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Curriculum Mapping by Tagging Content Delivered in a Secure Online Learning Environment (SOLE)

Curriculum Mapping by Tagging Content Delivered in a Secure Online Learning Environment (SOLE). Tuesday, April 9, 2013 Medbiquitous Annual Conference Johns Hopkins University School of Medicine Baltimore, MD. Carrie  Calloway Scott Cottrell Eric Coffman Kenneth  Landreth. Objectives.

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Curriculum Mapping by Tagging Content Delivered in a Secure Online Learning Environment (SOLE)

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  1. Curriculum Mapping by Tagging Content Delivered in a Secure Online Learning Environment (SOLE) Tuesday, April 9, 2013 Medbiquitous Annual Conference Johns Hopkins University School of Medicine Baltimore, MD Carrie Calloway ScottCottrell EricCoffman Kenneth Landreth

  2. Objectives • To map curriculum by tagging existing course content (SOLE) • To create broad categories (tags) to minimize redundancy • To develop a reporting system that illustrates when and where content is being presented in the curriculum

  3. Secure OnLine Environment The WVU Health Sciences Center's portal for secure online course development and management.

  4. First Steps • Identifying broad instructional methods, assessment methods, and content • Developing a procedure for tagging preexisting content in current course management system

  5. Tech Specs • Built with Microsoft ASP.Net MVC 4 with a SQL Server backend. • SQL Server full text search to improve the speed of search results. • Every content type (file, folder, lecture, survey, etc) has common meta information such as title, description, calendar date, category, and tags. This allows all content to be cataloged the same way and allows for reporting across the system. • The biggest advantage is the ability to modify the application to suit the schools needs.

  6. Implementation • Presentations and trainings for faculty and staff • Inclusion in annual assessment review of courses and clerkships to ensure compliance • Major content areas in the curriculum are tagged and aligned with educational methods, assessment methods, and curriculum competencies.

  7. Product • Exportable Excel document containing list of tags by course • Direct link to content to further explore learning objectives • Searchable by faculty and student

  8. Challenges • Developing a concise list of tags that embrace all content, methods, and assessments across the curriculum • Determining how to tag activities that are not represented in the course management system • Ensuring faculty and staff know what content needs to be tagged

  9. Next Steps • Identify gaps and overlaps in the curriculum • Align with Medbiquitousstandards

  10. Questions

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