How To Create A College Degree Program

Transcription

1 Online Breakthrough Models: Analytics, Disaggregated Instruction, and Competency- Based Learning ELI Online Seminar May 2013

2 NGLC Breakthrough Models: Key Themes Nancy Millichap, Program Officer, NGLC May 20, 2013

3 Next Generation Learning Challenges NGLC is iden+fying and accelera+ng the quality technology- enhanced solu+ons that are needed to redefine learning in the United States.

4 NGLC Partners

5 NGLC Approach Invest in Innovation Multiply Impact Build and share knowledge and create communities of practice. Accelerate Adoption

6 NGLC So Far Wave I: Building Blocks for College Comple>on Wave IIIa: Breakthrough New School Models 2012 Wave II: Building Blocks for College Readiness Wave IIIb: Breakthrough Degree Program Models Wave IV: Breakthrough New School Models (Launch and Planning Grants) 2013 Breakthrough Models Academy (and in 2014) Breakthrough Models Incubator (also a second cohort)

7 Wave IIIb: Breakthrough New Degree Programs: challenge to design models that Focus on outcomes for students Spring from the best learning science research Use technology for personaliza+on and engagement Combine online and face- to- face elements Provide targeted student support Use learning analy+cs Innovate on both business and academic model, approaching +me, human resources, and instruc+onal delivery differently

8 And the Winners Were Altius Education and Ivy Bridge College Ameritas College of Brandman University Board of Regents of the University System of Georgia (with Columbus State University) Kentucky Community and Technical College System (through six of their CC campuses) New Charter University Northern Arizona University Rio Salado College Southern New Hampshire University Texas Higher Education Coordinating Board (with South Texas College and Texas A&M Commerce) University of Washington Featured in this seminar

9 Hallmarks of the Breakthrough Models Competency-based Learning Models should strive to design learning experiences, assessment, and feedback around specific course and degree program learning outcomes, for both practical and deeper learning competencies... Wave IIIb RFP

10 Hallmarks of the Breakthrough Models Disaggregated Faculty Roles Models should strive to provide new degree programs or whole institution models with sufficient autonomy to allow the flexibility necessary to produce and/or incorporate transformational innovations in areas such as the use of time, the role of instructors and other staff, and instructional delivery and business models Wave IIIb RFP

11 Hallmarks of the Breakthrough Models Data to Target Student Support Models should strive to deliver targeted, customized supports to improve retention and completion with limited resources and use learning analytics and performance management systems to deliver quality, affordability, and continuous improvement Wave IIIb RFP

12 Competency-Based Learning

13 Altius Education/Ivy Bridge College April Worley Development Officer, Altius Education

14 Who we serve at Ivy Bridge College Enrollment: 2,241 total students (March) 93% degree seeking 73% part-time Demographics: 73% female 74% above age 25 82% first-generation college students 50% moms 51% minority Income: 93% eligible for Pell grants 69% below federal poverty level % Age Breakdown % % % Under 18 1%

15 Building a Learning Platform User Experience Personalization Social Big Data Strategy: Meet the market where it is today, and provide a pathway to innovation and competencybased design. 15

16 Laying the Groundwork Learning outcomes/assessment alignment and revision Program/major level Individual course level Meaningful assessment of competency Learning Outcome Assessment Criteria Ac>vi>es Assessment Based around 21 st Century Framework for Learning & Lumina s Degree Qualifica+ons Profile Skills vs. facts What does a student with this competency need to be able to DO? Demonstrate deep understanding Lessons Prac+ce Tutoring Narra+ve framework Mul+ple measures of mastery Por]olio Project Ar+facts

17 Customized Placement Test-out functionality PLAR principles Directed self-placement Based on quiz, course descriptions and requirements

18 Horizontal Competencies Defining competencies Degree Qualification Profile Framework for 21 st Century Learning Metacognition Copyright Lumina Founda6on, Inc

19 Horizontal Competencies Measurement Rewarding visible behaviors 360 Rubrics Actual assessment of the skills Models based on observed behaviors If you get stuck, what do you do? Predictive models and intervention to encourage effective behaviors Visualizing progress and taking action

20 Northern Arizona University Alison Leigh Brown Associate Vice President of Academic Affairs Extended Campuses Northern Arizona University

21 Bachelor of Arts in Computer Informa>on Technology Bachelor of Arts on Liberal Arts Bachelor of Arts in Small Business Administra>on

22 Ø Competency- Based Ø Interdisciplinary Ø Self- Paced Ø Students can start any day of the year Ø Students can complete more than the standard 24 units per term per subscrip+on

23 Ø 120 Units Ø Liberal Studies Ø Founda+ons (Math, English) Ø Language (Spanish) Ø Minor Offerings

24 Competency Objec+ves Lessons Topics

25 Competency Objec+ve Objec+ve Lesson Lesson Lesson Lesson

26 Lesson Guide Lesson Pretest Topics Posdest Mastery

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28 Lesson Guide Pretest Topics Posdest Mastery Readings Exercises Mul+media Assignments Discussions

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30 Lesson Pre- Test Student does not get 86% on Pre- Test Student passes Pre- Test with 86% or beder Topic 1, 2, 3, + Lesson Post- Test Student must get 86% Op+onal Mastery (to go for an A on transcript)

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32 Personalized Learning students will be issued two transcripts upon completion of a degree: Competency Report (unof0icial) Traditional NAU unit- based transcript

33 1. Deconstruc+on of Program Syllabi 2. Construc+on of COLT documents 3. Ini+al Design Phase 4. Final Design Phase 5. Final Lesson Phase 6. Lesson Approval/Remedia+on 7. Lesson Quality Assurance

34 University System of Georgia Art Seavey Director of Policy and Partnership Development Board of Regents University System of Georgia

35 Program Structure! BA in Communications with Civic Leadership Focus YEAR 1! YEAR 2! YEAR 3! CERTIFICATE! ASSOCIATE S! BACHELOR S!

36 Program Structure! BA in Communications with Civic Leadership Focus 2 Asynchronous Courses Each 7 Week Session YEAR 1! YEAR 2! YEAR 3! CERTIFICATE! ASSOCIATE S! BACHELOR S!

37 Program Structure! BA in Communications with Civic Leadership Focus 2 Asynchronous Courses Each 7 Week Session 32 hours outcomes based modules; semi self-paced YEAR 1! YEAR 2! YEAR 3! Outcomes Modules! CERTIFICATE! ASSOCIATE S! BACHELOR S!

38 Modules Overview! Criteria Useful for other institutions Most benefit from personalization Pedagogically interesting Curriculum Areas 1) Math 2) Spanish 3) Comparative Arts + Western Intellectual Tradition 4) Public Speaking, Life and Career Planning, Leadership Development 5) Business Speaking, Internship 6) Communication Training Development, Internship

39 Module Example: Spanish! Spanish (Old) Spanish (Next Gen) DIAGNOSTIC!

40 Module Example: Math! Math (Old) COMPASS! Remedial Math (Next Gen) DIAGNOSTIC! COMPASS! Math Modeling Credit-bearing Math Modeling (3 to ~9 credit hour equivalent) Credit-bearing

41 Rio Salado College Jennifer Freed Dean of Instruction Rio Salado College

42 Rio Salado College Nontraditional College, based in Tempe, Arizona Locations throughout Maricopa County One of the Maricopa Community Colleges Classes start almost every week Serves nearly 70,000 students, more than 45,000 online Serve local, national, and international communities, including business and industry partners; military service members and their families; veterans; incarcerated students; high school students; and working adults with families.

43 Course and Program Competencies: Setting the Stage

44 Learning Content Management System

45 Experience API

46 On the Horizon

47 Seminar Activity See Activity Workbook at may-2013