SUPPORTING COMPETENCY-BASED LEARNING PROGRAMS

Transcription

1 SUPPORTING COMPETENCY-BASED LEARNING PROGRAMS

2 Topics CBL Defined Fundamentals of CBL Curriculum Development Learning Needs Considerations in the Design of CBL Assessments CBL Technology and Asset Development Instructor Training and Support Group Activity and Discussion Q&A

3 What is Competency-based Learning?

4 CBL Misnomers & Critiques CBL is a brand new idea CBL and Direct Assessment mean the same thing We don t have the technology to properly deliver a CBL program CBL can only be offered online CBL can work for cognitive-based programs but you can t assess skills, behavior, and affect online CBL is not eligible for financial aid Due to rising costs in education, CBL is inevitable

5 What is Competency-based Learning? Transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. U.S. Department of Education,

6 What is Competency-based Learning? Knowledge and skills that are essential for success Learners advance through mastery of competencies rather than by course, credits, hours, age, group, grade, etc. Key concepts: flexible, individualized, self-paced, student-focused, adaptive Multiple approaches, including: direct assessment, modularized and stackable courses, prior learning assessments, experiential learning, mentorships

7 CBL Curriculum Development Where do you start? Evaluate Standards (Industry/Community Needs, Professional Organizations, Accreditation, Certification/Licensure Requirements) Determine Learning Outcomes and Expected Levels of Proficiency Here is where CBL differs from traditional course development Define Competencies and Supporting Competencies the goal is to break these down into their most fundamental, indivisible components (Boolean algebra/binary logic)

8 Example Competency Framework Note that competencies can be shared across domains The MedBiquitous Competency Framework, ANSI /MEDBIQ CF , is a technical standard for representing competency frameworks in XML. For more information, please see

9 Associated Learning Needs Involve Your Constituencies (SMEs, IDs, employers, instructors, students) to help define a competent or ideal graduate Consider Metacognitive Needs, Patterns of Thinking, and Individual Learning Styles Don t assume do your research! Include Learning Domains (Cognitive, Behavioral, Affective/Psychodynamic) Example Dichotomies to Ponder: knowledge vs. skills vs. behavior in assignment development technical proficiencies vs. professional/social proficiencies concrete vs. abstract/creative thinking exercises natural learning vs. traditional classroom projects Think of learning as a web rather than as a linear progression or hierarchy

10 Social Learning Needs Humans are Social Creatures, and Learning is Based on Social Norms Opportunities for Social Learning (Peer-to-Peer Interaction) should be built into CBL Assignments, with the following key foci: Challenging Established Thinking, Building off of Other Learner s Ideas, and Developing Group Consensus (Cognition) Improving Teamwork and Professional Skills, Cultivating Effective Communication, and Growing Relationships with Others (Behavior) Recognizing Other s Needs, Empathizing with Others, and Completing Mutual Projects and Goals (Affect) Examples: Service Learning, Group Projects and Presentations, MOOCs, Team Challenges, Virtual Worlds, Communal Exams Establish Connection Points for your learners that can help them to build upon their existing knowledge, skills, beliefs, affects, needs, and desires Concepts to Consider: Knowing who to go to get an answer may be more important than knowing the answer yourself A clever, useful solution (à la MacGyver) can often be just as good or better than the correct solution A personal loss may benefit the collective whole

11 Effective CBL Assessments Determine the most effective Means of Delivery (online/blended/adaptive may not work the best depending on the circumstances, content, and learners involved; e.g. learning to tie one s shoes ) Provide Diagnostic, Formative, and Summative Assessments Develop Criterion-referenced Assessments with established Rubrics and reliable Inter-rater Congruency (authentic, measurable) Build According to Desired Levels of Development (Bloom s Taxonomy, Maslow s Hierarchy of Needs, etc.) e.g. at higher levels, assessing facts/recall is less important than assessing a learner s ability to problem-solve, extrapolate, and create Solicit Feedback and Utilize Control Groups to ensure that you re assessing what you intend to assess (validity testing) Don t assume the same starting point for everyone build in backwards compatibility, self-help, and support systems

12 CBL Technology Consider the LMS/LCMS Features That You ll Really Need Nice to Have vs. Need to Have (User Management vs. Content Creation) Course Authoring (Content Creation) Software Digital Asset Management Systems (DAMS) Media/Web/Database/Mail/Application Servers File Servers for Storage/Archives Predictive Analytics Tools and Data Analysis (Dashboards and Other Feedback Mechanisms)

13 Digital Asset Development Digital Assets Any form of content/media along with the right to use it Textual Content (Plain Text) Media Assets (Images, Audio, Video, Multimedia) Metadata Tagging and Reusability SCORM Compliant (Sharable Content Object Reference Model) Interactivity, Variety, Volume, and Bandwidth Accessibility and Multi-language Support

14 Digital Asset Development Open-source Media vs. Purchased Content vs. In-house Development The Obvious: Time, Cost, Reduced Labor, Ease of Use, Integration with Existing Systems, Customization Course Needs: Storage, Documentation, Security, Verification of Authenticity (e.g. time stamps, digital signatures, audits) Quality and Consistency: Templates and Content Standards Flexibility of Resources and Robustness of Environment Potential Liabilities Publisher/Vendor Support: Existing Student/Instructor Resources and Custom Content Development

15 The Development Lifecycle Design, Delivery, and Cost Considerations Timelines for Creating, Publishing, Delivering, Evaluating, and Updating Assets Outsourcing or Hosting In-house Collaboration/Communication/Workflow /Scalability/ Customization Needs: Versioning, Tasks, Roles/Permissions, Add-ons Personnel Needs: Training Manager, SME/Content Specialist, Instructional Designer, Writer/Editor, Graphic Designer, Web Developer, Programmer, Network Administrator, Marketing Manager, Instructor/Trainer, End User Support Staff, Portal Administrator, Legal/Compliance/Regulatory Operations, Data Analyst, QA/User Testing Automation/Economies of Scale: Device Independent Applications (Author Once Display Everywhere), Templates, Scripting, Error-tracking, Navigation, Registration, Payment, Record-keeping, Gap Analyses, Reporting, Updates, Backup, Security

16 Instructor Training and Support Strategies Focus on Instructor s Role as Facilitator Utilize Flipped Classroom and Student-Centered Learning modalities Provide Timely and Focused Support to meet Individual Learning Needs and Pacing (Increased Need for Teaching Assistants and Other Support Staff) Establish Means of Contact, Intervention, and Support Fill in Learning and Achievement Gaps Continue to Provide Structure, Engagement, and Motivation Foster a Positive Learning Experience (Expand Learning to Beyond the Classroom )

17 Group Activity/Discussion Group 1 Discuss challenges in the design and delivery of CBL curricula, and propose strategies for overcoming these obstacles Group 2 Identify CBL activities and assessments that you may already be using, and recommend approaches that can be used to build upon this foundation Group 3 Explain how technology can potentially detract from the effective delivery of a CBL program, and identify processes that can be used to keep CBL outcomes-focused

18 Q&A CLOSING REMARKS

19 THANK YOU! Joe Aranyosi VP, Research & Development Golden Learning Solutions Trent Bartholomew VP, Training & Development Golden Learning Solutions