning resources Rationale •Transparency •Relevance •Integration •Accountability

22. Curriculum mapping...... Infrastructure •Comprehensive curriculum database •Dynamic user interface (VLE) •Repository for learning resource Processes •Mapping outcomes v. goals •Blueprinting assessment •Tagging content

23.

24. Electronic version: blueprinting

25. Tagging content

26.

27. Student focus groups Sharon in CELT Information Solutions and Services

28. Engaging students

29.

30.

31. Curriculum mapping...... Infrastructure •Comprehensive electronic database •Dynamic user interface (VLE) •Repository for learning resources Processes •Mapping •Blueprinting •Tagging

32.

33. Q So….. • How to demonstrate value? • How to get buy in?

34. Demonstrating the value of curriculum mapping

35. Demonstrating the value of curriculum mapping

36. Demonstrating the value of curriculum mapping

37. Means of auditing change Demonstrating the value of curriculum mapping

38. Mapping to drive change

39. Mapping to drive change

40. Mapping to drive change

41. Curriculum Mapping Dr. Josephine Boland: Academic Lead Dr. Thomas Kropmans: Technical Lead Enda Griffin, David Phelan, R&D Team School of Medicine National University of Ireland, Galway Josephine.boland@nuigalway.ie

42. Mapping a landscape

Editor's Notes

{"16":"What the students say about BlackBoard\n","5":"Students as Digital natives\n"}

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