Development of Visualization of Learning Outcomes Using Curriculum Mapping

2014 ◽  
pp. 69-82 ◽  
Author(s):  
Takashi Ikuta ◽  
Yasushi Gotoh
Keyword(s):  
Learning Outcomes ◽  
Curriculum Mapping

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

Assessing General Education Outcomes Across Programs

2011 ◽  
pp. 620-634 ◽  
Author(s):  
Yi Yang ◽  
Michelle Buchberger ◽  
Harrison Hao Yang
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Assessment Process ◽  
Learning Assessment ◽  
Curriculum Mapping ◽  
Non Profit ◽  
Face To Face ◽  
Mapping Process ◽  
Assessment Of Student Learning

As the pressure to provide accountability in education escalates, the assessment of student learning becomes increasingly important. This chapter describes an approach to the assessment of learning outcomes, in both online and face to face programs, as developed for an independent, non-profit university in Ohio. The approach includes three major components: a curriculum mapping process that determines where particular learning outcomes are being assessed, a visual representation of this curriculum map with links to assessment data (Success Path©), and a cyclical assessment process that assists with the continuous improvement of programs and student learning. This chapter leverages current research in the field of student learning, assessment, and curriculum mapping theory.

scholarly journals A Radical Critique of the Learning Outcomes Assessment Movement

2014 ◽  
Vol 100 ◽  
pp. 146-152 ◽  
Author(s):  
Michael Bennett ◽  
Jacqueline Brady
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Colleges And Universities ◽  
Educational Process ◽  
Curriculum Mapping ◽  
External Evaluation ◽  
Learning Outcomes Assessment ◽  
Internal Review ◽  
Radical Critique

The Learning Outcomes Assessment (LOA) movement seems rather innocuous.  Teachers and administrators at colleges and universities are asked to articulate the goals, objectives, measures, and outcomes of the educational process at every level:  from the classroom to the department to the institution as a whole.  Educators engage in this process with the help of curriculum mapping or educational matrices or a host of other tools and templates provided by any number of readily available frameworks (see the website of the National Institute for Learning Outcomes Assessment for many examples).  The information gathered is then used to evaluate curricula, programs, instructors, and institutions for purposes of internal review and external evaluation.

scholarly journals Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies

2017 ◽  
Vol 10 ◽  
pp. 75-88 ◽  
Author(s):  
Fiona Rawle ◽  
Tracey Bowen ◽  
Barb Murck ◽  
Rosa Hong
Keyword(s):  
Learning Outcomes ◽  
Common Ground ◽  
Process Approach ◽  
Academic Experiences ◽  
Curriculum Mapping ◽  
Learning Outcomes Assessment ◽  
University Of Toronto ◽  
Mapping Process ◽  
Similarities And Differences ◽  
The University

Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in. 

scholarly journals Implementing the Threshold Learning Outcomes for Agriculture at university

2016 ◽  
Vol 7 (1) ◽  
pp. 2-21
Author(s):  
Tina Acuna ◽  
Jo-Anne Kelder ◽  
Glenn McDonald ◽  
Amanda Able
Keyword(s):  
Learning Outcomes ◽  
Curriculum Design ◽  
Academic Staff ◽  
Curriculum Mapping ◽  
Learning And Teaching ◽  
Minimum Standards ◽  
Graduate Employability ◽  
Australian Council ◽  
Industry Engagement ◽  
The University

The national Learning and Teaching Academics Standards statement for agriculture (AgLTAS) defines the nature and extent of the discipline; and provides threshold learning outcomes (TLOs) that define what a graduate should know, understand and do at graduation. The AgLTAS standards are endorsed by the Australian Council of Deans of Agriculture and can be used to communicate to potential and current students the minimum standards of their degree, but can also be used to inform curriculum design. While the AgLTAS document provides explanatory notes to assist educators to further understand the intent of the TLOs there are no exemplars on how the AgLTAS standards can be implemented. This paper presents two case studies of how academics at the University of Tasmania and the University of Adelaide used the AgLTAS to map their respective agriculture curricula. Curriculum mapping was used to evaluate the links between the curriculum and the target learning outcomes, and to identify gaps and areas for improvement. Results include the curriculum maps but also a survey of academic staff and their reactions to the TLOs, plus a reflective commentary on what we believe are the next steps and implications of the AgLTAS for curriculum development, industry engagement and graduate employability in the agriculture discipline.

scholarly journals Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Hagar I. Labouta ◽  
Natasha A. Kenny ◽  
Patti Dyjur ◽  
Rui Li ◽  
Max Anikovskiy ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Curriculum Mapping ◽  
Science Program ◽  
Multiple Perspectives ◽  
Research Experiences ◽  
Main Research ◽  
Curriculum Review ◽  
Core Courses ◽  
Perceptions Of Students ◽  
Method Approach

This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’ perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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