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
• 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
Secure OnLine Environment
The WVU Health
Sciences Center's
portal for secure online
course development
and management.
FIRST STEPS
• Identifying broad instructional methods,
assessment methods, and content
• Developing a procedure for tagging
preexisting content in current course
management system
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.
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.
PRODUCT
• Exportable Excel document containing list
of tags by course
• Direct link to content to further explore
learning objectives
• Searchable by faculty and student
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
NEXT STEPS
• Identify gaps and overlaps in the
curriculum
• Align with Medbiquitous standards
QUESTIONS