1. 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

2. Life after the Project? Shelfware? Supporting Services Innovation Resources Priorities Resources Priorities 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. 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 linkages within the spiral curriculum (students & teachers) Occasional Teachers -some unintended duplication in teaching Part of the Curriculum Delivery Programme

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

7. Demonstration

8. Summary of Learning Maps Skills and Careers Browse skills and career paths Make links between curriculum and skill and careers Curriculum Maps Overview, Prior learning, Current & Future learning Personal Learning Personalised, sharing, reflective notes and evidencing outcomes Linking Learning Resources Add links to resources Rate and add comments

9. RIDLR & SupOERGlue (2 x JISC funded OER Rapid Innovation projects) Return Paradata LR Node DLM 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/http://www.medev.ac.uk/ OER Bookmarking (JISC-CETIS Rapid Innovation project)

10. Project funded by Embedding Benefits of Dynamic Learning Maps DLM Community 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 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

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 7 th February 2012 81 Respondents http://learning-maps.ncl.ac.uk

13. Stage 2: Stage 3:

14. The map will help me better understand the Geography curriculum 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 90%

15. It looks easy to use 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 76%

16. The map would benefit my learning 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 62%

17. It is useful to see connections between different modules 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 94%

18. The maps would have helped me with my module selection 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 83%

19. I would find it useful to add personal notes and reflections to the map 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 52%

20. It is useful having Skills linked into the maps 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 80%

21. It is useful having Careers linked into the maps 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 92%

22. Having the map will be useful for Revision 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 52%

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 ConsultingCommunity

26. Additional slides (not used)

27. I frequently supplement my learning with external resources on the web 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 84%

28. How often would you envisage using the map (once complete) ? 1.daily 2.weekly 3.monthly 4.never

29. Having the map will be useful for reviewing and reflecting on my learning 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree 53%

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