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1
Curriculum mappingA possible technology-enhanced
curriculum review approach
South African Technology Network (SATN) Conference, Bloemfontein
28-29 November 2011
Marianne BesterFundani Centre for
Higher Education DevelopmentCape Peninsula University of Technology
2
Transformation of higher education in South Africa
Relevance and responsiveness of HE curricula
Complex learning Curricula that sustain complex
learning ought to be ‘coherent and progressive’(Knight, 2001)
Introduction
3
Key issues to consider What do wish to achieve? What do we teach? Why do we teach what we
teach? What do our students learn? How do our students learn? How do we assess what
students have learned? How well should students
perform in these assessment tasks to show that they have achieved the intended learning outcomes?
Intended and planned
curriculum
Taught and created
curriculum
Learned and assessed
curriculum
4Focus of this paper Two inter-related aspects of curriculum
mapping: mapping tool mapping process
Illuminate the pedagogic relationships within a curriculum
Capture the dynamic interactions with relevant stakeholders and its milieu
‘contextualised social practice’ (Cornbleth, 1990) not as an instrumentalist approach to curriculum development and review
5Outline of the presentation
Constructivist framework Past curriculum design practices at UoTs
Lack of staff participation Teacher-centred technicist approach
Case study of a career-oriented business qualification
Use of Curriculum mapping to steer the curriculum review process and to engage lecturing staff in reflective conversations about pedagogic practice
6
Outcomes-based curriculum development of Technikons in late
1990s National Qualifications Framework
A single national framework for learning achievements
Systemic change Outcomes-based curricula
Design-down curriculum design process of working down from large, complex, workplace-orientated outcomes to specific, enabling outcomes and tasks – responsive to needs of employers
7
Technicist skills-based approach
Technikons responded to discourse of accountability and efficiency
Modular subject structures to promote credit accumulation and transfer
‘A narrow notion of skills’ (Allais, 2011) ‘Technical responsiveness’ ... ‘reduced to a
technicist one ...’ (McKenna & Sutherland, 2006) Compliance mind-set of ‘process-oriented
administrative procedures’ (Breier, 2001) DACUM – focus on functional task analysis
appropriate to specific occupation Displacement of disciplinary knowledge
(Wheelahan, 2010)
8
Curriculum orientations of academic staff
Snyder, Bolin & Zumwalt in Shawer, Gilmore and Banks-Joseph (2008)
Fidelity approach
• Centrally-controlled model
• Teacher focuses on covering of subject content
• Limited evidence of student engagement
• Curriculum-transmitter
Adaptation approach
• Teacher adapt curriculum to some extent – curriculum still centrally controlled
• Teacher focuses on limited adaptation to suit the needs of students
• Curriculum-adapter
Enactment approach
• Engagement and enactment of both teacher and student in teaching and learning experiences
• Teacher responds to needs of students by creating a curriculum
• Curriculum-maker
Previous curriculum development practices
at Technikons in SA
Before 1994 Late 1990s-before HEQF
HEQF re-curriculation
Future practice requires a paradigm shift towards student-centred
learning
9
Constructivist approach to curriculum development & review
‘learning is a process of conceptual change whereby individuals construct new understandings of reality – a constructivist point of view’
‘A good teaching system aligns teaching method and assessment to the learning activities stated in the objectives, so that all aspects of this system are in accord in supporting appropriate learning.’
McDonald & Van der Horst, 2007
Biggs’s constructive alignment (2001)
10
Case study (using subject guides/taught curriculum)
Subjects from a Business-related diploma programme
Organisational components of subject guide
Pedagogical components of subject guide Data analysis and findings
Omissions and oversight in terms of the core components
Constructive alignment – incomplete, inconsistent or misaligned
Lower level cognitive skills and tasks Insufficient integration of theory and practice
11
Constructive alignment template
Learning outcomes
Teaching & learning activities
Assessment criteria
Assessment methods
Deep and reflective conversations – preparatory stage for developing curriculum maps
One aspect that emerged from CA templates: Pertinent focus on occupational needs
Increased emphasis on ‘doing’ rather than ‘knowing’ (Barnett et al. 2001)
Absence of scaffolding of cognitive challenges
12Curriculum mappingWhat is a map?
A map is a visual representation of an area;A symbolic depiction highlighting relationships between elements of that space such as objects, regions, and themes. (Source: http://en.wikipedia.org/wiki/Map )
13
Curriculum mappingWhat is a curriculum?
“… a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences,
assessment, the educational environment and
the individual students’ learning style, personal timetable
and programme of work.”
Harden, R.M. 2001. AMEE Guide 21: Curriculum mapping a tool for transparent and authentic teaching and learning. Medical
Teacher, 23(2):123-127.
14
What is a curriculum map?
“A diagrammatic representation of the curriculum displaying the different elements of the curriculum and the interrelationships between
these different elements”.
(Harden 2001, 125).
15
Learning outcomes
Learning
activities
Subject content
Assessment tasks
Teaching
events
Key elements of a curriculum mapKnowing:
Disciplinary & situated knowledge
Doing:Practical skills
Being:Personal qualities & capabilities
Level descriptors
Cognitive complexity
Adapted from Harden, 2001:125
16
Curtin University of TechnologyCCMap 2010
Unit information; Unit learning outcomes
which are aligned to the graduate attributes and the development of higher order thinking skills;
Assessment (assessment tasks by type, medium, format, role of the student, level of authenticity, level of supervision, mode, purpose, principle assessor and time schedule);
Learning experiences (type, duration, frequency and predominantly student activity);
Learning resources (type, use and cost to student);
Curriculum themes (linked to vision and objectives of institution);
Career development learning
18
Student learning experiences
Type
Duration
Frequency
Predominant types of student
engagement
Clinical practice, fieldwork, laboratory work, lectures, practical work, seminars,
studio work, tutorials, workshops, individual study & others
Hours, half-day, full-day and other
Daily, 2,3,4 times per week, weekly, fortnightly, monthly, twice a semester,
once a semester and other
Listening & viewing &reading, writing, speaking, reflecting, hands-on practice, listening & writing, listening & writing & spearking, problem-solving and other
20
Web-based curriculum mapping system
The use of a technology-enhanced process provides:
‘an electronic trail of activities ... providing the community with rich data sources from which further reflective practice can emanate’(Madiba, 2011)
A conceptual tool for curriculum review by focusing on: Constructive alignment, cognitive demand,
coherence, logical sequencing, credit allocation and the use of level descriptors.
21
Web-based curriculum mapping system
It provides ‘lines of inquiry’ of the intended, taught, experienced and assessed curriculum at both subject, programme and institutional level:
What are the intended learning outcomes? What is taught and how is it taught? What is assessed and how is it assessed? What is the level of cognitive demand? What are the gaps and redundancies in the curriculum? Is there vertical and horizontal alignment of subjects within
the qualification? What are the articulation and credit transfer possibilities
between programmes? How are the concerns of academic staff addressed in terms
of curriculum change?(Madiba, 2011)
22Curriculum mapping
“When curriculum mapping is adopted as a process and project (tool)…
the overall aim is to develop the conceptual as well as the technical infrastructure that will enable and deepen institutional conversations as far as curriculum is concerned;
and this is done on the premise of continuous improvement of teaching and learning and curriculum delivery.”
(Mad
iba,
201
1:
38
6)
23
Curriculum mapping process
Situation analysis with external stakeholder engagement
Comprehensive review of existing
programme & feedback from
current students and staff
Critical analysis and evaluation
of existing curriculum
using:
Subject guides
Templates
Diagrams & charts
Identify gaps, shortcomings, redundancies
and suggestions for improvement
Revise subject guides & compile
preliminary curriculum
maps
Finalise curriculum maps
& develop final subject guides for
approval & implementation
Adapted fromOliver, Jones, Ferns &
Tucker (2007)
24
What are the key benefits? Gaining a holistic and comprehensive view of the
curriculum across all the subject areas and levels of study.
Acting as a mechanism to foster debate and reflection on the key pedagogical issues amongst colleagues.
Working across different layers (macro, meso and micro) relevant to the HEQF re-curriculation process to ensure coherence and cooperation.
Assisting academics in creating unified, interdisciplinary units of learning that foster students’ understanding of concepts, ideas and activities across different subject areas.
25
In conclusion …Past curriculum development practices at
Technikons in late 1990s
Technicist approach to curriculum development
Displacement of knowledge in the curriculum
Lack of academic staff participation
Subject guides
Constructive alignment templateCurriculum mapping
as a tool
Curriculum mapping as a process
Curriculum mapping
Student-centred
learning approach with curricula that sustain complex
learning
26
Allais, S. 2011. What are the skills? Reflections on policy in South Africa in the light of international debates. Paper presented at the Global Labour University Conference, 28-30 September 2011. University of the Witwatersrand: Johannesburg.
Amer, A. 2006. Reflections on Bloom’s Revised Taxonomy. Electronic Journal of Research in Educational Psychology No. 8. 4 (1):213-230.
Barnett, R., G. Parry and K. Coate. 2001. Conceptualising Curriculum Change. Teaching in Higher Education 6 (4):435-449.
Breier, M. 2001. Higher education curriculum development: the international and local debates. Curriculum restructuring in higher education in post-apartheid South Africa. Ed. M. Breier. 1-37. Bellville: University of the Western Cape.
Cornbleth, C. 1990. Curriculum in context. New York: The Falmer Press.
Curtin University of Technology. 2010. Curtin Curriculum Mapping Tool—User Guide. Version 2 of 5 March 2010. http://boliver.ning.com/page/mapping-1 (accessed 4 August 2011].
Harden, R.M. 2001. AMEE Guide no 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical teacher 23(2):123-137.
James, D. 2005. Importance and impotence? Learning, outcomes and research in further education. Curriculum Journal 16 (1):83-96.
List of selected sources
27
Jansen, J.D. 1998. Curriculum Reform in South Africa: a critical analysis of outcomes‐based education. Cambridge Journal of Education 28(3):321-331.
Knight, P.T. 2001.Complexity and Curriculum: A process approach to curriculum-making. Teaching in Higher Education, 6(3):369-381.
Madiba, M. 2011. Curriculum mapping as inquiry in higher education. In Curriculum inquiry in South African higher education: Some scholarly affirmations and challenges. Bitzer EM and MM Botha, eds. 381-398. Stellenbosch: Sun Media.
McDonald, R. and H. Van Der Horst. 2007. Curriculum Alignment, globalization and quality assurance in South African education. Journal of Curriculum Education 39 (1): 1-9.
McKenna, S. and L. Sutherland. 2006. Balancing knowledge construction and skills training in universities of technology. Perspectives in Education 24(3): 15-24.
Oliver, B., Jones, S., Tucker, B., & Ferns, S. 2007. Mapping curricula: ensuring work-ready graduates by mapping course learning outcomes and higher order thinking skills. Peer-reviewed paper presented at the Evaluations and Assessment Conference, Brisbane. http://www.eac2007.qut.edu.au/proceedings/proceedings_ebook.pdf [Accessed: 29 April 2010].
Shawer, S.F., Gilmore, D. & Banks-Joseph, S.R. 2008. Student cognitive and affective development in the context of classroom-level curriculum development. Journal of the Scholarship of Teaching and Learning, 8(1):1-28.
Wheelahan, L. 2010. Why knowledge matters in curriculum: A social realist argument. London: Routledge.
List of selected sources
28
Mrs Marianne BesterFundani Centre for Higher Education
DevelopmentCape Peninsula University of
TechnologyTel. (021) 959 6468
E-mail: [email protected]
Any questions?