Design Competency-Based Courses

with Desire2Learn and other tools

Yi ZhangEDIT 692

Prof. Linda Gutterman

INTRODUCTION OF RESEARCH PROJECT

This project will utilize the Learning Management System, Desire2Learn (D2L), its tools and functions (release condition, assessment, intelligent agent, etc.) and other add-on technology to accommodate Competency-based Education (CBE) with minimal interruption.

PROJECT GOALS AND OBJECTIVES

Goals: • Create D2L courses template fit for accelerated

and competency-based learning• Training for instructors and students on D2L• Customized and specialized course design for

different subjects• Monitor and streamline student learning process

Objectives: • Design concept for accelerated competency based courses• Create templates according to agreed protocols• Course development by subject matter expert and instructional

designer• Individual development of course content and course

competency assessment• Quality assurance for finished course using QM standard• Student enrollment and orientation• Instructor training and weekly updates• Student progress monitoring and student support• On-going and future modification, adjustments and

enhancement for online courses

HISTORY AND BACKGROUND OF COMPETENCY BASED EDUCATION (CBE)

History

• Date back to 1920s.• Recent increased interest and government grant

support

Broward College TAACCCT program

• 2012 Broward College received $3.2 million TAACCCT grant.• Accelerated IT Training Program is a Competency-based Education

program.• Degree and Certifications are offered through this CBE program.

• A.S. Computer Systems Specialist• Technical Certificates: IT Analyst, IT Support Specialist• A+, Network+, Server+, Microsoft Office Specialist, CIW Internet

Business Associate, CIW Site Development Associate, and more.

Information technology industry

• Bureau of Labor Statistics from 2010 to 2020:• Applications software developers is projected to grow 57%• System Software Developers is projected to grow 72%• High demand, short supply, need to fill the gap

CBE Model

• Course –based model• Direct assessment model

Features of CBE

• Competency-Based Learning: Independent study for self-directed learners.

• Accelerated Pace: Use prior learning and work experience to demonstrate competency for what you already know through a series of assessments.

• Supported: Dedicated Academic Coach contact and motivate students each week.

Features of CBE

• Student-Driven: Put students in the driver's seat. Fit learning into their schedule as time permits and set their own pace for completing assignments and taking tests.

• Flexible: Mini sessions allow students to begin more classes each semester, students can take one course at a time, or up to 4 courses simultaneously.

• Cost effective: Students can pay as low as $21.00 per course when competency can be proven through assessment.

• Certificates are embedded as part of the Associate of Science Degree

Traditional Classroom Learning  vs. Competency-Based Learning

Registration for class

Little to no restrictions, can self-register

Requires understanding of CBE, must register through the TAACCCT Grant Office.

Advising Students are responsible for obtaining advising.

Advisors are responsible for helping students through the program.

On-campus requirement

Courses may require students to be on-campus.

Fully online: Students can complete the program without having to be on-campus. Hybrid online: Optional weekly meetings for Instructor led lecture and individual support.

Traditional Classroom Learning  vs. Competency-Based Learning

Course sequence Courses must be taken in any order as long as pre-requisites are met.

Courses must be completed in the prescribed order. Students must advise Faculty Advisor of any add/drop/withdrawal activity.

Course start and end dates

Prescribed start and end dates.

Multiple start dates, and students can accelerate and complete as quickly as possible.

Course length Regular Term Sessions: 8, 12 or 16 week.

Fall/Winter -  4 and 16 week Sessions Summer - 4, 6 and 12 week Sessions

Traditional Classroom Learning  vs. Competency-Based Learning

Due dates Assignments, Assessments and Discussions have due dates.

No due dates. Students submit work at their own pace to gain feedback on skills/competency acquired.

Final Grade All work in a course submitted for grade may count toward Final Grade.

Only Unit Evaluations in a course count for the Final Grade and all Unit Evaluations in a course must be passed to pass the course.

Grade Scheme A, B, C, D, F Satisfied/Unsatisfied (81% or greater to pass)

Use Desire2Learn to design CBE course and initial course development:

• Desire2Learn(D2L) is an e-learning platform that provides a learning repository, mobile access, and data analytics all aimed at providing personalized pathways toward mastery.

• Each course has a START HERE folder• Syllabus, Welcome Letter, Pace Chart, Resources, Instructor Availability

Calendar, Course Checklist, and Course Café• Course materials are organized as Units

• each unit has a Challenge Assessment (pre-test) and an Evaluation Assessment (exit exam)

• Inside each unit, there are several modules • Modules contain learning materials and activities. The required items for

each module are: Instructions, Training & Learning, Assignments/Practice/Labs, Discussions, Assessment/Evaluations, and Module Checklist.

• Course contents and course assessments are created individually by different course developers

Quality assurance

• Quality Matters (QM) is the adopted standard for CBE course

QM standards sheet

1 The overall design of the course is made clear to the learner at the beginning of the course.

  Course Overview and Introduction

1.1 Instructions make clear how to get started and where to find various course components

1.2 Course takers are introduced to the purpose and structure of the course

1.3 Etiquette expectations (netiquette) for online discussions, email, and other forms of communication are stated early

1.4 Course, institutional, or organizational policies with which the course taker is expected to comply are clearly stated, or a link to current policies is provided

1.5 Prerequisite knowledge in the discipline and/or required competencies are clearly stated.

1.6 Minimum technical skills expected of the course taker are clearly stated.

1.7 The self-introduction by the instructor/facilitator is appropriate and available online.

1.8 Course takers are asked to introduce themselves to fellow learners.

2 Learning objectives are measurable and are clearly stated.

  Learning Objectives (Competencies)

2.1 The learning objectives are appropriately designed for the content and level of the course

2.2 The course learning objectives describe outcomes that are measurable

2.3 Learning objectives are stated clearly and written from the learner's perspective.

2.4 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.

2.5 Instructions to learners on how to meet the learning objectives are adequate and stated clearly.

3 Assessment strategies are designed to evaluate learner progress by reference to stated learning objectives and to be integral to the learning process.

  Assessment and Measurement

3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.

3.2 Course information specifies how successful completion of the course will be recognized.

3.3 Specific and descriptive criteria are provided for the evaluation of learner's work and participation and are tied to the course policy for determination of successful course completion.

3.4 The assessment instruments selected are sequenced, varied, and appropriate to the learner work being assessed.

3.5 Learners have multiple opportunities to measure their own learner work being assessed.

4 Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes

  Instructional Materials

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.

4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.

4.3 The instructional materials are current and authoritative.

4.4 The instructional materials have sufficient breadth and depth for the course taker to learn the subject.

4.5 All resources and materials used in the course are appropriately cited.

4.6 If appropriate, the instructional materials present a variety of perspectives on the course content.

4.7 The distinction between required and optional materials is clearly stated.

5 Forms of interaction incorporated in the course motivate learners and promote learning

  Learner interaction & Engagement

5.1 The learning activities promote the achievement of the stated learning objectives.

5.2 Learning activities provide opportunities for interaction that support active learning.

5.3 The instructor's plan for classroom response time and feedback on assignments is clearly articulated.

5.4 The requirements for learner interaction are clearly articulated

6 Course navigation and technology support learner engagement and ensure access to course components

  Course Technology

6.1 The tools and media support the course learning objectives.

6.2 Course tools and media support learner engagement and guide the student to become an active learner.

6.3 Navigation throughout the online components of the course is logical, consistent, and efficient.

6.4 Learners can readily access the technologies required in the course.

6.5 The course technologies are current.

7 The course facilitates learner access to support services essential to learner success

  Learner Support

7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it.

7.2 Course instructions articulate or link to the institutions or organization's accessibility policies and services.

7.3 Course instructions articulate or link to an explanation of how the institution or organization's course-support services and resources can help learners succeed in the course and how they can access the services.

8 The course demonstrates commitment to accessibility for all course takers.

  Accessibility

8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation.

8.2 The course contains equivalent alternatives to auditory and visual content.

8.3 The course design facilitates readability and minimizes distraction.

8.4 The course accommodates the use of assistive technologies.

COURSE STRUCTURE CHANGE AND ENHANCEMENT WITH TOOLS

Issues

• Too many manual releases• Instructors don’t know student progress• Competencies are not mapped• Assessments do not 100% fit for CBE

Remove unnecessary manual releases

Re-designed Course Flow Chart

Remove course components

• Remove Course Unavailable• Remove Challenge Assessment Option

Intelligent agent

• send notifications to instructors and academic coaches

Release condition

• Automate course process• Accelerate student learning experience

Remove discussion

• Students no long required to communicate with their classmates

Intergrade industry certification exam

• Use industry certification to replace Evaluation Assessment

• More marketable competency

Adding hybrid session

• Add optional class session for students in need

Competency Mapping

• D2L is not designed for competency mapping and analysis• Partnership with Education Online to create customized

competency management tool

Reduce to one unit course

• Reduce the number of proctored assessment to one

• Add proctor U as an option for online test proctoring

EVALUATION OF CBE PROGRAM AND COURSES

Growing number of student enrollment

Student survey results for CBE program

CONCLUSION

• CBE course design can be accomplished through D2L by customized course structure

• Internal and external tools are very important parts of CBE course• Keep course automation as propriety • Non-traditional education model need non-traditional thinking

Works cited

• Adelman, Clifford. "Principal Indicators of Student Academic Histories in Postsecondary Education, 1972-2000 ." January 2004. U.S. Department of Education . 3 April 2015 <https://www2.ed.gov/rschstat/research/pubs/prinindicat/prinindicat.pdf>.

• Book, Patricia A. "ALL HANDS ON DECK:TEN LESSONS FROM EARLY ADOPTERS OF COMPETENCY-BASED EDUCATION." May 2014. WICHE Cooperative for Educational Technologies (WCET) . 10 April 2015 <http://wcet.wiche.edu/wcet/docs/summit/AllHandsOnDeck-Final.pdf>.

• Burke, John. "Competency Based Education And Training." Burke, John. Competency Based Education And Training. The Falmer Press, Taylor & Francis Inc., 2005. 224.

• "Competency-Based Learning or Personalized Learning." n.d. United States Department of Education. 9 April 2015 <http://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning>.

• Schaffhauser, Dian. "Technologies that Unlock Competency-Based Learning." 5 February 2014. The Journal. 2 April 2015 <http://thejournal.com/articles/2014/02/05/technologies-that-unlock-competency-based-learning.aspx>.

• "Trade Adjustment Assistance Community College and Career Training Grants Program (TAACCCT)." n.d. Higher Education Grants Info. 8 April 2015 <http://www.higheredgrants.info/GrantDetails.aspx?gid=30308>.