Embed Size (px)
DESCRIPTION
Dynamic Learning Maps (DLM) began as a project funded as part of the JISC Transforming Curriculum Delivery through Technology programme. The project developed navigable curriculum maps (https://learning-maps.ncl.ac.uk/). The maps are interactive and learners can add notes and reflections to topics (stored in the students’ ePortfolio), make personal extensions to their maps and share, rate and tag resources. This presentation aims to describe the journey of DLM after the initial project and share lessons learned from its embedding and application in new contexts with a view to long-term sustainability. Following piloting in Medicine during the initial JISC project, DLM was embedded in the VLE from September 2011. Now over 2,200 students and staff have accessed DLM at Newcastle University. University funding was granted for an Innovations project pilot DLM in Geography with aims to evaluate its use in modular programmes and for different purposes: 1. Further embed reflection and personal development planning in the curriculum. 2. Help students to be better informed about module selection – clearly showing pre-requisites / requirements, skills, and potential career paths. 3. Stimulating ‘cross-modular’ learning Curricula were mapped drawing on existing data, such as Module catalogue information and other sources. In addition specialties and sub-specialties in Geography were also mapped and linked to modules, as these can be important in selection of optional modules and eventual career paths. The map also included transferable skills and selected careers. We will report on formative evaluation with over 300 Stage 2 and Stage 3 students during 2012. Other aspects of continuity are also addressed. The DLM software has now been made available to the JISC community and we will discuss interest and initial uptake in partner institutions along with new JISC rapid innovation projects in Open Educational Resources, which have a DLM component. This presentation describes the journey of DLM and shares evaluation and lessons learned relating to continuity and embedding the benefits following initial project funding.
Citation preview
http://learning-maps.ncl.ac.uk
Simon Cotterill, Tony McDonald, Gordon Skelly, John Peterson, Alison Williams, Steve Juggins
Dynamic Learning Maps: the journey after the project
Project funded by
Life after the Project?
Shelfware?
Supporting Services
Innovation
Resources
Priorities
Photo by Kevint3141, available under a Creative Commons CC BY 2.0 Licensehttp://www.flickr.com/photos/kevint3141/3763863511/
Reviewing Continuity2 years after the initial project
• Summary of DLMs / embedding at Newcastle
• Innovations project: Geography– Demo / Evaluation
• JISC projects (since DLMs)– 4 x OER related projects– JISC Benefits Realisation funding
• Summary / Reflections
Key curriculum drivers for the project:
1: Modular courses - promoting cross-modular learning- mapping to transferable graduate skills / careers
2: Medicine: Communicating Complex Curricula
Dynamic Learning Maps
Understanding linkageswithin the spiral curriculum(students & teachers)
Occasional Teachers-some unintended duplication in teaching
Part of the CurriculumDelivery Programme
Embedding at Newcastle
• Embedded in VLEs used by Medicine• 2,446 individuals have used DLM at Newcastle University (494 staff)• 13,000 topics in the map• 122,000 topics viewed
New use in Dentistry
• Module leaders workshop• Mapping course outcomes to professional standards (GDC outcomes)
Evaluating Dynamic Learning Maps in Geography
• Innovations Fund (Newcastle University)– Better informed module choice– Linking curriculum to skills / careers– Embedding reflection/PDP in the curriculum– Evaluating DLM in a non health-related subject
Demonstration
Summary of Learning Maps
Skills and CareersBrowse skills and career pathsMake links between curriculum and skill and careers
Curriculum MapsOverview , Prior learning, Current & Future learning
Personal LearningPersonalised, sharing , reflective notes and evidencing outcomes
Linking Learning ResourcesAdd links to resourcesRate and add comments
RIDLR & SupOERGlue (2 x JISC funded OER Rapid Innovation projects)
Return Paradata
LR NodeDLM
Harvest OERs /Paradata
PublishOER (HEA/JISC UKOER Phase 3 project)
• Investigating new business models for embedding publishers content in OERs• Partnership with Elsevier, JISC Collections, Rightscom and education providers • Some DLM-related activities
Open Educational Resources
Project blog posts at: : http://www.medev.ac.uk/
OER Bookmarking (JISC-CETIS Rapid Innovation project)
Project funded by
Embedding Benefits of Dynamic Learning Maps
DLMCommunity
• https://learning-maps.ncl.ac.uk/download/• Updated documentation• New training/help materials• Updated information/materials in the Design Studio• National workshop
May 2012 to April 2013
Evaluating DLM with School of PharmacyNew curriculum QA/QM
Evaluating DLM with School of Healthcare Sciencesacross multiple programmes with shared content
Centre for the Development & Enhancement of Professional Practice - Evaluation DLM in distance learning
Initial Evaluation (Geography)• January 2012
– Evaluation with Stage 2 students (n=121)
• February 2012– Evaluation with Stage 3 students (n=81)
Formative EvaluationGeography Year 3
Initial response to closed questionsafter a 10 minute overview and demo of DLM
7th February 2012
81 Respondentshttp://learning-maps.ncl.ac.uk
Stage 2:
Stage 3:
The map will help me better understand the Geography curriculum
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
90%
It looks easy to use
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
76%
The map would benefit my learning
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
62%
It is useful to see connections between different modules
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
94%
The maps would have helped me with my module selection
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
83%
I would find it useful to add personal notes and reflections to the map
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
52%
It is useful having Skills linked into the maps
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
80%
It is useful having Careerslinked into the maps
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
92%
Having the map will be useful for Revision
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
52%
Conclusions (Geography)Initial student reaction was positive:
• Useful to see connections between modules:– Stage 2: 76% Stage 3: 94%
• Could help with module selection: – Stage 2: 74% Stage 3: 83%
• Useful to embed Skills: – Stage 2: 64% Stage 3: 80%
• Useful to embed Careers:– Stage 2: 81% Stage 3: 92%
• Not as interested in use for reflection:– Stage 3 52% Stage 3 53%– Would need a clear purpose (students don’t currently use ePortfolio)
• Limitations of results: needs further evaluation and full pilot
Summary / Reflections
• Continuity strategy – meeting real needs
• Growing uptake / embedding
• Can be disruptive
• Dissemination (internal / external)
• Further funding helps! – but needs to be in your direction of travel
Further Information
http://[email protected]
http://learning-maps.ncl.ac.uk
Demo Download Hosting
Consulting Community
Additional slides (not used)
I frequently supplement my learning with external resources on the web
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
84%
How often would you envisage using the map (once complete) ?
1. daily2. weekly3. monthly4. never
Having the map will be useful for reviewing and reflecting on my learning
1. Strongly Agree2. Agree3. Somewhat Agree4. Neutral5. Somewhat Disagree6. Disagree7. Strongly Disagree
53%
Aims
• To further embed reflection and personal development planning in the curriculum.
• Helping students to be better informed about module selection – clearly showing pre-requisites / requirements, and potential career paths.
• Improving ‘cross-modular’ learning and teaching of research methods and techniques across the curriculum.
• Evaluate and disseminate use and applicability of DLM in non-health related contexts.
Initial interfaces & user preferences
Text-based interface
Mind-map style interface
Forthcoming focus groups:explore options e.g. colour codingterminology e.g. ‘nodes’ or topics
Mapping Specialties, Skills & Careers
• Geography specialties / sub-specialties– Map to modules
• Graduate Skills Framework• Careers– Map to skills, specialties & modules
Mapping Work
Linked in SAP and MOFs data into Curriculum maps
Search
External ResourcesLinked to topics + Search
