Competency based learning and OER webinar


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Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.

Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:

Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.

Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.

Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.

Participant Login Information:

There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.

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  • ELLUMINATE/CCC Conference Opening Script [Start recording…] Welcome to the ________ Webinar for DAY, MONTH, YEAR [sponsored by]. [If applicable] Today’s guests come to us from _______ in ____, ___. I will introduce them shortly, but first I want to go over a few details about this [Elluminate/CCC Confer] session for those who are new to [Elluminate/CCC Confer].DetailsAt the upper left of your screen, you should see the Participants window, which lists the participants in this session. You can use the icons underneath this window to:Raise your hand if you have a question or comment and you wish to speakThere are also happy and sad faces and an applaud icon Below the Participants window is the Chat window to the center-left of this screen where you can type a question or comment into the box at any time. You can also send a private message to another participant at any time, but please be aware that moderators can see all private messages.Below the chat area is the Audio window in the bottom left of the screen. Click on the raised your hand button to let us know you would like to speak. You can use a head set or your phone for audio chat. If you are using a microphone and have been recognized to speak, Click the button with the microphone on it and begin speaking. Remember to click the button again when you finish speaking so that someone else can have a turn. You can control your mic and volume levels with the sliders. And if you are having trouble with your headset or microphone, you can access the Audio Setup Wizard from the Tools menu on the top toolbar. From Tools, select Audio, and then Audio Setup Wizard, and follow the on-screen instructions.[CCC Confer ONLY] If you are using the telephone to speak, Click on the phone handset below the microphone and audio volume sliders. The call-number and pin will then appear in a dialog box.
  • College Credit predictor tool link for quick demoDiscuss the lead gen, aspects of it.# of Partner Plus/Partners, Affiliatedenhanced image for caelreinforcing leadership position
  • STEP 3 - Whichever course is chosen, both lead to the same portfolio process and high quality assessment. Emphasize the attainment of learning outcomes, skills and competencies at the college-level. Make sure we mention the small pilot on competencies and we are moving toward the dual transcript, competencies.
  • Explain what a difference this makes for students. One portfolio can be up to 12 credit hours in the same subject area, $250 per portfolio. The student saves time and money and is validated.
  • Talk about LearningCounts assessors, all with appropriate faculty credentials, trained by CAEL, use a common rubric. Talk about how we assure quality. Inter-rater reliability checks. We welcome faculty from our Partner institutions.
  • Prior to coming to Ivy Bridge/Altius, I was at ESC. Una asked that I speak a bit about competency-based learning at ESC as well as Ivy Bridge…
  • Students pick their own English when they place Positive response from students. Choices are Eng100, Eng140, Eng141 (which is the equivalence of Comp I)
  • Though technology-facilitated, relies heavily on faculty for adaptation.The basic course components will be as follows:Diagnostic pre-test and initial writing assignment to determine skill building focusLive weekly 1-on-1 meetings with the instructor where adaptive path is assigned leveraging pre-determined course adaptation guidelines, based on performance on diagnostic, previous assignments, and metacognitive assessmentSkill builder modules – assignments adapted weekly for personalized, targeted skill development Adapted assignment pace - If previous week’s writing assignment is successful, student will move to next assignment. If not yet showing targeted skill mastery, supporting skill building exercises will be assigned, and student will instead work to revise the previous assignment Skill building support - adapted in level of scaffolding, including self-study, supplemental resources, and tutoringMetacognitive assessments – students rate level of effort and level of confidence as part of the diagnostic and feedback process analyze data on a weekly basis to direct students on an individual pathway through the course. All instructors will also participate in a course feedback loop to bring to light class improvements and effective adaptive strategies.
  • Allows students to move more quickly through material they already knowUse storytelling—provides the learning in a real world contextCourses that are not time dependent—choice of paceDiscuss Discussion board—students must choose if their reply is contributing more information, agreeing, or disagreeing… develop metacognition, and critical thinking. Analytics are gathered…Rubric developed to measure competencies across the students program (horizontal). One way is with multiple rubrics (teaching professor assess core content, but another professor may be sent the material to use another rubric to grade the writing) Developing grading workshops for faculty for norming expectations.Big data and new types of analytics allow us to track competencies, and analyze course
  • Competency based learning and OER webinar

    1. 1. Chari Leader Kelley, LearningCountsEllen Marie Murphy, Ivy Bridge CollegeDavid Shulman, Broward CollegeJune 11, 2013Competency-based Learningand OER
    2. 2. Collaborate Window OverviewAudio & VideoParticipantsChatTech Support available at:1-760-744-1150 ext. 1537, 1554
    3. 3. WelcomePlease introduce yourself in the chatwindow. Tell us how you heard abouttoday’s webinar?– Una Daly, moderator• Community College Outreach Director atOCW Consortium
    4. 4. Agenda• CCCOER Introduction• LearningCounts Project at CAEL• Personalized Learning and OER atIvy Bridge College AltiusEd• Broward College’s Competency-basedMOOC and OER Initiatives• Q & A
    5. 5. CCCOER Mission• Promote adoption of OER to enhanceteaching and learning–Expand access to education–Support professional development–Advance community college missionFunded by the William & FloraHewlett Foundation
    6. 6. 200+ Community & Technical College
    7. 7. Competency-based Learning & OERe-PortfolioAssessmentMastery-basedLearningOpenOnlineCoursesPersonalizedLearningTransferDegreesPriorLearningCreditOER-basedDegrees
    8. 8. Prior Learning Assessment & OERDr. Chari Leader KelleyVice-president LearningCounts.orgCouncil of Adult & Experiential Learning (CAEL)
    9. 9. OER + PLA = Student SuccessT O D AY ’ S P R I O R L E A R N I N GA S S E S S M E N T A N D H O W T OL E V E R A G E I T W I T H O E RJ U N E 1 1 , 2 0 1 3
    10. 10. Council for Adult and Experiential LearningA 501(c)(3) non-profit, international organization with nearly40 years of lifelong learning experienceNational leader in PLA best practices, research, and writingDedicated to removing barriers to adult learningRecognized by regional accrediting bodiesL E A R N I N G C O U N T S . O R G 11
    11. 11. WHY NOW?Outcomes,Competencies,Accountability, UsingTechnology to ScaleSignificantLearningOutside ofAcademiaEconomicPressuresChangingProfile ofLearners12
    12. 12. WHAT IS PLA and ACC?Prior Learning Assessment and Advanced CollegeCreditProcesses for evaluating and demonstratingknowledge and skills in order to award college creditfor learning from:On-the-joblearningEmployer &WorkforceTrainingIndependentstudy, suchas OERMilitaryserviceVolunteerservice13
    13. 13. WHY CPL/PLA?o Degree/credential completion initiativeso Focus on retention and persistenceo Leverage learning toward credentialso Reduce time to completiono Reduce student debto Maintain academic standards and integrityo Greater availability of free learningopportunitieso Technology to enable scaling14
    14. 14. HOW PLAHELPS: Graduation RatesAssociateDegreestudents are 2times morelikely to persistto graduation.The PLA Effect:Equal benefitsfor all studentsFueling the Race to Postsecondary Success, CAEL, March 201015T H E C O U N C I L F O R A D U L T & E X P E R I E N T I A L L E A R N I N G
    15. 15. TWO CHOICES FOR SCALED O I T Y O U R S E L F1. Task Force withfacultyrepresentation2. Departmentaldecisions3. Faculty training4. PLA Coordinator5. Define/priceprocess6. Train staff7. Market serviceL E A R N I N G C O U N T S1. Task Force with facultyrepresentation2. Partner withLearningCounts3. NCCRS Policy4. Free training webinars5. Market service6. Refer students7. Receive transcripts and testscores from PLA sources16CAEL can help you with either choice to ensure PLA quality.
    16. 16. THE PERFECT COMBINATION17Students who learn from free webcontent, like the SaylorFoundation courses, MOOCs,Khan Academy, and thethousands of other learningresources on the web, can earncollege credit for their college-level learning at the mostinnovative, only online “at scale”prior learning assessment centeradhering to CAEL’sQuality Principles forPrior LearningAssessment!
    17. 17. OVERVIEW Free PLA Credit Predictor Complimentary student guidance on all forms of PLA Courses to teach students how to discover their own college-level learning and build portfolios online. One portfolio per subject matter, 1-12 credit hours can berequested per portfolio. Portfolios are routed electronically to CAEL-trained facultyassessors with appropriate subject matter expertise Students find out within 2 weeks if credit is recommended ordenied. Credits are transcribed on a CAEL/NCCRS Transcript ordirectly by colleges and universities18T H E C O U N C I L F O R A D U L T & E X P E R I E N T I A L L E A R N I N G
    19. 19. L E A R N I N G C O U N T S . O R G 20
    20. 20. LEARNINGCOUNTS PORTFOLIO21USING COURSE MATCH – Prove Learning Outcomes attained are equivalentto a student taking the course in the traditional college classroomL E A R N I N G C O U N T S . O R G
    21. 21. PORTFOLIO CREDITS AWARDED22InformationTechnology12%Business/HumanResources32%Liberal Arts24% Finance11%Communication11%Criminal Justice4%Vocational6%L E A R N I N G C O U N T S . O R G
    22. 22. PORTFOLIO SUCCESS RATESL E A R N I N G C O U N T S . O R G 236%7%87%No Credit Earned Partial Credit Earned Full Credit Earned
    23. 23. A NEW MODEL Saylor Foundation free online courses Working to embed a portfolio template for studentswho “opt in” for earning college credit throughdocumenting their learning for a faculty assessor’sreview Templates will be evaluated every month (morefrequently if more students participate. Students find out if credit is awarded within 2 weeksof the evaluation date, likely within days! LearningCounts transcribes the credit on anNCCRS-validated transcript and students submitthe transcripts to their colleges.24
    24. 24. BECOME A PARTNER! It’s easy! We do all of the work for you. Refer students to us. We guide your students in choosingexams, requesting ACE, NCCRS, or militarytranscripts; and through portfolio development andassessment. Our credit recommendations are determined byfaculty assessors trained by CAEL with subjectmatter expertise to determine if credit can beawarded. Make sure your transfer policy includes acceptanceof NCCRS credit recommendation. We work with TAACCCT Grants! 25
    25. 25. MAKING A DIFFERENCE!26
    26. 26. 27
    27. 27. Personalized LearningEllen Marie MurphyExecutive DirectorCurriculum & Learning SystemsIvy Bridge College, Altius Education
    28. 28. Competency-basedlearning and OERsEllen Marie MurphyJune 11, 2013
    29. 29. Previous experience• Degree Planning• Education Planning• Planning and Finalizing Your Degree Program• Independent Studies—can include OERs• Assessment of Prior Learning (PLA)—assessmentof badges and use of OERs
    30. 30. •Self-directed placement•Adaptive English•Self paced•HelixIvy Bridge
    31. 31. •Survey•Read a text•Write a paragraph•Asked to reflect•Review the syllabus•Review a “B” paperSelf-directed placement
    32. 32. •All homework open all semester•Can finish early•Can go back and continue to improveCompetency Math—self pacing
    33. 33. •Relies on Faculty for adaptation•Foundation for self-directed learning•Builds metacognitive skillsGates GrantFundamentals of College Writing
    34. 34. •Personalization•Horizontal Competencies: collaboration, criticalthinking, metacognition•Horizontal competencies: writing, reading, etcHelix
    35. 35. Helix cont.• Big data--analytics
    36. 36. Analytics for the student and the instructor
    37. 37. •Currently in the process of looking to hire anindividual whose main job will be to provideadvanced OER sourcing capabilities•Job title: Materials LiaisonOn OERs
    38. 38. Competency-based and OERInitiativesDr. David ShulmanAssociate Vice PresidentBroward College Online & InstructionalTechnology
    39. 39. In the beginning…1990’s Miami-Dade County Public SchoolsCompetency Based Curriculum Correlated tothe Sunshine State Standards and the GradeLevel ExpectationsIBM Learning Village & MDCPSOERs for district teachers, aligned with gradelevel and competenciesCompetency-basedand OER Initiatives
    40. 40. Example: Competency Based Curriculum8th Grade MathematicsCompetency-basedand OER InitiativesCOMPONENT OBJECTIVES COMPETENCYNumber Sense,Concepts, andOperationsIdentifies and explainsthe absolute value of anumber.The studentunderstands thedifferent ways numbersare represented andused in the real world.
    41. 41. Fast Forward to 2013 Broward CollegeMOOCCompetency-basedand OER Initiatives
    42. 42. Example of Broward College MOOCCompetency for MathCompetency-basedand OER InitiativesCOMPONENT OBJECTIVES COMPETENCYAbsolute Value &Ordering NumbersThe studentunderstands thedifferent ways numbersare represented andused in the real world.Knows that the distancebetween two numberson the number line isthe absolute value oftheir difference.
    43. 43. Why a competency-based MOOC?- Supports a personalized approach for eachstudent- No need to take a linear path covering allcontent- Student time is devoted to only thosecompetencies requiring remediationCompetency-basedand OER Initiatives
    44. 44. Why a competency-based MOOC?- Three subject matter expert faculty canassist students (over 760) at any point intheir progress- No textbook is used, only OERs specific toeach competencyCompetency-basedand OER Initiatives
    45. 45. New Course Development with OERs- Where applicable, OERs are replacingtextbook in new online course development- Pending contract with Flatworld Knowledgeto supplement existing OER sources (wewill absorb Flatworld costs)- January 2014 rollout of OER-based A.S. inBusiness Administration(Version 1. traditional, Version 2. Competency-based)Competency-basedand OER Initiatives
    46. 46. TAACCCT* Grant for Competency-based I.T.Degrees (NOTE: Creative Commons Licensing)- Broward College, Sinclair CC, Austin CC- Training from Western Governors Universityto develop competency-based degrees- Launches Fall 2013- Competency-based, with OERs*Trade Adjustment Assistance Community College and Career TrainingCompetency-basedand OER Initiatives
    47. 47. Future Directions- Increased use of OERs where possible- Further development of competency-basedcertificates and degreesCompetency-basedand OER Initiatives
    48. 48. Join Us atOCW Consortium• Information: Stay in the loop onissues in open education.• Collaboration: Participate incommunity, attend webinars, join our advisoryboard.• Collective Visibility: Gain global exposurethrough OCWC’s website and shared media• Direction: Provide direct input to OCWC’sfocus on community colleges.
    49. 49. Help us choose fall webinars …A. Finding open textbooksB. Going mobile with OERC. MOOCs at Community CollegesD. Universal Design and OERE. TAACCCT and other OER ProjectsF.Other (please type in chat window)
    50. 50. Stay in the Loop• Upcoming Conferences- Online Teaching Conference (June 20-21)- Open Education Conference (Nov 6-8)• CCCOER Advisory group meets monthly–
    51. 51. Thank you for attending!Please type your question in the chat window orraise your hand to speakContact InformationUna Daly unatdaly@ocwconsortium.orgChari Leader Kelley cleader-kelley@cael.orgEllen Marie Murphy murphy.ellenmarie@gmail.comDavid Shulman
    52. 52. Share cc-by-saLa belle tzigane cc-by-saAsian Library Interior 5 cc-by-nc-saPetru cc-by-nc-saOpensourceways cc-by-saPhoto credits: