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Making curriculum visible: Engaging students in learning outcomes and career relevance through a multi-dimensional, interactive map

Intended audience

For academics and professional staff who are interested in engaging and motivating students in their learning. To increase the awareness and importance of program learning outcomes and graduate capabilities to graduate success and employability.

Learning outcomes

  • To stimulate strategic academic discourse on the importance of presenting “visible” curriculum to students
  • To engage the sector into thinking how they might better communicate curricula information to students to promote awareness of the value and importance of graduate attributes and course (program) learning outcomes

Workshop description

This workshop presents work of Lisa Tee’s National Teaching Fellowship. This Fellowship will enable academics and students to employ a whole-of-program, interactive map from the point of enrolment. The Fellowship represents a sector-wide program of change using a unique curriculum visualisation tool, MyCourseMap.

Workshop Activities

Show me how: Showcase of features of MyCourseMap (20 minutes)

  • Introduce MyCourseMap concepts and features of tool.
  • Stimulate discourse around students’ accessibility to entire curriculum and awareness of graduate attributes and program learning outcomes.

Explore new ways: Interrogate MyCourseMap exemplars (15 minutes)

  • Stimulate discourse of the way institutions are presenting curricula.
  • Participants will be guided through the administrative end of the MyCourseMap tool to demonstrate easy data entry.
  • Participants will be provided access to back end console to “play”

Facilitator biographies

  • Associate Professor Lisa Tee

    Curtin University, Perth


    Associate Professor Lisa Tee is an inaugural Curtin Academy Fellow appointed in recognition of her leadership and excellence in Higher Education. Lisa created the MyCourseMap, an innovative visual interactive curriculum map to provide students with clear vision as they navigate through the complexity of their course. Lisa’s excellence in teaching has been recognised nationally with the ALTC Excellence Teaching Award 2011. In 2016 Lisa achieved the OLT National Teaching Fellowship building from her work on MyCourseMap to stimulate academic conversation around “visible” curriculum and graduate capabilities. Lisa’s mission statement is 'Learning and Teaching with triple E: Energy, Enthusiasm and Empathy'

    Tee LBG, Hattingh L., Rodgers K., Ferns S., Chang V., and Fyfe S. (2015) MyCourseMap: an interactive visual map to increase curriculum transparency for university students and staff. Proceedings of ASCILITE pp 285 – 296. http://www.2015conference.ascilite.org/wp-content/uploads/2015/11/ascilite-2015-proceedings.pdf

    Tee LBG. Making curriculum visible: Engaging students in learning outcomes and career relevance through a multi-dimensional, interactive map. Proceedings of Teaching and Learning Forum (2017) pp 60. https://www.wand.edu.au/Media/Default/Docs/TLF_program_web.pdf

  • Dr. Simon B. Bedford

    University of Wollongong, NSW


    Simon Bedford is a Senior Lecturer in Curriculum Transformation within the Learning, Teaching and Curriculum unit at the University of Wollongong. His area of specialism is Assessment and Feedback. He is currently leading a series of projects to implement the Teaching and Assessment policy suite that has been revised to improve the student learning experience and to take into account the new requirements within the Higher Education Standards Framework (HESF). He is leader of the UOW Assessment and Feedback Special Interest Group and a member of the executive board for the Wollongong Academy of Tertiary Teaching and Learning Excellence (WATTLE). Simon is part of the OLT project team ‘Assessing the Assessments’, received the 2016 NSCA National Award for his team’s hurdle assessment and hybrid learning WHS training program, and recently was awarded the 2017 Vice-Chancellor’s Award for Outstanding Contribution to Teaching and Learning for his Curriculum Transformation Program.

    2017 Embedding external referencing of standards into higher education: collaborative relationships are the key, Sefcik, L., Bedford, S. B., Czech, P., Smith, J. & Yorke, J. , Journal of Assessment and Evaluation in Higher Education, Vol 42, 1, 1-13. http://dx.doi.org/10.1080/02602938.2017.1278584

    2015 Closing the loop: A model for inter-institutional collaboration through delivering formative assessment in large, first-year STEM classes, G. Lawrie, A. Wright, M. Schultz, T. Dargaville, R. Tasker, M. Williams, S.B. Bedford, G. O’Brien, C. Thompson, in G. Weaver, W. Burgess, A. Childress & L. Slakey (eds), Transforming Institutions: Undergraduate STEM Education for the 21st Century, Purdue University Press, West Lafayette, Indiana, pp. 399-410. ISBN 13: 9781557537249. (http://www.thepress.purdue.edu/titles/format/9781557537249).

Register Online
  • Key Dates
  • Call for Proposals Open 12 September 2016
  • Registration Opens 19 September 2016
  • Call for Refereed Paper Abstracts Closes 23 October 2016
  • Notification of Acceptance for Refereed Paper Abstracts 15 November 2016
  • Full Paper from Accepted Abstracts Due 6 February 2017
  • All Other Submission Types Due 20 February 2017
  • Notification of Acceptance for All Other Submission Types 10 April 2017
  • Early Bird Registration Extended till 12 May 2017
  • Pre-Conference Workshops 27 June 2017
  • HERDSA 2017 Conference 28 – 30 June 2017