Technical Approach

1. Dynamic Learning Maps: curriculum maps for the web generationS Ball, S Cotterill, P Horner, J Peterson & G Skelly Introduction Dynamic Learning Maps (DLM) is a new way to engage with your curriculumin innovative, flexible, connectable and exciting ways. • Initial Evaluation Focus groups have been conducted in Medicine, Speech & Language Sciences and Psychology in 2009/10. Feedback from medical students was captured via a student response system. Larger-scale evaluation is underway for 2010/11. • Stage 1 Medical students, n=193 • 81% want to know how a teaching session relates to the rest of the curriculum. • 59% agree that the map will help me better understand the their curriculum. • 70% say that a map would benefit their learning. • 79% agree that having the map will be useful for reviewing and reflecting after a session. • 83% agree that having the map will be useful for revision. • 54% prefer mind maps to tree based list. • 68% frequently supplement their learning with external resources on the web. RealCurriculum (taught) Prescribed Curriculum (time &content) LearningMaps Tested Curriculum Personal Learning Reflective records Evidencing outcomes Curriculum Maps View /search the planned curriculum Resource Integration Curriculum ResourcesExternal Resources ‘Web 2.0’ Share, rate and review Multiple sources ‘Mashups’ Personal or shared maps DLM is aJISCproject funded as part of the transforming curriculum delivery through technologyprogramme and a novel concept, which is a fusion of formal curriculum maps, personal learning records, and community-driven maps. Using established technologies and standards the DLM provide 'mash-ups' of information from curriculum databases, ePortfolios and other sources. Why? 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. DLM can add value through enhanced visualisation of complex curricula. Furthermore, Web-based technologies can be used to develop environments which are personalised, interactive and participative – in line with the changing experiences and expectations of modern learners. Technical Approach DLMs are designed to maximize use of existing data sources using a range of standards – or on a stand-alone basis if needed. They can integrate with ePortfolios using the latest ‘leap2a’ specifications, so that learners can make reflective records and upload files linked with any part of their map. Library databases Learning Resources Curricula databases Student Information Systems ID-MAPs project Community Curriculum map discussion Personal learning Repositories Maps DLMs can present the formal and delivered curricula with the option of a visual ‘mindmap’ or text-based views. In addition to the formal curriculum individuals can make personal extensions and connections to their map. External resources can be added to topics within the map, shared and rated. Private reflective records and files can also be added to any topic. reflection evidencing External Feeds ePortfolio / blog Life-long Learning Record (topic-specific) References Harden R. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Medical Teacher, 2001. 23: 2; 123 – 137 Further Information http://learning-maps.ncl.ac.uk S.J.Cotterill@newcastle.ac.uk Gordon.Skelly@newcastle.ac.uk Text-based and Mindmap views (partial) Further Information: http://learning-maps.ncl.ac.uk