Online Breakthrough Models: Analytics, Disaggregated Instruction, and Competency- Based Learning ELI Online Seminar May 2013
NGLC Breakthrough Models: Key Themes Nancy Millichap, Program Officer, NGLC May 20, 2013
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.
NGLC Partners
NGLC Approach Invest in Innovation Multiply Impact Build and share knowledge and create communities of practice. Accelerate Adoption
NGLC So Far 2010-2011 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)
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
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
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
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
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
Competency-Based Learning
Altius Education/Ivy Bridge College April Worley Development Officer, Altius Education
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 55 + 5% Age Breakdown 35-54 35% 18-24 25% 25-34 34% Under 18 1%
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
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
Customized Placement Test-out functionality PLAR principles Directed self-placement Based on quiz, course descriptions and requirements
Horizontal Competencies Defining competencies Degree Qualification Profile Framework for 21 st Century Learning Metacognition Copyright Lumina Founda6on, Inc. 2011.
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
Northern Arizona University Alison Leigh Brown Associate Vice President of Academic Affairs Extended Campuses Northern Arizona University
Bachelor of Arts in Computer Informa>on Technology Bachelor of Arts on Liberal Arts Bachelor of Arts in Small Business Administra>on
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
Ø 120 Units Ø Liberal Studies Ø Founda+ons (Math, English) Ø Language (Spanish) Ø Minor Offerings
Competency Objec+ves Lessons Topics
Competency Objec+ve Objec+ve Lesson Lesson Lesson Lesson
Lesson Guide Lesson Pretest Topics Posdest Mastery
Lesson Guide Pretest Topics Posdest Mastery Readings Exercises Mul+media Assignments Discussions
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)
Personalized Learning students will be issued two transcripts upon completion of a degree: Competency Report (unof0icial) Traditional NAU unit- based transcript
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
University System of Georgia Art Seavey Director of Policy and Partnership Development Board of Regents University System of Georgia
Program Structure! BA in Communications with Civic Leadership Focus YEAR 1! YEAR 2! YEAR 3! CERTIFICATE! ASSOCIATE S! BACHELOR S!
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!
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!
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
Module Example: Spanish! Spanish (Old) 1001 1002 Spanish (Next Gen) DIAGNOSTIC! 1001 1002
Module Example: Math! Math (Old) COMPASS! 097 098 1101 Remedial Math (Next Gen) DIAGNOSTIC! 097 098 1101 COMPASS! Math Modeling Credit-bearing Math Modeling (3 to ~9 credit hour equivalent) Credit-bearing
Rio Salado College Jennifer Freed Dean of Instruction Rio Salado College
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.
Course and Program Competencies: Setting the Stage
Learning Content Management System
Experience API
On the Horizon
Seminar Activity See Activity Workbook at http://www.educause.edu/eli/events/eli-online-seminar/ may-2013