An expeditionary learning approach to effective curriculum mapping : formalizing the process by exploring a user centered framework
| dc.contributor.advisor | Blodgett, Bridget | |
| dc.contributor.advisor | Atkin, Susan | |
| dc.contributor.author | Carnaghan, Ian | |
| dc.contributor.department | University of Baltimore. School of Information Arts and Technologies | en |
| dc.contributor.program | University of Baltimore. Doctor of Science in Information and Interaction Design | en |
| dc.date.accessioned | 2017-01-11T20:02:02Z | |
| dc.date.available | 2017-01-11T20:02:02Z | |
| dc.date.issued | 2014-05 | |
| dc.description | D.S. -- University of Baltimore, 2014 | en |
| dc.description | Dissertation submitted to the School of Information Arts and Technologies at the University of Baltimore in partial fulfillment of the requirements for the degree of Doctor of Science in Information and Interaction Design. | en |
| dc.description.abstract | Monarch Academy is an Expeditionary Learning (EL) institution, which utilizes a non-traditional educational model that combines all subjects into semester-long projects known as expeditions. In order to properly track the progress of students and to ensure the school is meeting its educational goals, including alignment with Common Core, a process called curriculum mapping has been implemented informally; however, the process has not been centralized nor is it easily accessible by staff and administrators. Commercial curriculum mapping software was researched by administrators, but none met the unique requirements of EL. This study explores and defines a curriculum mapping solution that meets Monarch Academy's needs by providing a centralized, accessible, manageable, and user-centered framework. | en |
| dc.format.extent | 143 leaves | en |
| dc.format.mimetype | application/pdf | |
| dc.genre | dissertations | en |
| dc.identifier | doi:10.13016/M2CC17 | |
| dc.identifier.other | Carnaghan_baltimore_0942A_10057 | |
| dc.identifier.other | UB_2014_Carnaghan_I | |
| dc.identifier.uri | http://hdl.handle.net/11603/3772 | |
| dc.language.iso | en | en |
| dc.rights | This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by the University of Baltimore for non-commercial research and educational purposes. | en |
| dc.subject | agile | en |
| dc.subject | curriculum mapping | en |
| dc.subject | expeditionary learning | en |
| dc.subject | interaction design | en |
| dc.subject | usability | en |
| dc.subject | user-centered | en |
| dc.subject.lcsh | User-centered system design | en |
| dc.subject.lcsh | Curriculum planning | en |
| dc.subject.lcsh | Experiential learning | en |
| dc.subject.lcsh | Outward bound schools | en |
| dc.subject.lcsh | Active learning | en |
| dc.subject.lcsh | Computer programs | en |
| dc.subject.lcsh | United States | en |
| dc.subject.lcsh | Monarchy Academy Public Charter Schools | en |
| dc.title | An expeditionary learning approach to effective curriculum mapping : formalizing the process by exploring a user centered framework | en |
| dc.type | Text | en |