2. Map to Learning Outcomes
Once we have identified and prioritised the digital capability needs for our course, the next stage is to map these digital capabilities in course-level and unit-level learning outcomes. Start by reviewing and refining the course learning outcomes to articulate the digital capabilities critical to your discipline.
Revised course learning outcome example (Bachelor of Behavioural Science, QUT, Australia)
Implement a range of digital capabilities to access, examine and utilise evidence-based information in the context of effectively responding to, and communicating, real world problems.
Using a backward-mapping process, we then identify specific units/subjects where the prioritised digital capabilities are developed and assessed. Starting from the final year where students demonstrate achievement of learning outcomes at a mastered level, middle year/s at a developmental level, and first year at an introductory level. It is recommended that you assess each digital capability at least 2-3 times to promote deep engagement from students and contextualised application of the digital capability in the discipline, allowing students time to develop and master the capability. In most cases this will require a review of existing units to identify where digital capabilities may already be embedded (but may need surfacing) and identifying additional units where there is appropriate alignment of the digital capability with unit content and purpose.
Curriculum activities
Activity 1: Review all units in the current course structure and identify where digital capabilities are already taught and/or assessed. Use the following table to map which digital capabilities are included and how they are currently taught and assessed.
| Unit | Year level (1st, 2nd, 3rd…) | Digital capability addressed | Developmental level of capability (introductory, developmental, mastered) | In unit learning outcome? (Y/N) | Describe learning support | Describe assessment |
Activity 2: Map the units from the above table against your prioritised industry required digital capability elements to identify opportunities not yet realised and areas requiring improvement in the curriculum. Answer the following questions to support your analysis:
- Are there any required digital capability elements not yet mapped to existing units or not yet mapped in 2-3 instances to allow development of mastery (across developmental levels of introductory, developmental and mastery)? If so, consider additional units where they could be mapped.
- Is the digital capability currently embedded in an explicit or implicit manner? Explicit means the digital capability is mapped to the unit learning outcome to ensure alignment with course learning outcomes and provide clear signposting to students on digital capability development. Implicit embedding is where an assessment may require a digital capability, however it is not expressed in the unit learning outcomes. Revise unit learning outcomes to shift implicit embedding of digital capabilities to explicit.
- Is the assessment currently supported by learning activities and resources to help students develop the necessary digital capability before being assessed on them? If not, consider what in-class activities and/or asynchronous learning resources will support their development of the digital capability (refer to the Jisc digital capability chapters in this Pressbook for ideas).
- Does the assessment currently assess the process or just the output of the digital capability? Review and revise the assessment criteria and marking standards to ensure students are assessed on their use of digital tools in a proficient, productive, ethical, responsible and sustainable way.
