Abstract:

This paper will describe in detail how action mapping was utilized as the curriculum development approach of the re-design of a core module of a Certificate of Teaching in Higher Education.

In the realm of curriculum design for "Teaching in Higher Education," the adoption of Cathy Moore's action-mapping model (Moore, 2017) has proven to be a transformative approach. This innovative model provides a structured and learner-centric framework for designing curricula that facilitate active and engaging learning experiences. At its core, action-mapping focuses on identifying tangible performance-based objectives, designing relevant activities to achieve those objectives, and integrating formative feedback for continuous improvement. This process is instrumental in aligning curriculum design with the practical needs and challenges that educators face in higher education settings.

It all started in the autumn of 2021 when the authors co-taught the original version of the module called Foundations of Teaching in Higher Education. The de-briefing sessions that took place after the completion of the module identified gaps in content, raised concerns on the delivery method (peer teaching) and questioned the consistency and rigour of the teaching sessions. This led the authors to engage on an iterative process of re-curriculation to improve the module and selected action-mapping as their design approach.

The first phase of action-mapping involved conducting a comprehensive needs analysis. This critical step ensures that curriculum designers have a deep understanding of the challenges, goals, and context within which educators operate.

In the second phase, the curriculum designers select activities and resources that directly address the defined objectives. These activities are designed to be engaging, interactive, and promote critical thinking.

The third phase involved creating a curriculum that allows for just-in-time learning, offering educators the flexibility to access resources and activities as needed. By providing this flexibility, the action-mapping model supports personalized learning pathways, enabling educators to focus on areas that are most relevant to their unique teaching contexts. Moreover, ongoing assessment and evaluation help identify areas for improvement, ensuring the curriculum remains dynamic and adaptive.

The re-curriculation resulted in a revised Foundations module, a new (additional) module and an entirely revamped Certificate with modules that scaffold and align vertically and horizontally. The students are better equipped with the didactics and pedagogy of teaching university students through creating their own teaching-sessions, syllabi and artifacts. Moreover, the authors embarked on an enriching journey of self-discovery as designers/developers of curricula.

Keywords:

Curriculum design, curriculum development, action mapping, higher education, curriculum.