Next generation program mapping
The Centre for Teaching and Educational Technologies (CTET) is pleased to offer program mapping as a service provided by the learning design team. Currently, we can map seven components of a program to generate reports that examine:
- learning outcomes;
- educational technologies;
- written assignments;
- team-based learning (types);
- team-based learning (percentage distribution); and
- team-based learning (assessment of team process).
Program mapping can be traced back to the work of education scholar Fenwick English (1978) who examined curriculum in three focal categories; declared, taught, and learned. Program mapping is a way to capture the learning journey – an opportunity to identify the state of the curriculum as well as the teaching process itself, and determine areas for adjustment and improvement (Bath, Smith, Stein, & Swann, 2009, p. 324).
Program maps draw explicit connections between learning outcomes, learning activities, and assessments (Drake & Burns, 2004). These reports help guide faculty discussions about program improvements and revisions.
“To support the enactment of the learning, teaching, research model (LTRM), a program mapping approach [was] adopted for two distinct purposes; 1) to identify gaps, strengths, and weaknesses as part of program final reviews, and 2) to provide a snapshot of the current state of programs for the purposes of faculty retreats to aid purposeful discussions for program improvements” (Axe, Childs, & Palahicky, 2018).
This program mapping application, developed through collaboration between CTET and the Learning Systems Development (LSD) team in IT Services, represents the next generation of program mapping at Royal Roads University and allows the learning design team to create program mapping reports efficiently and sustainably.
For more information about program mapping, please contact your CTET instructional designer. View a short video (below) if you are interested in the historical review of program mapping at RRU.