Transcript Dynamic Learning Maps

Dynamic Learning Maps
– fusing curriculum maps with personal learning
Simon Cotterill
http://learning-maps.ncl.ac.uk
Introduction
Dynamic Learning Maps – JISC Curriculum Delivery Programme
•2 year project
•Newcastle University
• Medicine
• Psychology
• Speech Therapy
XCRI project – incl. embed course information feeds in DLM
Innovations project – Geography DLM
Dentistry
OER Rapid Innovation projects - with DLM integration
Embedding Benefits – DLM Project
•12 month project
•Partners:
• Bangor University
• Bradford University
• University of Cumbria
Aims:
• Evaluate in other contexts
• Enhance wider uptake
• Improve training materials
• Enhance documentation
• Implementation lessons
• Wider dissemination
Workshop Overview
Structure
Presentation:
Group work:
Presentation:
What are curriculum maps?
What do you want from curriculum
maps ?
Dynamic Learning Maps / Demos
15 min
25 min
50 min
Tea/Coffee
Group work:
Presentation:
Your views – feedback
Mapping with DLM
and future directions
http://learning-maps.ncl.ac.uk
15 min
30 min
Intended Outcomes
•
•
Develop a common understanding of curriculum maps in the School
•
Understand the role of curriculum maps for different stakeholders
•
Be able to identify key challenges for developing curriculum maps
Understand Dynamic Learning Maps and how these could be applied to
your curricula
•
Become familiar with ways in which technology can enhance curriculum maps
•
Understand conceptual and practical approaches for constructing online curriculum
maps
•
Understand key challenges and opportunities in using technology to enhance curric.
maps
http://learning-maps.ncl.ac.uk
What are Curriculum Maps?
Who are they for?
What do they do?
http://learning-maps.ncl.ac.uk
What are Curriculum Maps?
“a diagrammatic representation
of the curriculum”
Different ‘windows’ onto
the curriculum e.g.
• Intended outcomes
• Curriculum content
/subject areas
• Learning opportunities
• Assessment
• Learning resources
• People (students / staff)
Curriculum maps elsewhere
Willett TG, 2008. Current status of curriculum mapping in Canada and the UK. Medical Education
42: 786-93
• Design
– questionnaire-based survey Canadian & UK Medical Schools
• Results
– 31 responses
– 20% completed maps
• on-going upgrading
– majority in progress
• Outcomes
– significant variation
• software used in construction
• elements included
– challenges
•
•
•
•
•
complexity
human resource demands
medical ontologies,
faculty development
interface design
Maps: levels of detail
Curriculum strands
Module maps
Session maps
Maps as a Metaphor
Where have I been?
Reflection
Revision
Where am I now?
Stakeholders
• Learners
• Teachers (incl. occasional teachers)
• Curriculum Managers
• External Regulators
• Administrators
What should the students already
know?
Contextualisation
Synthesis / Metacognition
Where is my specialty covered in the
curriculum ?
Where am I going?
Preparation
Planning
Where is topic X taught in the
curriculum ?
Curriculum choices
Career choices
http://learning-maps.ncl.ac.uk
Does the curriculum cover all the profes
standards?
Curriculum Maps: Potential role in Monitoring & QA
Identify
duplication
Identify ‘gaps’
in teaching
Map to other
Curricula
(widens learning
opportunities)
Declared
curriculum
Monitor access & equality of
learning opportunities
Taught
curriculum
‘Constructive Alignment’
(curriculum – T&L – assessment)
Identify popular
external resources
Learning &
development
(QA + peer review)
Better insight into learning
outside the curriculum
External resources
Prior learning
‘Life-wide’ learning
What should be on a curriculum map?
Example of different interpretations / implementations
Delgaty L.. Curriculum Mapping: are you thinking what I’m Thinking? A VISUAL
COMPARISON OF STANDARDIZED, PRESCRIPTIVE PROGRAMMES. ARECLS, 2009, Vol.6, 35-58.
5 clinical teachers mapped the ALS (Advanced Life
Support) course. Short duration, highly specified
courses - Yet great diversity in mapping
Group Work 1
Common themes
http://learning-maps.ncl.ac.uk
Field specific
Bilingual Support
Dynamic Learning Maps
Key curriculum drivers for the project:
Part of the Curriculum
Delivery Programme
1: Modular courses
- promoting cross-modular learning
- mapping to transferable graduate skills / careers
2: Medicine: Communicating Complex Curricula
Understanding linkages
within the spiral curriculum
(students & teachers)
Occasional Teachers
-some unintended duplication in
teaching
Overview of Dynamic Learning maps
Personal Learning
Personalised, sharing , reflective
notes and evidencing outcomes
Curriculum Maps
Overview , Prior
learning, Current
& Future learning
Linking Learning
Resources
Curriculum & External
Resources
Interactive ‘Web 2.0
Sharing , rating and reviews
Harvesting multiple sources (‘Mashups’ )
Facilitating communities of interest
Personal and Social Learning
Aims to be an interactive & participative environment
• changing experience & expectations of learners
• students and staff can add and connect topics
• reflection / portfolio learning directly embedded in curriculum
• add and rate external learning resources
Clear differentiation between
‘core curriculum’ and community
+ability to filter
Share, rate, discuss
Integrates with
portfolio (Leap2A)
Extend maps & connect topics
Choice of views
I Prefer:
Diversity and strong polarisation of
personal preferences for visual, text or other views
Text-based
interface
Mind-map style
interface
Further evaluation results:
https://learning-maps.ncl.ac.uk/
n=193 (student response system)
Choice of other views
‘List view’
(focus groups
saw relevance
for revision)
Tag Cloud
https://learning-maps.ncl.ac.uk
A demonstration
Technical approach: breaking boundaries
Curricula
databases
Student
Information
Systems
Library
databases
Learning
Resources
eLearning
ID-MAPs
project
Curriculum map
Community
Learning Maps
Repositories
Personal learning
discussion
adding resources,
rating & reviewing
reflection
evidencing
External
Feeds
(topic-specific)
http://learning-maps.ncl.ac.uk
ePortfolio
/ blog
Life-long
Learning
Record
Network structure
Simplified ‘neural network’ of connected nodes (aka ‘topics’)
•
Topic Types (extensible)
e.g.
–
–
–
–
–
–
•
Learning Outcomes
Modules
Session
Assessment
Skill
Specialty
May include curriculum structures, syllabus, careers, skills…
Scope and level of detail vary according to programme requirements
Adding a new topic:
Connections between topics
(curriculum, community or personal)
–
–
–
–
–
Parent / child
General connection
Pre-requisite / Post-requisite
Co-requisite
Equivalence
• Meta data (optional)
Maps provide a mix formal and common
‘folksonony’
–
–
Formal taxonomies e.g. MeSH
Module / session codes
These provide ‘hooks’ into external data sources.
E.g. Library reading lists
+automated updating with data sources e.g.
timetable & module catalogue
Search over the curriculum
utilises ‘semantic’ connections made
between topics and with resources
Plant your trees, watch the forest grow!
Taxonomy
Start simple
- hierarchical taxonomies
Add formal ‘meta data’
-draw in relevant content from
your existing data sources
Ontology
Experts / Community
- extend the map
- make linkages between the topics
Resources / Tagging
-links informal terms to taxonomy
-learns the strength of relationships
between topics
The map would benefit my learning
80% of students agreed
Clinical teachers (focus group)
 “Excellent way of linking
learning and thought processes”.
 “Hopefully minimises learning
occurring in isolated chunks.”
 “Potential for more joined-up
thinking for patient care”
n=193 (student response system)
 “If assessment is not linked to it
how much will it be used?”
Knowing how a teaching session relates to the
rest of the curriculum is important to me
77% Agreed
 “Will increase relevance of Phase I lectures
to clinical presentations/experience”
 From a students point of view, one could be
much clearer on ‘the big picture’, as you have a
curriculum map laid out in front of you...”
Stage 4 Medical Students
- Focus groups
n=193 (student response system)
Having the map will be useful for revision
91% Agreed
 “Excellent revision tool”
? “Any way of ticking off lectures revised?”
Stage 4 Medical Students
 “Helpful revision tool”
Clinical Teacher
n=193 (student response system)
It would be useful to add notes and reflections to
teaching sessions and other parts of the map
“[liked] linking the portfolio (which may
appear otherwise abstract) with the rest of
a student’s education”.
“link to portfolio may
increase its usage!”
Stage 4
Medical Students
(Focus Group)
73% of students agree
But clinical teaching staff skeptical:
“Can this really be used for
portfolio (if voluntary) ?“
n=193 (student response system)
“How to engage student with e-portfolios
– won’t work without their engagement”
I frequently supplement
my learning with external
resources on the web
72% agreed
n=193 (student response system)
I only want information
and resources provided
by teaching staff
26% agreed
n=193 (student response system)
Using Dynamic Learning Maps
“Learning maps are an excellent tool for
reminding students where they’ve studied
curricula content. I found the mapping function
especially useful …. learning maps allowed me to
quickly and easily search for content and collate
links to previous sessions into one ‘toolkit’ of
relevant SSC resources for our students.”
(Senior Lecturer, Anatomy and Clinical Skills)
Clarity of purpose:
Staff
Students
Think of the bigger picture
not just my module
topics should indicate context
e.g. in paediatrics:
‘perscribing for children’
rather than just ‘perscribing’
Getting the right balance
Automation
Saturation (too many
Connections – ‘hairball’)
e.g. MBBS: 60+ learning outcomes
per module. High-level outcomes
present in virtually every module.
Refine relevance
scoring
Search – High volume
of results
Specificity & Granularity
Initially reliant on manually making
connections (curriculum & community)
mixed
relevance
Data on connected topics
used to improve future
automation/specificity
(related keywords / strength of
connections)
Maintenance cost as
curriculum changes
Challenges for Curriculum Mapping ♯1
The curriculum changes over time
Between major restructuring of the MBBS curriculum (aprox. every 5-7yrs):
 stable: units (modules), programme outcomes
 minor adjustments: sessions, cases, unit outcomes (responsive to evaluation / QA)
 more variation in assessment & differences in delivery by 4 ‘Base Units’ (stages 3 & 5)
Stage 5





Stage 4





Stage 3





Stage 2





Stage 1





2010/11
2011/12
2012/13
2013/14
‘here and now’
teaching focus
2014/15
Student journey
through the
curriculum
Challenges for Curriculum Mapping ♯2
Stepped availability of study guides, cases and timetable data

Semester 2
Available
Semester 1
Available


Sept 2010 Jan 2011


Sept 2011

Jan 2012
i.e. a fully detailed / data-driven curriculum map for the current academic year
would not be available until Semester 2.
A partial map would be no good at all! (Needs to be a semi-persistent map but
drawing on latest information as it becomes available).
Resources (presentations etc) are uploaded into the VLE on a ‘just in time’ basis.
Challenges for Curriculum Mapping ♯3
Existing data may not be in a readily usable
MBBS study guide databases (baseline)
 designed to support complex curricula with large number of contributors
 using familiar Word documents (well formatted ‘portal documents’)
 these populate databases and structure the VLE when they are uploaded
 supports changing curriculum with views by multiple academic years
Module Database (baseline)
• outcomes are blocks of free text: variable formats and amount of detail
Fit for purpose, but raise challenges for online curriculum maps:
Key data is in the form of non-standardised text
 e.g. learning outcomes, core presentations / conditions etc.
 language is inconsistent between study guides (modified for context)
 hard to differentiate between unit-specific and programme outcomes & content
Codes used in VLE and timetable are not persistent
 e.g. ‘PPD2.15’ may referrer to completely different teaching sessions from
one academic year to the next
 Problematic as resources are linked to these non-persistent codes
Recap: Summary of DLM
Personal Learning
Personalised, sharing , reflective
notes and evidencing outcomes
Curriculum Maps
Overview , Prior
learning, Current
& Future learning
Linking Learning
Resources
Curriculum & External
Resources
Interactive ‘Web 2.0
Sharing , rating and reviews
Harvesting multiple sources (‘Mashups’ )
Facilitating communities of interest
Next Steps
• Setting up a DLM site for you
• Mapping the high level curriculum
– Pathways
– Modules
• ‘Hands-on’ training session?
• Mapping the modules
• Evaluation / refinements: feeding back into the DLM roadmap
• Longer-term plan re: integration with University data
What we can offer
Hosting
•Setting up a DLM site for you
•Option to host locally later
Consultancy
•Advice / help with mapping your curriculum
•How to implement / integrate with your curriculum (paedegogy)
•How to integrate with your other systems (technology)
Training / Orientation
•Tailored training - theoretical & ‘Hands-on’
Collaboration
•Evaluation / refinements: feeding back into the DLM roadmap
•Building/updating shared taxonomies (e.g. MeSH, NHS Evidence/BNF)
•Longer-term plan re: integration with University data
Curriculum Managers Analytical Tool (under development)
We need a generic tool to answer questions such as:
-Are all of the GMC/GDC outcomes covered in the curriculum?
-What forms of assessment are used for module X outcomes?
-How do session outcomes for provider-1 map to outcomes for provider-2?
For the current topic (and all topics below it in the hierarchy) cross-ref with a TYPE:
> GMC Outcomes
Cross-reference with:
List view (ordered):
GMC Outcome 1
-Session Outcome 2
-Session Outcome 3
GMC Outcome 2
GMC Outcome 3
-Session Outcome 1
Display as:
Heat Map by Stage:
STAGE- 1
GMC Outcome 1 0
GMC Outcome 2 1
GMC Outcome 3 2
GMC Outcome 4 0
2
3
4
5
0
1
2
5
0
2
4
2
4
6
1
0
0
0
0
1
(Based on Meta data for Stage + Details on mouse-over number)
Project funded by
Thank You
Further information & Public Demonstrator:
http://learning-maps.ncl.ac.uk