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Discussion Curriculum maps can have an important role in learning, teaching, quality assurance and curriculum management[1]. Typically these provide a.

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Presentation on theme: "Discussion Curriculum maps can have an important role in learning, teaching, quality assurance and curriculum management[1]. Typically these provide a."— Presentation transcript:

1 Discussion Curriculum maps can have an important role in learning, teaching, quality assurance and curriculum management[1]. Typically these provide a static map of the formal planned curriculum. However, the Web-based approach, and specifically DLM was chosen as this provides an interactive environment better suited to collaborative map building and able to provide enhanced navigation of complex curricula, across multiple dimensions. Work on developing the DLM of NGSF and BDS learning outcomes remains in progress. The next stage will involve focus groups with students. It is hoped the DLM created will enhance the learning experience offered by the BDS programme. Further Information: Curriculum Mapping: Linking transferable graduate skills into a dynamic map of the dental curriculum Helen Rogerson, Janice Ellis, Simon Cotterill, John Peterson, Mark Thomason Introduction The School of Dental Sciences have developed a detailed curriculum map which includes course outcomes, assessments and the professional framework of the General Dental council (GDC). In 2012/13 this was extended to include the Newcastle Graduate Skills Framework (NGSF) with the aid of views of students. Background The curriculum map has been led by JS/MT and has been developed using Dynamic Learning Maps (DLM), a Web- based application developed at Newcastle University as part of an externally funded JISC project. DLM aims to provide a personalised, participative and interactive environment in line with the changing experiences and expectation of todays learners. Initially all course leaders were invited to a ‘hands-on’ workshop where they received an overview of how to use DLM and then proceeded to enter their course outcomes and map them to the GDC outcomes. At a later time course outcomes were also mapped to assessments. There are 1,616 course outcomes mapped over the 5 year dental programme (BDS). There are 3,741 linkages between these course outcomes and the 173 GDC outcomes. Also, there are 2,747 linkages between course outcomes and 51 assessments. From this information DLM can extrapolate how GDC outcomes are assessed.. Further Information School of Dental sciences: Dynamic Learning Maps: Prescribed Curriculum (time &content) Real Curriculum (taught) Tested Curriculum References 1.Harden R. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, : 2; 123 – 137 Mapping Outcomes to NGSF Mapping the BDS course outcomes to the NGSF demonstrates what is expected by the GDC but also presents the “Newcastle Extras” explicitly or implicitly provided by the BDS course. Mapping of NGSF to BDS course learning outcomes was completed by an experienced BDS student (HR). Each of the 1,616 course learning outcomes were considered against the NGSF aims; data was recorded in tabular form. The data mapping NGSF skills to course outcomes in spread-sheet format was imported into DLM Auditing by a body of academic staff is to be completed to verify the links made. 1,834 links were made between course outcomes and NGSF skills and attributes summarised by domain: Subject knowledge:597 Cognitive and Intellectual Skills396 Self management440 Interaction213 Application188 Specific skills with the thinnest coverage were numeracy and budgeting. Graduate Skills Framework The NGSF is a framework developed with employers that encompass the skills and attributes that will be necessary for life after University. These skills are expected to be an addition to course learning outcomes enriching the abilities demonstrable by Newcastle graduates. Text-based and Mindmap views (partial) Connections from NGSF to Course Outcomes


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