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• W2104094246 abstract "Background: Accreditation review boards, degree program coordinators, employers and other stakeholders need to be able to answer the question: what do students learn in a degree program, and how well do they learn it? Our aim is to empower these stakeholders with a systematic approach for answering this, and other important questions about the curriculum. The paper describes the use of learner models that represent the intended vs. actual knowledge of each graduate in terms of learning goals of the institution and of relevant external accreditation and professional bodies. The conceptual model presented achieves this for both broad generic graduate attributes and for fine grained learning goals using curriculum mapping and learner modelling theory. Purpose: The key research questions for this study are: 1. How do we effectively integrate the multiple sets of internal and external graduate learning goals (accreditation competencies, graduate attributes, AHELO, TEQSA, etc.) into a degree program? 2. How do we effectively integrate fine-grained syllabus specifications, which generally define large numbers of very specific topics and outcomes, into full three-to-five year degree programs? 3. How do we effectively define the learning of progressive mastery levels in comparable and unambiguous terms? Design/Method: To tackle these problems, we designed a unified conceptual model that supports mapping of various graduate attributes, accreditation competencies, learning outcomes and curriculum guidelines against the learning activities, assessments and subjects across entire university degree programs. We systematically implemented and evaluated key components of this model to validate the feasibility and effectiveness of the conceptual design. Results: A light-weight semantic mapping approach for capturing the relationships between different graduate learning goal frameworks was deployed in a live university environment and used to map over 300 degree programs from three diverse faculties to over 30 different learning goal frameworks. The faculties involved have adopted the system into their program quality control and review workflows, which has led to identification of unit sequencing issues and gaps in attributes/competencies taught. A second curriculum modelling system was used to train and support academics in using formal cognitive development theories to effectively specify mastery levels and ensure progression in curriculum design against detailed syllabus specifications. The approach was evaluated and demonstrated to be feasible and highly valuable for determining program compliance with authoritative curricula. Conclusions: The systematic approaches to curriculum design described in this paper have shown great promise as effective means to deal with the increasing focus on standard learning goals, increasing accreditation requirements, and increasing need for having comparable curricula across different institutions. The conceptual model described has been implemented and evaluated with real degree programs across multiple institutions and multiple disciplines. The design and findings can serve as a foundation for other institutions developing similar systems in response to new quality assurance requirements." @default.
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• W2104094246 date "2012-01-01" @default.
• W2104094246 modified "2023-09-27" @default.
• W2104094246 title "Unified model for embedding learning standards into university curricula for effective accreditation and quality assurance" @default.
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