Dynamic Learning Maps - Presentation: ALT-C 2012
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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.
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Dynamic Learning Maps - Presentation: ALT-C 2012
- 1. Project funded by Dynamic Learning Maps: the journey after the project Simon Cotterill, Tony McDonald, Gordon Skelly, John Peterson, Alison Williams, Steve Juggins http://learning-maps.ncl.ac.uk
- 2. Life after the Project? Photo by Kevint3141, available under a Creative Commons CC BY 2.0 License http://www.flickr.com/photos/kevint3141/3763863511/
- 3. Reviewing Continuity 2 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
- 4. 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
- 5. 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)
- 6. 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
- 8. Summary of Learning Maps Personal Learning Personalised, sharing , reflective notes and evidencing outcomes Curriculum Maps Overview , Prior learning, Current Linking Learning & Future learning Resources Add links to resources Rate and add Skills and Careers comments Browse skills and career paths Make links between curriculum and skill and careers
- 9. Open Educational Resources OER Bookmarking (JISC-CETIS Rapid Innovation project) RIDLR & SupOERGlue (2 x JISC funded OER Rapid Innovation projects) Harvest OERs /Paradata LR DLM Node Return 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 Project blog posts at: : http://www.medev.ac.uk/
- 10. Project funded by Embedding Benefits of Dynamic Learning Maps May 2012 to April 2013 Evaluating DLM with School of Pharmacy New curriculum QA/QM Evaluating DLM with School of Healthcare Sciences across multiple programmes with shared content Centre for the Development & Enhancement of Professional Practice - Evaluation DLM in distance learning • https://learning-maps.ncl.ac.uk/download/ DLM • Updated documentation Community • New training/help materials • Updated information/materials in the Design Studio • National workshop
- 11. Initial Evaluation (Geography) • January 2012 – Evaluation with Stage 2 students (n=121) • February 2012 – Evaluation with Stage 3 students (n=81)
- 12. Formative Evaluation Geography Year 3 Initial response to closed questions after a 10 minute overview and demo of DLM 7th February 2012 81 Respondents http://learning-maps.ncl.ac.uk
- 14. The map will help me better understand the Geography curriculum 1. Strongly Agree 57% 2. Agree 90% 3. Somewhat Agree 4. Neutral 25% 5. Somewhat Disagree 9% 8% 6. Disagree 0% 2% 0% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 15. It looks easy to use 1. Strongly Agree 32% 32% 2. Agree 76% 3. Somewhat Agree 18% 4. Neutral 12% 5. Somewhat Disagree 6. Disagree 4% 2% 0% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 16. The map would benefit my learning 1. Strongly Agree 36% 2. Agree 62% 3. Somewhat Agree 28% 22% 4. Neutral 5. Somewhat Disagree 10% 6. Disagree 4% 0% 0% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 17. It is useful to see connections between different modules 1. Strongly Agree 46% 2. Agree 94% 3. Somewhat Agree 26% 4. Neutral 22% 5. Somewhat Disagree 6. Disagree 4% 0% 0% 2% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 18. The maps would have helped me with my module selection 1. Strongly Agree 2. Agree 83% 29% 31% 3. Somewhat Agree 23% 4. Neutral 5. Somewhat Disagree 6% 6% 6% 6. Disagree 0% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 19. I would find it useful to add personal notes and reflections to the map 1. Strongly Agree 27% 2. Agree 52% 25% 25% 3. Somewhat Agree 4. Neutral 10% 5. Somewhat Disagree 8% 6. Disagree 2% 2% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 20. It is useful having Skills linked into the maps 1. Strongly Agree 46% 2. Agree 80% 3. Somewhat Agree 4. Neutral 20% 5. Somewhat Disagree 14% 12% 6. Disagree 4% 2% 2% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 21. It is useful having Careers linked into the maps 1. Strongly Agree 45% 2. Agree 92% 33% 3. Somewhat Agree 4. Neutral 14% 5. Somewhat Disagree 6. Disagree 2% 0% 4% 2% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 22. Having the map will be useful for Revision 1. Strongly Agree 30% 2. Agree 52% 26% 3. Somewhat Agree 16% 4. Neutral 12% 10% 5. Somewhat Disagree 4% 6. Disagree 2% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 23. 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
- 24. 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
- 25. Further Information http://learning-maps.ncl.ac.uk Simon.Cotterill@ncl.ac.uk http://learning-maps.ncl.ac.uk Demo Download Hosting Consulting Community
- 26. Additional slides (not used)
- 27. I frequently supplement my learning with external resources on the web 1. Strongly Agree 37% 2. Agree 84% 35% 3. Somewhat Agree 4. Neutral 5. Somewhat Disagree 12% 8% 6% 6. Disagree 2% 2% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 28. How often would you envisage using the map (once complete) ? 1. daily 50% 2. weekly 40% 3. monthly 4. never 8% 2% ily ly r ly ve th k da ee ne on w m
- 29. Having the map will be useful for reviewing and reflecting on my learning 1. Strongly Agree 2. Agree 53% 31% 29% 3. Somewhat Agree 4. Neutral 18% 14% 5. Somewhat Disagree 6. Disagree 4% 4% 0% 7. Strongly Disagree ee e al e ee ee ee re e r gr gr gr r r ut Ag Ag Ag i sa isa sa Ne t Di ly tD D ha ng ly ew ha ro ng ew m St ro So m St So
- 30. 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.
- 31. Initial interfaces & user preferences Text-based interface Mind-map style interface Forthcoming focus groups: explore options e.g. colour coding terminology e.g. ‘nodes’ or topics
- 33. Mapping Specialties, Skills & Careers • Geography specialties / sub-specialties – Map to modules • Graduate Skills Framework • Careers – Map to skills, specialties & modules
- 34. Mapping Work Linked in SAP and MOFs data into Curriculum maps
- 35. Search
- 36. External Resources Linked to topics + Search