COMPETENCY BASED LEARNING DESIGN TOOLS

Transcription

1 COMPETENCY BASED LEARNING DESIGN TOOLS Terri Johnson WIDS Associate Director

2 Introductions Name, role, organization What are you currently doing with competency based learning? OR What is your interest in competency based learning? What technology do you use to manage your curriculum currently?

3 Today Explore what s happening in competency-based learning in higher education Examine a competency-based learning model for quality design Investigate WIDS competency-based learning design technology

4 Competency-Based Learning What s new in higher education?

5 What is it?

6 Not a New Concept

7 Original CBE Definition Explicit learning outcomes A flexible time frame to master these skills A variety of instructional activities to facilitate learning Criterion-referenced assessment of the required outcomes Certification based on demonstrated learning outcomes

8 CBE at Colleges Competencies Credits

9

10

11 120 Competencies in 9 Competency Clusters

12

13

14

15

16

17 The U.S. Dept. of Education defines it as a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning.

18 Why now? Growing demand for accountability Need to streamline the path to a credential Rising cost of education Concern that graduates aren t prepared for the workplace In a nutshell, the current emphasis and growth in CBE is driven by the desire to provide lower-cost education options through flexible programs targeted at working adults.

19 Paradigm Focus on Learning and Skills Time is variable and learning is fixed Focus on Credits and a Grade

20 Why Now? Flexible Delivery Recognize prior learning Self-paced Prepare workforce Affordable Online Delivery Demonstrate mastery move ahead Returning adults Complete as many as you can Emphasis on competencies Flat fee subscription

21 Competency Based Learning One of the things that really enables competency-based learning is the ability to use technology to keep track of what people have learned and can do with what they have learned

22 Balancing Work, School, & Family

23 Balancing Work, School, & Family Competency based degrees recognize the value of experiential learning

24 Case: Tom Tom (35) never went to college; poor in math Works in a local manufacturing plant; now a shift supervisor Wants to advance

25 First Term Tom attends a competency based school online when he s not at work One flat fee for a semester In the first term he earns almost 3 semesters of credit; mostly through assessment of material he already knew

26 Second Term Tom takes Math He has learned a lot since high school Goes slowly at first; then speeds up He passes all assessments Has an AA in about one year able to transfer to a University if he wants to continue

27 A Performance-Based Design Model

28 Competency Learning Objectives Performance Standards Assignments (plan for learning) Performance Assessment Tasks

29 Feature #1 Competencies are identified, verified, and made public in advance All content decisions are based on competencies

30 Outcomes Drive Learning and Assessment

31 Competency Sources

32 Feature #2 Performance is primary evidence that learner has mastered the outcome

33

34

35

36 Feature #3 Performance standards are explicitly stated and made public in advance of assessing the performance Learners should never wonder what is expected Learners are assessed against a pre-set standard, not against others

37 Feature #4 Learning activities and teaching strategies relate to the competencies A variety of strategies are used Learners are given periodic feedback

38 Generally speaking, predictors of student learning reflect choices made during the course design process. For example, active learning, student cooperation, diverse learning approaches, time on task, and high expectations are all tied to course activities and assignments. David Whetten WHAT I WISH I HAD KNOWN ABOUT LEARNING-CENTERED TEACHING 30 YEARS AGO

39 Competency Learning Objectives Performance Standards Assignments (plan for learning) Performance Assessment Tasks

40 WIDS Technology

41

42

43

44 Built in Design Tools

45

46

47

48 Select Assessment Strategies; dropdown of options Library of Pre-Designed Assessment Tools

49

50

51 Layout a Plan for Learning the Competency

52

53 Links to one or more competencies

54 Design assignments. If desired use the library of ideas!

55 Design Assessments Link to Competency

56 Create Performance Assessment Tasks

57 Link to Competency

58 Design Simple Scoring Guides and...

59 Multi-Columned Rubrics

60 Post your module to an LMS WIDS is a Blackboard Building Block partner

61 Questions? See more about WIDS at Free 30 day Trial Register for a webinar Terri Johnson [email protected]