Potholes and obstacles on the learning path. An experimental analysis of a GI-curriculum using GI-activities as teaching subjects

In 2007, a small survey was held among teaching staff of the Master of Geo-information curriculum at Wageningen University. The objective was to find out if an overview of entry and exit mastery levels per teaching subject would provide a basis for judging the quality of the curriculum. Findings were, that this approach gave insight into some quality aspects. A conclusion was that specifically the connectivity between curriculum components can be strongly influenced by subjective concepts held by members of staff about on the contents of components. This may result in cliffs, gaps and overlaps with regard to knowledge and contents between consecutive curriculum components. Where that happens, the chain of components that constitute a Learning Path can be improved.