Doctoral Defense for dissertation "An Expeditionary Learning Approach to Effective Curriculum Mapping; Formalizing the process by Exploring a User-Centered Framework".
2. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Presentation Outline
BEGIN
END
Project
Purpose
=
I
Literature
Review
II
Analysis &
Results
7IV
Research
Methodology
K
III
Software
Build
(
V
Conclusion
jVI
4. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Propose, design and develop a user-centered curriculum mapping solution
for Monarch Academy, an Expeditionary Learning (EL) charter school.
• Provide a platform for administrators to manage curriculum, identify
gaps and overlaps, and align outcomes to state standards
• Provide a user-centered tool for teachers to more efficiently map
curriculum with less effort than current practices
• Be compatible with the school’s outcomes-based curriculum planning
framework
Project Purpose
background information
5. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Project Purpose
Atlas
Rubicon
Commercial
Curriculum
Partner
Commercial
TODCM
System
Open Source
Curriculum
Mapper
Commercial
Monarch Academy spent over a year and a half researching various curriculum
mapping applications. All ended up being too expensive, too restrictive or
incompatible with Expeditionary Learning’s unique educational model.
6. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Project Purpose
s
What are the unique
curriculum
standardization
needs and
requirements of
administration and
teachers within an
Expeditionary
Learning school?
How can a proposed
curriculum mapping
solution address the
distinctive challenges
of Expeditionary
Learning while
adhering to User-
Centered design
principles?
How do teachers
perceive current
curriculum mapping
techniques and
proposed changes and
what can be done to
increase the likelihood
of long term user
acceptance?
This study was guided by
Research Themes
7. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Project Purpose
research structure
High level outline of areas covered within the research
Standardization
Expeditionary Learning
Planning Frameworks
Practical Implications
Agile Sprints
Usability Testing
Field Survey
Observations
K
Key Stakeholder
Influence
Workflow Analysis
Teacher Involvement
7
ExpeditionMapper
Architecture
Interface Design
(
Literature Review Research Methods Results and Analysis Technical Architecture
9. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Establish what is already known within the field of education with regards
to curriculum standardization, planning and expeditionary learning.
• To determine what has already been investigated
• To gain a better understanding of the unique characteristics of
Expeditionary Learning
• To identify challenges of software integration within the educational
environment
Literature Review
purpose
10. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Curriculum Standardization
• Overview of educational standards
• What is Curriculum Mapping?
• Why is Curriculum Mapping a viable tool for mapping
Common Core?
Literature Review
research areas
`
11. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Expeditionary Learning
• What is Expeditionary Learning (EL)?
• What is EL’s role within the education system?
• What are EL’s unique characteristics?
Literature Review
research areas
I
12. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Planning Frameworks
• Understanding by Design, Wiggins and McTighe
• An overview of other planning frameworks
Literature Review
research areas
X
13. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Practical Implications
• Technology integration
• Long-term acceptance
• Security concerns
Literature Review
research areas
?
14. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Existing Body of Knowledge
Curriculum standardization, Expeditionary Learning (EL),
planning frameworks and practical implications of
curriculum mapping with consideration for the teaching
environment, adoption, and security.
User-Centered Research
An understanding of the teaching environment can only
in part come from literature. Direct involvement with
teachers and administrators needed to fill some of the
gaps needed in order to gain a better understanding of
Monarch Academy’s unique requirements. A teacher-
centered or user-centered approach will help mitigate
risks of non acceptance.
Literature Review
next steps
K
16. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Research Methodology
AGILE SPRINTS
Curriculum Mapping
Committee
Six sprints were held
between September
and December 2013.
Prototypes facilitated
user stories
USER TESTING
10 Participants
One pilot and ten
remote usability
studies were
conducted January-
March 2014
FIELD SURVEY
21 Participants
Field survey was
distributed to 21
teachers, staff and
administrators at
Monarch Academy
OBSERVATIONS
Curriculum Planning
Meetings
By-yearly cross-
curricular meeting
and second grade
team meeting were
observed
17. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Agile Sprints
Agile
Sprints
Decomposition
User stories were
decomposed into
manageable
development tasks
Kanban
Kanban was used via
an online service as
a communication
tool for the team
User Stories
User stories were a
direct output from
each sprint
Prototype
A new prototype or
modifications were
developed between
each sprint
Website
After completion of
newest prototype
modifications, it was
published online
Scheduling
Next sprint session
was scheduled to
discuss newest
developments
3
7
a
L
P
Ü
18. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
• Current comfort level using web
applications
• Use of web applications in
teaching
• Mobile device usage to access
web applications
• Familiarity with curriculum
mapping
Field Survey
background questions
• Gender (Male/Female)
• Current Grade Level
• Years of teaching
• Age range
19. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
• How do you currently manage lesson planning and curriculum mapping
within your class and grade level?
• What features do you believe would be useful to you in a web-based
curriculum mapping system (be specific)?
• Where would you ideally physically access Monarch web-based
applications, including grade systems, email, administrative?
• What resources and tools are essential to you today when planning
curriculum and lesson planning within your classroom and within your
grade level?
• What obstacles or issues with a web-based curriculum mapping system
would hinder you from adopting this over your current processes?
Field Surveys
open ended questions
20. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Spring 2014
K-3rd Grade
January Team Meeting
Second Grade Team
Observations
contextual research
Bi-Yearly Cross Curricular Meeting
Cross curricular meetings are held with different grade
levels in order to share their proposed expeditions, solicit
feedback, and cohesively work together to ensure a logical
stepped progression of the students learning experiences
year to year. These meetings take place with three groups
of grade levels called hallway teams.
Grade Level Team Meeting
Weekly team meetings are carried out in every grade level
which focus on more detailed day to day lesson planning.
The purpose of these meeting is to flesh out specific skills
and concepts for upcoming weeks. Typically they include
specific materials, activities, demonstrations, and lessons
that the team would use for planning and / or locating
resources needed.
21. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Usability Testing
tasks
You want to know if lecturer Richard Quinn has been assigned as an expert under the Fall expedition’s
Ancient Greece case study. If he has not been added, add a record for him.
Non-Profit Organizations are no longer included as service learning. Locate Non-Profit Organizations inside
the Fall Expedition’s Ancient Greece Case Study and delete it.
You realize that the final product for Ancient Civilizations fall Expedition is missing a reference link to
ushistory.gov. Locate the final product description and add a hyperlink to ushistory.gov.
You need to plan for a new expedition on community. You heard one of the third grade teachers mention they
taught an expedition on community this year. Try to locate this expedition on the system.
2
3
4
5
Your team leader has requested a list of all items in the system that includes Mathematics Common Core
2.OA.C3 and 2.OA.C4. Retrieve a list from the system that matches these common core standards.
The Ancient Greece Case Study under the Fall Expedition is missing information under the STA grid. Fill out
some Standards, Targets and Assessments for this Case Study.
Add a new expedition for the spring and one case study. The expedition can be based on previous expeditions
taught in your class or based on future anticipated expeditions.
6
7
8
Locate the fall expedition’s Big Ideas for Science. Add a new Big Idea under ‘Constancy and Change’ called
‘Forces of Nature continuously change the earth’ and add a rationale for this.1
23. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Analysis And Results
overview
The activities and research leading to this final prototype involved an iterative
development process in partnership with Monarch Academy.
Agile Sprints
Prototyping
(
Observations
V
Field Survey
Usability Tests
f
Final Alpha-Version of ExpeditionMapper integrating findings from research
KEY STAKEHOLDER INFLUENCE WORKFLOW ANALYSIS TEACHER INVOLVEMENT
RESULT
24. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Teachers can login
to their customized
dashboard.
Teachers can view
and edit basic
expedition and case
study properties.
Key Stakeholder Influence
Agile Sprint 1: High Level Requirements
K
K
25. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Teachers can see
basic First Six
Weeks (FSW)
semesters.
Teachers can enter
more detailed
information into
their expeditions.
Key Stakeholder Influence
Agile Sprint 2: Defining Expeditions
K
K
26. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Teachers can see
and edit Winter and
FSW semesters.
Teaches should be
able to edit and
update Standards
Targets
Assessments (STA)
grids for case
studies.
Teachers should be
able to pick from
drop-down lists of
preselected values in
applicable fields.
Key Stakeholder Influence
Agile Sprint 3: FSW and Winter Terms
K
K
K
27. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Teachers should be
able to clearly see
different non-
expedition subject
areas.
Non-expeditions
should only require
fields relevant to
them.
Teaches should be
able to create
strands for non-
expeditions, similar
to expedition forms.
Key Stakeholder Influence
Agile Sprint 4: Non-Expedition Subject Areas
K
K
K
28. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Teachers and
administrators
should be able to
access top level
mapping and
reporting.
Mapping should
provide facets for
searching and
filtering.
Data entry screens
should be optimized
for effective and
meaningful
reporting.
Key Stakeholder Influence
Agile Sprint 5: Data Elements Review and Reporting
K
K
K
29. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Administration team
should have the
ability to create new
non-expedition
subject areas.
Mapping should
allow for gap
analysis.
Administration team
should be able to
access aggregate
reports via a
dashboard.
Key Stakeholder Influence
Agile Sprint 6: Application Demo and Reporting
K
K
K
30. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Proposing Expeditions
platform for presenting ideas
Expedition Themes
combining ideas
Peer Feedback
within grade level groups
Sharing Resources
combining efforts through
shared resources
Scheduling Tools
online calendar component
Backmapping Functionality
process documentation
Lesson Planning
file attachment functionality
Tracking
modifying, changing and
republishing
Workflow Analysis
Cross
Curricular
Cross
Curricular
Grade
Level
Grade
Level
Grade
Level
Cross
Curricular
Cross
Curricular
Grade
Level
observations
31. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Teacher Influence
field survey general questions
Male
22%
Female
72%
Not Reported
6%
18-29
56%
30-39
22%
40-49
11%
Not
Reported
11%
1
5% 3
6%
4
39%
5
44%
Not Reported
6% 2
11%
3
22%
4
33%
5
28%
Not
Reported
6%
GENDER AGE MOBILE DEVICE ACCESS WEB COMFORT LEVELs s s s
1 Not Often
5 Very Often
1 Least Comfortable
5 Most Comfortable
• Mainly younger, female population
• Only 11% reported above 39 age group
• 83% use mobile devices very often or
one level below
• Over half most comfortable with web
applications, or one level below
32. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Obstacles Physical Access Process / Tools
Time Tablets ALA Common Core Crosswalk
Access and Availability iPhones Decisions on topic to teach
Document Management Home Access Mapping to standards
Usability Develop LT & ST Targets
Security / Updates Summer CM and CC Alignment
Stability Grade team collaboration
Alignment to Common Core
Resources to meet / assess
standards
Teacher Influence
field survey themes
33. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Task
Completed with
Ease
Completed with some
level of Difficulty
Failed to complete
Task 1 6 2 2
Task 2 9 1 0
Task 3 10 0 0
Task 4 6 1 3
Task 5 10 0 0
Task 6 8 2 0
Task 7 5 5 0
Task 8 5 6 0
TOTAL 73.75% (59) 21.25% (17) 6.25% (5)
Teacher Influence
usability testing task results
34. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Usability Testing
tasks
You want to know if lecturer Richard Quinn has been assigned as an expert under the Fall expedition’s
Ancient Greece case study. If he has not been added, add a record for him.
Non-Profit Organizations are no longer included as service learning. Locate Non-Profit Organizations inside
the Fall Expedition’s Ancient Greece Case Study and delete it.
You realize that the final product for Ancient Civilizations fall Expedition is missing a reference link to
ushistory.gov. Locate the final product description and add a hyperlink to ushistory.gov.
You need to plan for a new expedition on community. You heard one of the third grade teachers mention they
taught an expedition on community this year. Try to locate this expedition on the system.
2
3
4
5
Your team leader has requested a list of all items in the system that includes Mathematics Common Core
2.OA.C3 and 2.OA.C4. Retrieve a list from the system that matches these common core standards.
The Ancient Greece Case Study under the Fall Expedition is missing information under the STA grid. Fill out
some Standards, Targets and Assessments for this Case Study.
Add a new expedition for the spring and one case study. The expedition can be based on previous expeditions
taught in your class or based on future anticipated expeditions.
6
7
8
Locate the fall expedition’s Big Ideas for Science. Add a new Big Idea under ‘Constancy and Change’ called
‘Forces of Nature continuously change the earth’ and add a rationale for this.1
35. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Working with / Saving Data
Participants ran into issues saving
data because of missing the
correct control button,
arrangement of keyboard
mappings, confusion between
form and grid updates.
User Controls
Confusion with some of the
controls led to difficulty in
completing tasks.
Sizing and location of form
controls created further
confusion.
Workflow
Several workflow issues were
observed including locating
sections of the application, form
posts which led users to previous
page they visited, keyboard
accessibility concerns.
Bugs
Several bugs were identified
during user testing.
These included instances of
browsers crashing and a bug in
the text area editor.
Teacher Influence
usability testing task results
2
2
2
2
36. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
2Working with / Saving Data
37. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
2 User Controls
38. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
2Workflow
39. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
2Bugs
40. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Teacher Influence
usability recommendations / enhancements
Accessibility
Rewrite all screens to
be fully keyboard
accessible. Check code
for cross-browser
validation.
Controls
Clearly color /
highlight controls.
Resize smaller
elements
Forms
Relocate save buttons,
integrate grids more
cohesively with system
forms
Prompts
Provide
meaningful
feedback
Page Size
Resize page
sizes to reduce
scrolling
Business Logic
Add sufficient
validation to all
forms
Bugs
Fix remaining
bugs
Navigation
Create more
cohesive UI
throughout
workflow
STAs
Rewrite STA into
a more
manageable grid.
Provide global
STA
8
a n
q W
D V P N
41. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Dashboard look and
feel, UI enhancements
Sub Sections: Easier
access to sub sections
Notifications: Alerts
and news notifications
Global Search: Easier
access to other grade
maps for vertical
alignment
Teacher Influence
Re-designed User Interface (UI)
å
å
å
å
43. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Microsoft ASP.NET MVC 5
BootStrap 3 CSS Framework
KendoUI JavaScript Framework
Team Foundation Server (TFS)
ExpeditionMapper
deploy.expeditionmapper.com
å
å
å
å
44. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
ExpeditionMapper
ExpeditionMapper.UI
User Interface Project
ExpeditionMapper.BE
Business Entities Project
ExpeditionMapper.DAL
Data Access Layer
architecture
DALBEUI
45. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Feature Version Source
Core Data Entry Forms Alpha Sprint
Reporting and Mapping v1.0 Sprint, Usability Testing
Roles Implementation v1.0 Sprint
Administration Panel v1.0 Sprint
User Account Authentication Alpha Sprint
Custom Field Generation v1.0 Sprint, Observation
Business Logic Beta Sprint, Usability Testing
Multiple Device Compatibility Alpha Observation, Field Survey
Import Feature v1.0 Sprint, Observation
* v1.0 planned for fall 2014, v2.0 planned for fall 2015.
ExpeditionMapper
core features
46. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Feature Version Source
Integrated Calendar v2.0 (future release) Observation
Advanced Charting v2.0 (future release) Sprint
Integration with other Educational
Models
v2.0 (future release) Sprint
* Cohesive Dashboard UI Alpha Usability Testing
* 508 Accessibility v1.0 Usability Testing
* Additional Help / Prompts v1.0 Usability Testing
* Updated Contrast & Control Coloring Alpha Usability Testing
Online Community v2.0 Observation
Document Attachment Management v2.0 Field Survey
* Enhancements iteratively added from research activities
ExpeditionMapper
extended features and fixes
48. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Conclusion
s
What are the unique
curriculum
standardization
needs and
requirements of
administration and
teachers within an
Expeditionary
Learning school?
How can a proposed
curriculum mapping
solution address the
distinctive challenges
of Expeditionary
Learning while
adhering to User-
Centered design
principles?
How do teachers
perceive current
curriculum mapping
techniques and
proposed changes and
what can be done to
increase the likelihood
of long term user
acceptance?
This study was guided by
Research Themes
revisiting research themes
49. An Expeditionary Learning Approach to Effective Curriculum Mapping
Formalizing the process by exploring a user-centered framework
University of
Baltimore
Conclusion
Limitations
There were various limitations to this study, which has left some areas of
research open for future studies.
Access
Screening
f
Monarch Academy
EL Model of Education
p
Feature Set
Future Versions
(
Quantitative TAM models, other EL schools, other educational models
POPULATION GENERALIZABILITY TIME FRAME
FUTURE RESEARCH