{"id":23294,"date":"2025-06-04T10:04:30","date_gmt":"2025-06-04T00:04:30","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?p=23294"},"modified":"2026-10-08T11:28:06","modified_gmt":"2026-10-08T00:28:06","slug":"curriculum-mapping-for-program-redesign","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/curriculum-mapping-for-program-redesign\/","title":{"rendered":"Guide to curriculum mapping: A systematic process for program redesign"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">The introduction of AI has encouraged us to look at our program designs and ensure that we are thoroughly supporting and assessing learning (Cant-Ortiz et al., 2020; Dai et al., 2020). With the <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/the-sydney-assessment-framework\/\" target=\"_blank\" rel=\"noopener\">new assessment policy<\/a> taking effect at the university in Semester 2 this year, it&#8217;s essential that we have a systematic and clear method for determining when assessments should be secure (Lane 1) and when they should be open (Lane 2). Curriculum mapping (also called program mapping or program learning outcome mapping) is a powerful tool for helping us with assessment design. This article outlines a curriculum mapping activity I designed for academics that has successfully been implemented in the Faculty of Medicine and Health to support unit of study design, and particularly determining where secure versus open assessments are optimally placed across a degree to ensure meaningful and effective assessment.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\">What is curriculum mapping?<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Curriculum mapping involves intentionally identifying the learning process for program-level learning outcome (CLO; also known as a Course Learning Outcome) attainment across a degree. The process creates a visual roadmap of the curriculum, informing effective and efficient unit of study design by linking CLOs to <em>unit<\/em> (1) learning outcomes, (2) content, (3) learning activities (formative), and (4) assessment design (summative; Harden, 2001; Uchiyama &amp; Radin, 2009).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>The benefits of good mapping<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Intentionally mapping CLOs across a program has shown to positively impact student learning and curriculum quality- when CLOs are not mapped, curricula can lack coherence, leading to a fragmented program with unclear expectations, critical knowledge gaps, unnecessary repetition of content, and poor assessment design (Boud &amp; Falchikov, 2007; Houghton, 2004), therefore reducing student motivation and hindering their performance in the workplace (Boud &amp; Falchikov, 2007; Gibbs &amp; Simpson, 2004; Houghton, 2004).In contrast, when CLOs are mapped, teachers and curriculum developers can ensure that:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>there are no gaps, redundancies, or unnecessary repetition in units and across the program<\/li>\n\n\n\n<li>the ordering of units is optimal, and<\/li>\n\n\n\n<li>unit design supports learning required at specific stages of a degree.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">For students, mapping sets clear expectations and a coherent learning pathway across the degree that optimally supports their motivation and engagement (Biggs &amp; Tang, 2011; Boud &amp; Molloy, 2012), subsequently enhancing understanding, critical thinking, assessment outcomes, and the integration of knowledge into real-world contexts (Anderson &amp; Krathwohl, 2001; Uchiyama &amp; Radin, 2009).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Program-level assessment design<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">For assessment specifically, curriculum mapping encompasses a <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/program-level-assessment-two-lane\/\">program-level approach to assessment design<\/a>, ensuring that we are <em>strategically <\/em>assessing students at key points in their degree, which has shown to reduce the following issues (see Beckwith et al., 2010; Eastberg, 2011; Ndoye &amp; Parker, 2010; Simper et al., 2022):<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>assessment burden<\/li>\n\n\n\n<li>redundant or repetitive assessments,<\/li>\n\n\n\n<li>misalignment of learning outcomes, and<\/li>\n\n\n\n<li>over-reliance on traditional assessment types.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Subsequently for teachers, mapping can reduce workload and volume of assessments by streamlining and integrating assessment design, and help us gain a clearer understanding of how our efforts contribute to the program as a whole (Harden, 2001).<\/p>\n\n\n\n<h1 class=\"wp-block-heading\">Why map our programs now?<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">While your program and unit(s) of study may have been working very well, the rapid rise of AI is reshaping how students engage in their education or access and process information, and particularly how they demonstrate their learning through assessment (Lodge et al., 2023). This shift is challenging many of the assumptions built into traditional assessment and learning designs in universities, meaning that we need to ensure what we&#8217;re doing is optimal for the new climate. Of course, AI is not the first driver of the conversation around assessment. Challenges and limitations of assessments in university education, such as misalignment of learning outcomes with assessment design and over-reliance on traditional assessment types (Hattie, 2009; Shavelson, 2010, 2019), have been widely acknowledged by academics and researchers <em>predating<\/em> the advent of AI (see &#8216;assessment culture&#8217; related literature for more information, e.g., Cardoso et al., 2019; Holzweiss et al., 2016; Ylonen et al., 2018). Rather, AI is unveiling new dimensions to existing challenges with assessment and prompting greater urgency in implementing improvements that have long been needed. Engaging in program redesign strategies like the curriculum mapping activity described below will help ensure that, even with a changing educational landscape, our degrees can optimally foster learning and prepare students for the current and emerging workplace.<\/p>\n\n\n\n<figure class=\"wp-block-gallery has-nested-images columns-2 is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"3012\" height=\"1970\" data-id=\"23298\" src=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop.jpg\" alt=\"\" class=\"wp-image-23298\" srcset=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop.jpg 3012w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-300x196.jpg 300w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-768x502.jpg 768w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-1024x670.jpg 1024w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-370x242.jpg 370w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-570x373.jpg 570w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-770x504.jpg 770w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-1170x765.jpg 1170w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/SLP-workshop-887x580.jpg 887w\" sizes=\"auto, (max-width: 3012px) 100vw, 3012px\" \/><figcaption class=\"wp-element-caption\">Image 2. FMH academics engaging in the activity in a curriculum development workshop. <\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"4021\" height=\"2640\" data-id=\"23379\" src=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1.jpeg\" alt=\"\" class=\"wp-image-23379\" srcset=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1.jpeg 4021w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-300x197.jpeg 300w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-768x504.jpeg 768w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-1024x672.jpeg 1024w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-370x243.jpeg 370w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-570x374.jpeg 570w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-770x506.jpeg 770w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-1170x768.jpeg 1170w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/BBHE-workshop-table-copy-2-1-883x580.jpeg 883w\" sizes=\"auto, (max-width: 4021px) 100vw, 4021px\" \/><figcaption class=\"wp-element-caption\">Image 3. Curriculum mapping in progress. <\/figcaption><\/figure>\n<\/figure>\n\n\n\n<h1 class=\"wp-block-heading\">The curriculum mapping process<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Curriculum mapping involves discussing and identifying the learning process for <em>each <\/em>CLO across the program. By <em>learning process<\/em>, I mean the point(s) in a program at which students <em>acquire, retain<\/em>, and <em>transfer <\/em>each CLO. Acquisition, retention, and transfer of knowledge or skills is a shared, comprehensive, and rigorously understood model for learning across education and learning science related disciplines (Evans et al., 2021; Tierney, 2021). The process of how we learn provides a <em>structure<\/em> for the activity and systematic breakdown of learning for each CLO across a program (see <a href=\"#table-1\">Table 1<\/a>). Therefore, the curriculum mapping activity involves academics determining in which year(s) (and semester, if possible) each CLO should be (1) acquired, (2) retained, and (3) transferred. Using post it notes, teachers visually map learning attainment for each CLO across the program (see <a href=\"#step-by-step\">&#8220;Doing the curriculum mapping activity in your program&#8221;<\/a> below for a complete step-by-step guide).<\/p>\n\n\n\n<p class=\"has-text-align-left wp-block-paragraph\"><strong>Table 1.<\/strong> The learning process.<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td><strong>Acquisition:<\/strong><br>The stage when learners are reading\/hearing\/watching content and engaging in learning activities (i.e., formative tasks).<p><\/p>\n<p><strong>Retention:<br><\/strong>When learners (1) can demonstrate their understanding of knowledge or skills in the same or very similar context to where it was acquired (i.e., assessment) and (2) engage in learning activities designed to help facilitate transfer.<\/p>\n<p><strong>Transfer:<br><\/strong>When learners can ultimately demonstrate their understanding and application of knowledge or skills in different contexts (i.e., assessment).<\/p><\/td><\/tr><tr><td><em>References: <\/em>e.g.,<br>Blume et al., 2010; Cormier &amp; Hagman, 2014; Pellegrino &amp; Hilton, 2012; Schmidt, 1991; Schmidt &amp; Lee, 2005; Sweller, et al., 2011<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;<\/p>\n\n\n\n<p class=\"has-text-align-left wp-block-paragraph\"><strong>Figure 1.<\/strong> Curriculum mapping activity outcome example.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example.jpg\"><img loading=\"lazy\" decoding=\"async\" width=\"6493\" height=\"3563\" src=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example.jpg\" alt=\"Figure 1. Curriculum mapping activity outcome example.\" class=\"wp-image-23382\" srcset=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example.jpg 6493w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-300x165.jpg 300w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-768x421.jpg 768w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-1024x562.jpg 1024w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-370x203.jpg 370w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-570x313.jpg 570w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-770x423.jpg 770w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-1170x642.jpg 1170w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-activity-outcome-example-1057x580.jpg 1057w\" sizes=\"auto, (max-width: 6493px) 100vw, 6493px\" \/><\/a><figcaption class=\"wp-element-caption\">Figure 1. Curriculum mapping activity outcome example.<\/figcaption><\/figure>\n<\/div>\n\n\n<h1 class=\"wp-block-heading\">Applying curriculum mapping results to your unit and assessment design<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">For unit of study design specifically, activity outcomes clarify how individual units contribute to the overall learning process within a program. This helps educators more systematically:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Refine unit-level learning outcomes-for example, determining whether students should define concepts or apply knowledge and skills;<\/li>\n\n\n\n<li>Design teaching strategies, learning activities, and feedback opportunities that support students in achieving the required learning attainment for the unit,<\/li>\n\n\n\n<li>Ensure assessments are appropriately focused on demonstrating retention and\/or transfer of learning, aligned with both the unit learning outcomes and relevant CLOs, and<\/li>\n\n\n\n<li>Decide whether assessments should be Lane 1 (secure) or Lane 2 (open), depending on whether students need to demonstrate retention and\/or transfer of relevant CLOs.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Considering the new <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/the-sydney-assessment-framework\/\">Sydney Assessment Framework<\/a>, let&#8217;s look at how you can apply activity outcomes to your assessment design.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Help find gaps or redundancies<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Activity outcomes can help us ensure that the content and design of our assessments, whether secure or open, purposefully demonstrates or supports learning. For example, the activity outcomes in <a href=\"#figure-1\">Figure 1<\/a> show that CLO1 needs to be transferred by Year 2. Let&#8217;s say you teach a second-year unit of study that addresses CLO1. Your respective assessment design should therefore aim to demonstrate <em>transfer<\/em> of learning (e.g., case-based questions are a great way to demonstrate transfer of knowledge to different scenarios in written exams). However, if your assessment design is focused on basic recall of information, the design may require attention. The curriculum map ultimately helps keep the purpose of our assessments clear and aligned with both unit learning outcomes <em>and<\/em> CLOs.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Help determine secure versus open assessments<\/strong><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Activity outcomes allow for the systematic identification of key points across a degree where students need to demonstrate their learning through assessment (i.e., Lane 1 secure). <a href=\"#figure-2\">Figure 2<\/a> outlines how the CLO mapping outcomes guide where Lane 1 (secure) and Lane 2 (open) assessments occur across a program. As transfer is an advanced stage of learning (e.g., accreditation bodies often expect that students can demonstrate transfer), this indicates where Lane 1 (secure) assessments should be placed across the degree. While &#8220;retention&#8221; is well on the road to transfer, the learner is not yet at the stage where they can demonstrate transfer of their knowledge and skills into different contexts and conditions, therefore Lane 2 (open) assessment is appropriate to continue to <em>support<\/em> the student learning process. Acquisition does not require assessment, unless a unit of study is linked to CLOs that <em>only <\/em>require acquisition in a respective year, in which case Lane 2 (open) assessment would suffice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Let&#8217;s look at two scenarios from the example activity outcomes in <a href=\"#figure-1\">Figure 1<\/a> for how to use the map to determine lanes of assessment:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Example 1:<br><\/strong>Let&#8217;s say you teach to CLO1 in your unit, and that your unit is in Year 1. The example curriculum map in <a href=\"#figure-1\">Figure 1<\/a> shows that CLO1 needs to be acquired <em>and<\/em> retained in Year 1. Your relevant assessments would therefore be open (Lane 2) to <em>support <\/em>learning (see <a href=\"#figure-2\">Figure 2<\/a>). It&#8217;s ok if the curriculum map indicates that you don&#8217;t need any secure assessments in your unit of study. Each CLO must be securely assessed at least once within an entire <em>program<\/em>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Example 2:<br><\/strong>This scenario involves a single CLO that encompasses substantial content and may need to be broken down and assessed at various points across a program. Let&#8217;s say you teach a Year 3 unit that addresses part or all of CLO3. The curriculum map in <a href=\"#figure-1\">Figure 1<\/a> indicates that students need to retain <em>and<\/em> transfer CLO3 in Year 3, indicating both Lane 2 (open for <em>retention<\/em>) and Lane 1 (secure for <em>transfer<\/em>) assessments are required. However, there&#8217;s other important information in the map. Results indicate that CLO3 was previously assessed for retention in Year 2 and will be assessed again for transfer in Year 4. To avoid unnecessary repetition (i.e., over assessment), it&#8217;s important to assess only the specific aspect(s) of the CLO that your unit covers. To further reduce redundancy and workload, and promote integration of learning across units, this scenario may lend itself to a combined or integrated assessment with other relevant units (for guidance, see the <a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/program-level-assessment-two-lane\/\">Program level assessment design Teaching@Sydney article<\/a>).<\/p>\n\n\n\n<p class=\"has-text-align-left wp-block-paragraph\"><strong>Figure 2.<\/strong> How activity outcomes may assist in determining whether your assessments should be open or secure.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"6553\" height=\"3631\" src=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design.jpg\" alt=\"Figure 2. How activity outcomes may assist in determining whether your assessments should be open or secure.\" class=\"wp-image-23303\" style=\"aspect-ratio:1.8047369870559076;width:6553px;height:auto\" srcset=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design.jpg 6553w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-300x166.jpg 300w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-768x426.jpg 768w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-1024x567.jpg 1024w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-370x205.jpg 370w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-570x316.jpg 570w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-770x427.jpg 770w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-1170x648.jpg 1170w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/05\/Curriculum-mapping-for-assessment-design-1047x580.jpg 1047w\" sizes=\"auto, (max-width: 6553px) 100vw, 6553px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h1 class=\"wp-block-heading\">Doing the curriculum mapping activity in your program<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">Before commencing the activity:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>I recommend the activity be done in-person and on paper, with no devices used (unless otherwise required for accessibility purposes) to encourage engagement.<\/li>\n\n\n\n<li>Include Unit Coordinators and academic staff who teach into the degree program, representing as many units from your program as possible.<\/li>\n\n\n\n<li>There is no need to provide detailed unit content or current assessment information. Keeping information high-level will more optimally attain academic perspectives on the overall picture of learning across the degree (Whitfield &amp; Hartley, 2019).<\/li>\n<\/ul>\n\n\n\n<details style=\"border-top: 1px solid #ddd; border-bottom: 1px solid #ddd; padding: 10px; margin: 10px 0;\">\n<summary style=\"cursor: pointer; font-weight: bold;\"><span style=\"font-family: monospace; margin-right: 8px;\"><\/span> Materials<\/summary>\n<div style=\"margin-top: 10px;\">\n<ul>\n<li>Printed key program information for <u>each<\/u> academic (provide accessible digital documents for those requiring a device):\n<ol>\n<li>Course Learning Outcomes (CLOs).<\/li>\n<li>Unit layout across the program.<\/li>\n<li>Unit information, including: code, name, a brief 1-3 sentence (maximum!) descriptor.<\/li>\n<li>Unit articulation if available.<\/li>\n<\/ol>\n<\/li>\n<li>Learning process descriptors (i.e., acquisition, retention, and transfer) provided above presented on a PowerPoint slide for the whole room to see.<\/li>\n<li>Post-it notes and pens<\/li>\n<li>A long table (or series of tables pushed together)<\/li>\n<li>Painter&#8217;s tape to mark out a table layout (see Figure 1\/photos). Do this on the long table.<\/li>\n<li>Printed signs for column and row headings on the table (one per year and level of attainment)<\/li>\n<\/ul>\n<\/div>\n<\/details>\n\n\n\n<details style=\"border-top: 1px solid #ddd; border-bottom: 1px solid #ddd; padding: 10px; margin: 10px 0;\">\n<summary style=\"cursor: pointer; font-weight: bold;\"><span style=\"font-family: monospace; margin-right: 8px;\"><\/span> Step-by-step activity guide<\/summary>\n<div style=\"margin-top: 10px;\">\n<ul>\n<li><strong>Pair up academics: <\/strong>Pair academics with someone from a different unit to encourage varied perspectives on student learning of the CLOs across the program.<\/li>\n<li><strong>Provide key program information:<\/strong> Provide each academic with the key program information noted in the materials list. Academics can refer to these as needed when mapping.<\/li>\n<li><strong>Start mapping:<\/strong> Start by mapping the least dense CLO, if possible, to ease into the activity.\n<ol>\n<li><strong>Discuss the learning processes:<\/strong> Have pairs read the CLO and discuss it in relation to the levels of attainment. Meaning, discuss in which year(s) the CLO should be <em>acquired<\/em>, followed by what year(s) students should <em>retain <\/em>the CLO, and last when students should demonstrate <em>transfer<\/em> of the CLO.<\/li>\n<li><strong>Write outcome on post-it notes: <\/strong>Write the CLO number on post-it notes-one for each level of attainment. There should be a minimum of 3 post-it notes. <em>However,<\/em> academics may choose to go deeper and split areas of a single CLO, for example, if &#8220;demonstrate&#8221; and &#8220;evaluate&#8221; are noted in a single CLO, teachers may wish to split them and state how the &#8220;demonstrate&#8221; element of the CLO should be attained, and how the &#8220;evaluate&#8221; element should be attained.<\/li>\n<li><strong>Map the post-it notes: <\/strong>Stick each one on the table under the appropriate year and in-line with the relevant attainment level.<\/li>\n<li><strong>Group discussion: <\/strong>Before moving on to the next CLO, discuss the mapping outcomes with the whole group (e.g., thoughts, observations, agreements, disagreements, etc.).<\/li>\n<li><strong>Repeat: <\/strong>Move onto the next CLO.<\/li>\n<li><strong>Final review: <\/strong>Look at the completed curriculum map as a group and see if there are any points of discussion.Try to reach agreement for any CLOs where there&#8217;s division on how learning should occur. Amend as needed.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/div>\n<\/details>\n\n\n\n<details style=\"border-top: 1px solid #ddd; border-bottom: 1px solid #ddd; padding: 10px; margin: 10px 0;\">\n<summary style=\"cursor: pointer; font-weight: bold;\"><span style=\"font-family: monospace; margin-right: 8px;\"><\/span> How to organise your results<\/summary>\n<div style=\"margin-top: 10px;\">\n<p>Tally the number of post it notes per CLO, for each level of attainment, and highlight instances where there was high agreement (e.g., over 80%) to generate a heatmap of outcomes. Summarise your results in a clear table (example template below) so that it&#8217;s easy for teachers to read and refer to when designing their units of study.<\/p>\n<p><strong>Table 1.<\/strong> What year Program Learning Outcomes are attained across the program<\/p>\n<div style=\"border: 1px solid #ddd; padding: 10px;\">\n<p><\/p><p><!-- Empty first column --><\/p><p><!-- Row 2 - Light grey bottom border for columns 2, 3, and 4 --><\/p><p><!-- Empty first column --><\/p><p><!-- Row 3 - Black bottom border for all columns --><\/p><p><!-- Empty first column --><\/p><p><!-- Rows 4-11 - Light grey bottom border for all columns --><\/p><p><!-- Empty first column --><\/p><p><!-- Empty first column --><\/p><p><!-- Empty first column --><\/p><p><!-- Empty first column --><\/p><p><!-- Empty first column --><\/p><p><!-- Empty first column --><\/p><p><!-- Empty first column --><\/p><p><!-- Empty first column --><\/p><p><!-- Row 12 - No bottom borders --><\/p><p><!-- Empty first column --><\/p><p><!-- Final merged row --><\/p><table style=\"width: 100%; border-collapse: collapse;\"><!-- Row 1 - Top row merged from columns 2-4 with black bottom border -->\n<tbody>\n<tr>\n<td><\/td>\n\n<td style=\"border-bottom: 2px solid black; text-align: center;\" colspan=\"3\"><strong>Level of attainment<\/strong><\/td>\n<\/tr>\n\n<tr>\n<td><\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">Acquisition<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">Retention<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">Transfer<\/td>\n<\/tr>\n\n<tr>\n<td><strong>Course Learning Outcome<\/strong><\/td>\n\n<td style=\"border-bottom: 2px solid black; text-align: center;\"><em>Year(s)<\/em><\/td>\n<td style=\"border-bottom: 2px solid black; text-align: center;\"><em>Year(s)<\/em><\/td>\n<td style=\"border-bottom: 2px solid black; text-align: center;\"><em>Year(s)<\/em><\/td>\n<\/tr>\n\n<tr>\n<td><strong>CLO 1:<br><\/strong>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">1 [example]<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">2 &amp; 3 [example]<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">3 [example]<\/td>\n<\/tr>\n<tr>\n<td><strong>CLO 2:<br><\/strong>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n<tr>\n<td><strong>CLO 3:<\/strong><br>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n<tr>\n<td><strong>CLO 4:<\/strong><br>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n<tr>\n<td><strong>CLO 5:<\/strong><br>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n<tr>\n<td><strong>CLO 6:<\/strong><br>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n<tr>\n<td><strong>CLO 7:<\/strong><br>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n<tr>\n<td><strong>CLO 8:<\/strong><br>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n\n<tr>\n<td><strong>CLO 9:<\/strong><br>Insert descriptor.<\/td>\n\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<td style=\"border-bottom: 1px solid #ddd; text-align: center;\">#<\/td>\n<\/tr>\n\n<tr>\n<td style=\"text-align: left; padding: 5px;\" colspan=\"4\"><em>Note. Where there is equal or high agreement for a level of attainment across multiple years, note all respective years as per the example for CLO1 Retention.<br><\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/details>\n\n\n\n<h1 class=\"wp-block-heading\"><\/h1>\n\n\n\n<h1 class=\"wp-block-heading\">Tell me more!<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\">As our assessment practices evolve, ensuring continued alignment with program learning outcomes becomes critical. This curriculum mapping activity offers a timely and practical tool for guiding program redesign and maintaining that alignment as we move to the new<br><a href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/the-sydney-assessment-framework\/\">Sydney Assessment Framework<\/a>. Thank you to the Faculty of Medicine and Health&#8217;s Tina Barclay for the opportunity to develop this workshop activity to support curriculum development in the faculty.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">If you&#8217;re planning a program design or redesign, and you&#8217;d like to hear more about this activity or need assistance running it in a workshop with academics, reach out to <a href=\"mailto:educational.innovation@sydney.edu.au\">educational.innovation@sydney.edu.au<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\">About me<\/h1>\n\n\n<div class=\"wp-block-image wp-image-23505\">\n<figure class=\"alignleft\"><img loading=\"lazy\" decoding=\"async\" width=\"225\" height=\"300\" src=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-225x300.jpeg\" alt=\"Profile image of a Dr Laura Crocco, sat down wearing a dark blue pin-striped suit with a white t-shirt. She is smiling at the camera and has long dark hair worn down and a pair of black framed glasses. \" class=\"wp-image-23505\" srcset=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-225x300.jpeg 225w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-768x1024.jpeg 768w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-370x493.jpeg 370w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-570x760.jpeg 570w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-770x1027.jpeg 770w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-1170x1560.jpeg 1170w, https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-content\/uploads\/2025\/06\/Crocco-Laura_Headshot_for-web-use-e1748995308954-435x580.jpeg 435w\" sizes=\"auto, (max-width: 225px) 100vw, 225px\" \/><figcaption class=\"wp-element-caption\">Dr Laura Crocco<\/figcaption><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Introducing myself as this is my first Teaching@Sydney contribution!<br>My PhD and Masters research looked at how learning sciences may improve teacher education and professional development for higher education teachers, particularly teacher use of instruction, demonstration, and feedback for supporting learning and autonomy. While my research started by applying learning sciences to teaching in higher music education, I&#8217;ve had the recent privilege of applying the same knowledge to teaching and curriculum developments in the Faculty of Medicine and Health, and now the broader university community.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;<\/p>\n\n\n\n<details style=\"border-top: 1px solid #ddd; border-bottom: 1px solid #ddd; padding: 10px; margin: 10px 0;\">\n<summary style=\"cursor: pointer; font-weight: bold;\"><span style=\"font-family: monospace; margin-right: 8px;\">\u00d4\u00d7\u00f2<\/span> References<\/summary>\n<div style=\"margin-top: 10px;\">\n<ul>\n<li>Anderson, L. W., &amp; Krathwohl, D. R. (Eds.). (2001). <em>A taxonomy for learning, teaching, and assessing: A revision of Bloom&#8217;s taxonomy of educational objectives<\/em>. Longman.<\/li>\n<li>Beckwith, E. G., Silverstone, S., &amp; Bean, D. (2010). Creating A Culture Of Academic Assessment And Excellence Via Shared Governance. Contemporary Issues in Education Research (Littleton, Colo.), 3(2), 35-48. https:\/\/doi.org\/10.19030\/cier.v3i2.175<\/li>\n<li>Biggs, J., &amp; Tang, C. (2011). <em>Teaching for quality learning at university: What the student does<\/em> (4th ed.). Open University Press.<\/li>\n<li>Blume, B. D., Ford, J. K., Baldwin, T. T., &amp; Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105. https:\/\/doi.org\/10.1177\/0149206309352880<\/li>\n<li>Boud, D., &amp; Falchikov, N. (Eds.). (2007). <em>Rethinking assessment in higher education: Learning for the longer term<\/em>. Routledge.<\/li>\n<li>Cant\u251c\u2551-Ortiz, F. J., Galeano S\u252c\u2524 anchez, N., Garrido, L., Terashima-Marin, H., &amp; Brena, R. F. (2020). An artificial intelligence educational strategy for the digital transformation. International Journal on Interactive Design and Manufacturing, 14, 1195-1209. https:\/\/ doi.org\/10.1007\/s12008-020-00702-8<\/li>\n<li>Cardoso, S., Rosa, M. J., Videira, P., &amp; Amaral, A. (2019). Internal quality assurance: A new culture or added bureaucracy? Assessment and Evaluation in Higher Education, 44(2), 249-262. <a href=\"https:\/\/doi.org\/10.1080\/02602938.2018.1494818\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/02602938.2018.1494818<\/a><\/li>\n<li>Cormier, S. M., &amp; Hagman, J. D. (Eds.). (2014).<br><em>Transfer of learning: Contemporary research and applications<\/em>. Academic Press.<\/li>\n<li>Dai, Y., Chai, C. S., Lin, P. Y., Jong, M. S. Y., Guo, Y., &amp; Qin, J. (2020). Promoting students&#8217; well-being by developing their readiness for the artificial intelligence age. Sustainability, 12(16), 6597. <a href=\"https:\/\/doi.org\/10.3390\/su12166597\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3390\/su12166597<\/a><\/li>\n<li>Eastberg, J. R. B. (2011). Valuing in Decision-Making Ability: Teaching, Learning, and Assessment Across the Curriculum and Campus Culture at Alverno College. Journal of College and Character, 12(3). https:\/\/doi.org\/10.2202\/1940-1639.1819<\/li>\n<li>Evans, C., Kandiko Howson, C., Forsythe, A., &amp; Edwards, C. (2021). What constitutes high quality higher education pedagogical research?<br><em>Assessment and Evaluation in Higher Education<\/em>,<br><em>46<\/em>(4), 525-546. <a href=\"https:\/\/doi.org\/10.1080\/02602938.2020.1790500\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/02602938.2020.1790500<\/a><\/li>\n<li>Gibbs, G., &amp; Simpson, C. (2004). Conditions under which assessment supports students&#8217; learning. <em>Learning and Teaching in Higher Education<\/em>, <em>(1)<\/em>, 3-31.<\/li>\n<li>Harden R. M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning.<br><em>Medical teacher<\/em>,<br><em>23<\/em>(2), 123-137. <a href=\"https:\/\/doi.org\/10.1080\/01421590120036547\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/01421590120036547<\/a><\/li>\n<li>Hattie, J. (2009). <em>Visible learning: A synthesis of over 800 meta-analyses relating to achievement<\/em> (1st ed.). Routledge. <a href=\"https:\/\/doi.org\/10.4324\/978020388733\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.4324\/978020388733<\/a><\/li>\n<li>Holzweiss, P. C., Bustamante, R., &amp; Fuller, M. B. (2016). Institutional Cultures of Assessment: A Qualitative Study of Administrator Perspectives. Journal of Assessment and Institutional Effectiveness, 6(1), 1-27. https:\/\/doi.org\/10.5325\/jasseinsteffe.6.1.0001<\/li>\n<li>Houghton, W. (2004). <em>Engineering subject centre guide: Learning and teaching theory for engineering academics<\/em>. LTSN Centre for Engineering Education.<br>\nRetrieved from <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/learning-and-teaching-theory-engineering-academics\" target=\"_blank\" rel=\"noopener\">https:\/\/www.advance-he.ac.uk\/knowledge-hub\/learning-and-teaching-theory-engineering-academics<\/a><\/li>\n<li>Lodge, J. M., Howard, S. K., Bearman, M., Dawson, P., &amp; Associates. (2023). Assessment reform for the age of artificial intelligence. Tertiary Education Quality and Standards Agency. https:\/\/www.teqsa.gov.au\/sites\/default\/files\/2023-09\/assessment-reform-age-artificial-intelligence-discussion-paper.pdf<\/li>\n<li>Ndoye, A., &amp; Parker, M. A. (2010). Creating and Sustaining a Culture of Assessment. Planning for Higher Education, 38(2), 28-35<\/li>\n<li>Pellegrino, J. W., &amp; Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: National Academies Press.<\/li>\n<li>Schmidt, R. A., &amp; Lee, T. D. (2005). Motor control and learning: A behavioral emphasis (4th ed.). Human Kinetics.<\/li>\n<li>Shavelson, R. J. (2010).<br>Measuring college learning responsibly: Accountability in a new era. Stanford, CA: Stanford University Press.<\/li>\n<li>Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., &amp; Marino, J. P. (2019). Assessment of University Students&#8217; Critical Thinking: Next Generation Performance Assessment.<br><em>International Journal of Testing<\/em>,<br><em>19<\/em>(4), 337-362. <a href=\"https:\/\/doi.org\/10.1080\/15305058.2018.1543309\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/15305058.2018.1543309<\/a><\/li>\n<li>Simper, N., M\u251c\u00d1rtensson, K., Berry, A., &amp; Maynard, N. (2022). Assessment cultures in higher education: reducing barriers and enabling change. Assessment and Evaluation in Higher Education, 47 (7), 1016-1029. <a href=\"https:\/\/doi.org\/10.1080\/02602938.2021.1983770\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/02602938.2021.1983770<\/a><\/li>\n<li>Sweller, J., Ayres, P., &amp; Kalyuga, S. (2011). Cognitive load theory. Springer. https:\/\/doi.org\/10.1007\/978-1-4419-8126-4<\/li>\n<li>Tierney, A. 2020. &#8220;The Scholarship of Teaching and Learning and Pedagogic Research within the Disciplines: Should It Be Included in the Research Excellence Framework?.&#8221;<br><em>Studies in Higher Education<\/em><br>45 (1): 176-186. doi:10.1080\/03075079.2019.1574732.<\/li>\n<li>Uchiyama, K. P., &amp; Radin, J. L. (2009). Curriculum mapping in higher education: A vehicle for collaboration. <em>Innovative Higher Education, 33<\/em>(4), 271-280. <a href=\"https:\/\/doi.org\/10.1007\/s10755-008-9078-8\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1007\/s10755-008-9078-8<\/a><\/li>\n<li>Whitfield, R, and P. Hartley. 2019. Assessment strategy: enhancement of student learning through a Programme Focus(employability via Higher education: sustainability as scholarship). 237-253. doi:10.1007\/978-3-030-26342-3_16.<\/li>\n<li>Ylonen, A., Gillespie, H., &amp; Green, A. (2018). Disciplinary differences and other variations in assessment cultures in higher education: Exploring variability and inconsistencies in one university in England. Assessment and Evaluation in Higher Education, 43(6), 1009-1017. https:\/\/doi.org\/10.1080\/02602938.2018.1425369<\/li>\n<\/ul>\n<\/div>\n<\/details>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The introduction of AI has encouraged us to look at our program designs and ensure that we are thoroughly supporting and assessing learning (Cant-Ortiz&#8230;<\/p>\n","protected":false},"author":4379,"featured_media":23359,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_tec_requires_first_save":true,"_price":"","_stock":"","_tribe_ticket_header":"","_tribe_default_ticket_provider":"","_tribe_ticket_capacity":"0","_ticket_start_date":"","_ticket_end_date":"","_tribe_ticket_show_description":"","_tribe_ticket_show_not_going":false,"_tribe_ticket_use_global_stock":"","_tribe_ticket_global_stock_level":"","_global_stock_mode":"","_global_stock_cap":"","_tribe_rsvp_for_event":"","_tribe_ticket_going_count":"","_tribe_ticket_not_going_count":"","_tribe_tickets_list":"[]","_tribe_ticket_has_attendee_info_fields":false,"_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"_tribe_blocks_recurrence_rules":"","_tribe_blocks_recurrence_description":"","_tribe_blocks_recurrence_exclusions":"","footnotes":"","_members_access_role":[],"_members_access_error":""},"categories":[1368,58,43,1860,57],"tags":[2502,2300,110,3804,3803,70],"coauthors":[3802],"class_list":["post-23294","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-educational-excellence","category-medicine-health","category-offer-meaningful-assessment-feedback-and-academic-integrity-b","category-teaching-tips","tag-ai","tag-artificial-intelligence","tag-assessment","tag-curriculum-mapping","tag-program-redesign","tag-workshop","post-item","post-even"],"acf":[],"_links":{"self":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/23294","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/users\/4379"}],"replies":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/comments?post=23294"}],"version-history":[{"count":3,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/23294\/revisions"}],"predecessor-version":[{"id":27760,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/23294\/revisions\/27760"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/media\/23359"}],"wp:attachment":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/media?parent=23294"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/categories?post=23294"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/tags?post=23294"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/coauthors?post=23294"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}