1. http://learning-maps.ncl.ac.uk Simon Cotterill, Paul Horner, John Peterson, Gordon Skelly, Tony McDonald, Patrick Rosenkranz, Nick Riches & Steve Ball Dynamic Learning Maps: curriculum maps and personal learning

2. Overview 1.Background / Rationale 2.Demonstration 3.Summary of Formative Evaluation

3. Background 1: Communicating Complex Curricula 2: Modular courses: ‘Compartmentalisation’ Need to promote cross-modular learning Understanding linkages within the curriculum (students & teachers) Occasional Teachers

4. Background: Web 2.0 and changing expectations of learners “The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised— one that is decidedly different from that which existed when faculty and administrators were growing up.” Educating the Net Generation http://www.educause.edu/ “although young people demonstrate an ease and familiarity with computers, they rely on the most basic search tools and do not possess the critical and analytical skills to assess the information that they find on the web. Higher education, therefore, continues to have a unique role in providing learners with the higher-order skills of evaluation, critical analysis and reflection, synthesis, problem-solving, creativity and thinking across discipline boundaries.” Widespread uptake of social networking and other Web 2.0 = changing expectations and technical literacies of many learners http://learning-maps.ncl.ac.uk

5. Background: 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) 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) Known barriers: -Complexity -Labour intensive

6. Maps as a Metaphor Where have I been? Where am I now? Where am I going? Stakeholders Learners Teachers (incl. occasional teachers) Curriculum Managers Administrators External regulators Reflection Revision Contextualisation Preparation What should the students already know? Where is topic X taught in the curriculum ? Career choices Curriculum choices Where is my specialty covered in the curriculum ? http://learning-maps.ncl.ac.uk Synthesis / Metacognition Planning

7. Overview of Dynamic Learning maps Interactive ‘Web 2.0 Sharing, rating and reviews Harvesting multiple sources (‘Mashups’ ) Facilitating communities of interest Curriculum Maps Overview, Prior learning, Current & Future learning Personal Learning Personalised, sharing, reflective notes and evidencing outcomes Linking Learning Resources Curriculum & External Resources

8. Dynamic Learning Maps Demonstration

9. Initial Evaluation http://learning-maps.ncl.ac.uk

10. Evaluation: Focus Groups 2009/2010 Focus Group: Psychology (n=2) Focus Groups: Speech Therapy BSc (9), MSc (7) Focus Groups: Medicine (students, staff) Demo / Student response system Staff Meeting: Speech Therapy ~15 Module Choices Liked concept / layout Perceived duplication Importance of personal preferences Visual vs. Text Views Integration with Blackboard?

11. I prefer n=193 (student response system)

12. It is easy to use n=193 (student response system) “Time consuming to learn/to use?” “Requires an amount of foundation knowledge to be able to make full use of it; either a session on it or a drop in surgery would be helpful” 78% agreed BUT some wanted training: Medical students - focus groups Medical teacher “It seems a really good idea but it important that we get training on how to use it.”

13. The map would benefit my learning n=193 (student response system) 80% of students agreed “Excellent way of linking learning and thought processes”. “Hopefully minimises learning occurring in isolated chunks.” “Potential for more joined-up thinking for patient care”  “If assessment is not linked to it how much will it be used?” Clinical teachers (focus group)

14. The map will help me better understand the MBBS curriculum n=193 (student response system) “Will increase relevance of Phase I lectures to clinical presentations/experience” 73% agreed “It is helpful to be able to see [the curriculum] from both macro and micro levels”. Stage 4 Medical Students - Focus group

15. Knowing how a teaching session relates to the rest of the curriculum is important to me n=193 (student response system) “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...” 77% Agreed Stage 4 Medical Students - Focus groups

16. Having the map will be useful for preparation before a teaching session? n=193 (student response system) “Would be potentially be extremely helpful, particularly when undertaking a new topic and preview [grouping] lectures” “Help you to pitch your teaching at the right level/know what has been taught before”  ‘What’s on “curriculum” doesn’t always equate to what students know’ Stage 4 Medical Student “Enables you to reactivate prior learning”  “Tells you what student has covered in theory, [but] still need to know how much they have absorbed.” Clinical teachers (focus group) 57% agreed

17. Having the map will be useful for reviewing and reflecting after a session? n=193 (student response system) 80% Agreed

18. Having the map will be useful for revision n=193 (student response system) ? “Any way of ticking off lectures revised?” “Excellent revision tool” “Helpful revision tool” Stage 4 Medical Students Clinical Teacher 91% Agreed

19. 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: n=193 (student response system) “Can this really be used for portfolio (if voluntary) ?“ “How to engage student with e-portfolios – won’t work without their engagement”

20. I frequently supplement my learning with external resources on the web n=193 (student response system) I only want information and resources provided by teaching staff n=193 (student response system) 72% agreed 26% agreed

21. Recap: Summary of DLM Interactive ‘Web 2.0 Sharing, rating and reviews Harvesting multiple sources (‘Mashups’ ) Facilitating communities of interest Curriculum Maps Overview, Prior learning, Current & Future learning Personal Learning Personalised, sharing, reflective notes and evidencing outcomes Linking Learning Resources Curriculum & External Resources

22. Project funded by Further information & Public Demonstrator: http://learning-maps.ncl.ac.uk Thank You

23. e- Learning Technical approach Curricula databases Library databases ePortfolio / blog Repositories External Feeds Learning Resources Life-long Learning Record ID-MAPs project Student Information Systems reflection evidencing discussion adding resources, rating & reviewing Learning Maps (topic-specific) Curriculum map Personal learning Community http://learning-maps.ncl.ac.uk

24. Curriculum Maps: Potential role in Monitoring & QA Declared curriculum Taught curriculum Learning & development Assessed Curriculum ‘Constructive Alignment’ (curriculum – T&L – assessment) Better insight into learning outside the curriculum External resourcesPrior learning‘Life-wide’ learning Identify popular external resources (QA + peer review) Map to other Curricula (widens learning opportunities) Identify ‘gaps’ in teaching Identify duplication Monitor access & equality of learning opportunities

25. I understand the concept of Learning Maps n=193 (student response system)

26. How often would you envisage using the map (once complete) ? n=193 (student response system)