Competency-based Education Overview - Brightspace
•Descargar como PPTX, PDF•
3 recomendaciones•834 vistas
Competency-based Education Overview. Presentation by Mike Moore of D2L, delivered at the Brightspace London Connection on April 21, 2016 at Canada House, Trafalgar Square, London, England.
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (18)
Destacado
Destacado (20)
Similar a Competency-based Education Overview - Brightspace
Similar a Competency-based Education Overview - Brightspace (20)
Más de D2L Barry
Más de D2L Barry (20)
Último
Último (20)
Competency-based Education Overview - Brightspace
- 1. CBE Overview
- 2. Discussion Question What is your experience level with competency- based education? A. Expert – We have had our own programming for a while. B. Some experience – We’ve begun piloting some programming. C.Getting ready – We’re ramping up our efforts to get started. D.Novice – We’re new to the CBE world.
- 3. What is Competency- Based Education (CBE)? Traditional Competency-based Time is fixed Time is variable Some concepts may be mastered All concepts must be mastered Delivery of content/material is often generalized Delivery of content/material can be more personalized Pace is fixed Pace is variable Some students succeed More students are set up to succeed
- 4. Fundamental Difference Traditional (Time-Based) Model Competency-Based Model Jane Billy Sam Johnny A+ B D B- Time Spent (fixed) Jane Billy Sam Johnny Time Spent (variable) Achievement varies. Achievement is fixed.
- 6. Ensuring that learning objectives are measurable and that the competencies can be demonstrated is not a trivial undertaking educause.edu/ELI | ELI 7 Things You Should Know About ... ™ “
- 7. I would easily say that in our move to a direct-assessment CBE model, our back office implementation demanded 4 times the effort of our educational implementation. Dr. Aaron Brower Provost and Vice Chancellor, UW-Exetension “
- 8. 38% expected to be 42% by 2020 6% For- profit Introduction: Got Skills?, Christiansen Institute Post-secondary students entering a fall semester are adult learners (over age 25).
- 9. 69% Public 42% Private 6% For- profit Source: Inside Higher Ed CIO Survey 2015 0 10 20 30 40 50 60 70 80 Private Public Total Some CBE Credit 2014 2015 CBE Credit at Colleges and Universities
- 10. Why now? Traditional higher education models are leaving learners behind. “There are over 30 million adults in the US with some college credit but no degree.” Hechinger Report, 2014 “Only 29% of students who start a two-year degree program finish within three years.” Harvard University, Pathways to Prosperity
- 11. Why now? Because we can’t wait. 2014 Attainment 2020 Demand 40% 65% “Skills Gap” Georgetown Public Policy Institute Lumina Foundation
- 13. 93% Employers agree – ‘A candidates demonstrated capacity to think critically, communicate clearly and solve complex problems is more important than their undergraduate major.’ 2013 Online Survey of employers, Association of American Colleges and Universities
- 14. 70% Provosts at public institutions ”It should be easier for students to earn credits and degrees based on what they have learned, not just time in the classroom." Source: Inside Higher Ed CIO Survey 2015
- 15. Why talk about CBE? 600 colleges are building or already have CBE programs in place (up from 50 last year). 2000+ leads for CBE webinars and eBook in last four months Hundreds of articles, blogs, etc. on CBE in last four months 46% of colleges are interested but not pursing CBE Countless questions about where to start…
- 16. Progress by grade AND competency What does “support CBE” mean?
- 17. Success Story – Rural Industries Skill Training What: Needed a mobile CBE assessment strategy Why: Livestock and farm training provider where most instruction happens outside of the classroom Result: Assignment grader on the mobile devices allowed them to perform direct observational assessment of student learning
- 18. LeaP creates a personalized Learning Path for students •EASY for instructors and teachers to use •FLEXIBLE to meet the needs of each student •SMART as the learning engine learns with each student
- 20. Personalize the learning experience Adaptive technology tool that personalizes learning – by personalizing your learning content Allows educators to place the learner at the center of their own learning experience Adaptive technology tool that personalizes learning – by personalizing your learning content
- 21. What do we (D2L) mean when we say CBE? ExecutingBuilding Brightspace CBE Consulting Brightspace Learning Environment Brightspace CBE Courseware Services Understanding Brightspace CBE Community http://www.brightspace.com/solutions/higher-education/competency-based-education
- 22. What’s your next step? • CBE eBook + resources • brightspace.com/cbe How can we help you get started? Want to learn more about CBE? Are you a Brightspace client? Join the Community! community.brightspace.com Let’s Talk! cbe@d2l.com
- 23. CBE Pilot CBE Pilot Package: • ½ day of Advisory Consulting for CBE • Learning Environment Implementation • 2 days of training (CBE Focus) • Hosting and Bronze Support
- 24. CBE Demo
- 25. Thank You
Notas del editor
- MIKE
- MIKE Competency Based Education has been around since the 1960’s CBE with direct assessment is a model hold a lot of promise for the balance between personalized education and scale Competency based learning can be a significant departure from traditional seat-time models, and focuses on serving students in a more personalized fashion. Scaling this model is also enabled more recently through modern learning technologies. In CBE programs, students work toward mastery of competencies, and can bring prior knowledge to bear, to be assessed for mastery at a competency level. Competency-based approaches have the potential for: Improving outcomes because of a focus on mastery Shortening the time to degree completion Developing stackable credentials that ease transitions between school and work And reducing the overall cost of education We also know that Adult learners who receive prior learning credit are 2.5X more likely to persist in their education and advance towards a degree.
- MIKE As I said, CBE isn’t new. So if it isn’t new, why all of the talk about it now? Well, there are a few reasons. First, the typical college student has changed. The majority of students are no longer fresh-faced high school graduates who enroll full-time and live on campus. Students today are older, more diverse and have more obligations outside of school. In fact, non-traditional is actually the new majority on campus. 72% of undergrads in the US are are enrolled at 2-year schools, are part-time students, are enrolled in for-profit or even non-degree granting institutions, or are older students, . That leaves only 28% of undergrad students in US as “traditional” (are under 21, and attend 4-year, nonprofit schools).
- MIKE As I said, CBE isn’t new. So if it isn’t new, why all of the talk about it now? Well, there are a few reasons. First, the typical college student has changed. The majority of students are no longer fresh-faced high school graduates who enroll full-time and live on campus. Students today are older, more diverse and have more obligations outside of school. In fact, non-traditional is actually the new majority on campus. 72% of undergrads in the US are are enrolled at 2-year schools, are part-time students, are enrolled in for-profit or even non-degree granting institutions, or are older students, . That leaves only 28% of undergrad students in US as “traditional” (are under 21, and attend 4-year, nonprofit schools).
- MIKE As I said, CBE isn’t new. So if it isn’t new, why all of the talk about it now? Well, there are a few reasons. First, the typical college student has changed. The majority of students are no longer fresh-faced high school graduates who enroll full-time and live on campus. Students today are older, more diverse and have more obligations outside of school. In fact, non-traditional is actually the new majority on campus. 72% of undergrads in the US are are enrolled at 2-year schools, are part-time students, are enrolled in for-profit or even non-degree granting institutions, or are older students, . That leaves only 28% of undergrad students in US as “traditional” (are under 21, and attend 4-year, nonprofit schools).
- MIKE Unfortunately, the higher education system hasn’t changed fast enough to keep up with the needs of these non-traditional students. As a result, only 29% of students who start a 2 year degree program will finish in three years (top reasons for dropping out were to support a family, or due to financial constraints), and there are currently over 30 million adults in the US with some college credit but no degree.
- MIKE If we look at some of these metrics for the U.S. today, current higher-ed attainment levels sit at about 40% of working-age adults. But estimates put the percentage of jobs in the next 5-10 years that will require post-secondary, somewhere around 65%. Some estimates are even higher! So this is part of why we’re hearing more about a skills gap in many countries around the world Employers need timely access to employees with the right skills now, and even in greater numbers to support success in the future economy. So we're going to need much higher attainment levels than we currently see to meet the needs of industry.
- MIKE So the whole balance between Personalization and scale have historically been a bit at odds Scale is easy! Just post some lectures on YouTube! Or hand over the keys to some MOOCs. But we all know that isn’t the answer, because personalization is important . Personalization is easy. Just assign a full-time tutor to every student. No problem. But that doesn’t scale. Personalization at scale is the key
- COLLEEN Why is it a priority? Because it is something that a lot of people are talking about and considering. 50 schools to 600+, indication of how many articles, interest in our webinars, etc. Everyone wants to know how to get started. They want expertise. It is a way to cement ourselves as leaders in the space, but it also opens up an opportunity to talk about the flexibility of our platform. Schools might just be starting out with CBE but that means that they need to be thinking about using a platform that will allow them to do just about anything, whether it is CBE, MOOCs or whatever comes up in the future.
- KEN CBE can be: translating courses into the competencies/outcomes that they focus on True CBE – student progress at their own pace after mastery Prior learning assessment of competencies as a starting point… There are basic hallmarks of a CBE program, these are generally great across any delivery model – but required for CBE: Progressing student by grade OR competency Proactive and timely communication: FLEXIBLE to engage them individually EASY to Check what they know… and don’t make them do stuff they already know Recognise their progress Remediate on specific items associated with a competency – not just raw scores – gotta be SMARTer Let learners have ‘agency’ give them opportunitiies for choice and ownership over their learning Flexible pacing
- By tapping into the rich performance and academic data you already have at your institution, LeaP combines student academic information with learning objectives, activities and assessments then gently guides the student down a learning path optimized for their learning needs right when they need it most - right at the moment of learning. It’s Not About Changing the Way Learners Learn or the Way Teachers Teach. For Students Whether they are progressing as hoped, requiring remediation, wanting alternative ways to understand concepts, looking for enrichment, or just trying to understand whether they are progressing towards or have even achieved desired learning outcomes, D2L LeaP provides students with focused learning options at any given time while they are in-flight within their course. In addition, LeaP empowers students to actively engage with their day-to-day academic progress by searching for content and finding new pathways to achieve their learning goals. Best of all, LeaP continually learns what content or learning resources work, which ones don’t and then uses that knowledge to guide the entire learning community. D2L LeaP provides an array of capabilities to enrich student learning outcomes, such as delivering personalized remediation, study plans, test-prep units and readiness modules, all of which can be further personalized using dynamically-generated pre-tests. Through features like practice questions and quizzes, LeaP uses information about what learners already know, and combines it with what other students have found useful to fully harness the power of adaptive learning. By its very nature, LeaP provides learners with the immediate opportunity to interactively explore and challenge their knowledge and skills development while driving progression toward achieving of their individual learning goals. For Instructors D2L LeaP is a powerful assistive learning tool that quickly and easily enables instructors to optimize learning outcomes by delivering the capability to craft a more personalized learner experience. Offering instructors the ability to include content from open educational resource (OER), institutional, community and commercial repositories or their very own personal curriculum library, LeaP combines educational content from multiple types of sources, chooses the best materials from each source, then delivers a personalized learning path that stimulates and inspires the learner experience. Once enabled in a course, LeaP automatically indexes content and questions from the course, then delivers what students need when they need it, and without requiring instructors to manually map content to learning objectives. Further, Desire2Learn LeaP provides instructors with access to a powerful, yet simple-to-use analytics dashboard that enables them to understand the efficacy of their current content and assessment items, easily identify learning gaps and take informed action to revise course materials for improved learning outcomes.
- Personalize / student at the center of their learning experience / questions to tailor content to the learner Placing the individual at the center of their own learning experience, LeaP provides access to a real-time, content recommendation tool that extends learning beyond traditional course content and structure to deliver personalized learning paths that continually adjust and guide learners toward academic success - no matter their pace, style, or unique learning needs. D2L LeaP provides an array of capabilities to enrich student learning outcomes, such as delivering personalized remediation, study plans, test-prep units and readiness modules, all of which can be further personalized using dynamically-generated pre-tests. Through features like practice questions and quizzes, LeaP uses information about what learners already know, and combines it with what other students have found useful to fully harness the power of adaptive learning. By its very nature, LeaP provides learners with the immediate opportunity to interactively explore and challenge their knowledge and skills development while driving progression toward achieving of their individual learning goals. Further, personalized learning pathways are dynamically generated based on which learning objectives are accomplished and which ones remain to be achieved, providing learners and educators with a constant touchpoint on individual academic development. Key Features Integrated component of the Brightspace platform Powered by industry-leading adaptive analytics and semantic learning technology Multi-sourced learning content is automatically indexed and tagged to learning objectives Collection of focused, inline assessment tools guides the individual learning narrative Achievement Standards Network™ integration delivers on-demand access to global learning standards repository Easy-to-follow, course-centric wizard builds personalized learning paths directly within your D2L Learning Environment implementation WHY D2L LEAP? Personalize the learning experience Unique learning pathways intuitively respond to different learning styles or institutional learning strategies at every point in the learning journey. Engage and empower Learners can take control and navigate their own learning journeys to remain engaged in their day-today academic progress and achievement. Optimize learning outcomes Continually adapt learning paths to allow learners to challenge their knowledge development while progressing towards achievement of individual learning goals. Harness your learning content Consistently deliver focused and relevant learning content, providing the supportive environment that learners require in order to progress. Monitor learner progression and achievement Personalized learning pathways are dynamically generated based on which learning objectives are accomplished and which ones remain to be achieved, providing learners and educators with a constant touchpoint on academic development.
- KEN Prospects need to know that when we say we support CBE for our customers – this is what we mean: We’re already setup to enable CBE in our core platform We have customers doing it today, and they have done it quickly We get them on board using a combination of training expertise and configuration These customers are attracting more students, improving retention, and boosting graduation rates with our Brightspace Competency-Based Education solution.
- COLLEEN
- Colleen