Want audience to use boilerplate language from Creative Commons website for application to align with DOL design principles.
The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is also the mastery of the learning process. Education should aim to turn novice learners into expert learners—individuals who want to learn, who know how to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this challenging goal by providing a framework for understanding how to create high-performance curricula that meets the needs of all learners by design and from the start. Universal Design for Learning (UDL)is a set of principles for curriculum development that give all individuals equal opportunities to learn. Drawing upon current research from learning sciences and leveraging multimedia technology, UDL provides a framework for creating instructional goals, methods, materials, and assessments that work for everyone—not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Research from the modern learning sciences has demonstrated that learners are incredibly variable. Not only do we find massive natural individual differences between learners, modern learning science has also discovered that individuals differ dramatically moment-to-moment depending on the context. These two ideas—variability and context—have become the backbone of a new learning science that focuses primarily on the interaction between natural learning variability and the environment in which learning takes place. The shift toward an interaction perspective has powerful implications for both the way students are taught and the way curricula are designed. From this perspective, learning design is largely about creating high-performance learning environments flexible enough to be responsive to the reality of the variability that exists in those environments. UDL provides a framework for understanding critical dimensions of learning variability in a way that allows non-experts to design environments that reflect the current state of knowledge in the learning sciences. Universal Design for Learning is defined in the Higher Education Opportunity Act of 2008 as a scientifically valid framework for guiding educational practice that: a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. In setting a vision for transforming American education powered by technology, The National Education Technology Plan (2010) calls for state of the art technology and Universal Design for Learning concepts to enable, motivate and inspire all students to achieve, regardless of background, language or disabilities. In addition to this definition, the framework of UDL has been elaborated by CAST in Teaching Every Student in the Digital Age (Rose & Meyer; ASCD, 2002), The Universally Designed Classroom (Rose, Meyer, & Hitchcock, Eds.; Harvard Education Press, 2005), and A Practical Reader in Universal Design for Learning (Rose & Meyer, Eds.; Harvard Education Press, 2006).UDL has three core principles and a set of guidelines that support curriculum design:For further information, please visit the National Center on Universal Design for Learning, UDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines/changes Accessibility as a Necessary Foundation The first level of UDL guidelines address issues of accessibility to the learning materials for individuals with physical or sensory disabilities. We recommend that course developers adhere to at least the base level accessibility standard stipulated by the Federal Government in Section 508 (Section 508 of the Rehab Act Electronic and Information Technology Accessibility for Persons with Disabilities). Section 508 implementation requires agencies to make information technology accessible for people with disabilities. Section 508 implementation is guided by IT Accessibility & Workforce Division, in the U.S. General Services Administration’s Office of Governmentwide Policy, who has been charged with the task of educating federal employees and building the infrastructure necessary to support Section 508 implementation. Accessibility considerations are best dealt with during design, not as a retrofit after a product has been developed and therefore, involves coordination of individuals responsible for design, development and ultimately those involved in procurement, or use of electronic and information technology (EIT).
* Director of e-Learning and open education
* No one wants $2B of poorly designed digital content
Want audience to use boilerplate language from Creative Commons website for application to align with DOL design principles.
2011TAACCCT: Don't Take it For Granted
TAACCCT:Don’t Take it for GRANT-ed WCET October 28, 2011 1
Speakers Darcy Hardy, Asst. Vice Provost, UT San Antonio, IPA Appointee, US DOL Cable Green, Director of Global Learning, Creative Commons Rhonda Epper, Assistant Provost, Colorado Community College System
What is TAACCCT? Trade Adjustment Assistance Community College and Career Training Grant Program – (aka TACT) $500 million in FY11 grant funds to expand and improve the ability of eligible institutions to deliver education and career training programs – capacity building grants Four rounds – 36 months each
Eligibility Eligible institutions are institutions of higher education as defined in Section 102 of the Higher Education Act of 1965 (20 U.S.C. 1002) which offer programs that can be completed in not more than 2 years. Includes 2-year and 4-year colleges and universities, Historically Black Colleges and Universities, Tribal Colleges and Universities, and Hispanic Serving Institutions, among others.
Targeted Population Funds will provide education and training programs suitable for workers eligible for training under the TAA for Workers program. The Department expects that once programs are implemented they will benefit a wide range of individuals.
Overarching Goals Use of evidence Technology and online innovation Credential attainment Job placement
Other Considerations State Authorization Accessibility Standards conformant Intellectual Property Requirements and Creative Commons
First SGA: Four Program Priorities1. Accelerate Progress for Low-Skilled and Other Workers2. Improve Retention and Achievement Rates to Reduce Time to Completion3. Build Programs That Meet Industry Needs, Including Developing Career Pathways4. Strengthen Online and Technology-Enabled Learning
Awards Announced 9.26.11 32 Awards 23 Consortia 9 Individual Institutions 17 Additional (till to come) Approximately 230 institutions
TAACCCT Grantees Up to 5 Million 5 to 10 Million All Data Rounded 10 to 20 Million 20 to 30 Million 20.0 23.7 NH WA 2.5 2.7 7.7 11.3 VT ME MT ND 12.4 18.7 MN 22.2 OR 2.7 19.9 MA ID 2.7 4.8 NY 2.7 SD WI 3.6 3.4 WY MI RI 2.7 3.3 20.0 2.7 IA 2.7 NE 10.6 PA 4.6 CT20.0 3.7 26.2 5.2 OH NJ NV UT 17.3 IL IN 5.0 CA CO 19.6 20.0 5.0 24.1 DE KS MO 5.1 WV VA KY 6.9 3.5 18.8 MD DC 2.7 4.5 NC 2.8 2.7 16.0 TN OK AZ NM AR 20.0 9.5 2.5 SC 2.7 GA MS AL 11.4 2.7 TX LA 2.5 AK 4.9 FL 24.7 HI 2.7 PR
Keep up with TACTwww.doleta.gov/TAACCCT firstname.lastname@example.org
Succeeding with DOL TAACCCT Grant Program: Support for Grantees
“OPEN” Consortia will Support ALL DOL TAACCCT Grantees
A simple, standardizedway to grant copyright permissions to your creative work.
TAACCCT & Creative Commons “…as a condition of the receipt of a Trade Adjustment Assistance Community College and Career Training Grant (“Grant”), the Grantee will be required to license to the public (not including the Federal Government) all work created with the support of the grant (“Work”) under a Creative Commons Attribution 3.0 License (“License”).”
Strengthen Online and Technology-Enabled Learning “TAACCCT will support institutions that are committed to using data to continuously assess the effectiveness of their strategies in order to improve their program… and build evidence about effective practice..”
“The Killer App”Feedback Loopsfor ContinuousImprovement
OLI Supported Development: Apply learning science research and scientific method to OER development, implementation and evaluation. Develop OER collaboratively: Teams of TAACCCT grantee SMEs with OLI learning scientists, human computer interaction experts & software engineers. Use rich data gathered from student interactions to drive multiple feedback loops for continuous improvement.
Universal Design for Learning “All online and technology-enabled courses developed under this SGA must incorporate the principles of universal design in order to ensure that they are readily accessible to qualified individuals with disabilities in full compliance with the Americans with Disability Act and Sections 504 and 508 of the Federal Rehabilitation Act of 1973, as amended. ”
Community and Technical Colleges Producers (grantees) and consumers We’ll all need adoption, professional development plans — adoption will not happen without planning and leadership. Opportunity to tie adoption to “performance based funding policies”
We should commend the FederalGovernment for this landmark (CC BY) requirement.
For more informationcreativecommons.org/taa-grant-program
Dr. Cable GreenDirector of Global Learningcable@creativecommons.org twitter: cgreen
TAACCCTColorado Online Energy Training Consortium WCET Annual Conference October 28, 2011
CO-Energy Training Consortium $17,256,881 awarded through TAACCCT 10/1/2011 through 9/30/2014 Consortium will offer a wide selection of energy-related degree and certificate programs tailored to industry specifications and job demands. Programs will be delivered via online instruction combined with compressed site-based training and use of mobile labs.
CO-Energy Training ConsortiumPartners: 15 community colleges 14 Energy industry employers Colorado Department of Labor & Employment 10 Regional Workforce Centers
Energy Industry in Colorado Between 1999-2009, Colorado’s cleantech industry grew by 18%, more than twice the rate of the state’s economy as a whole. Large company relocations Draw for manufacturing and supply-chain partners. Colorado has an abundance of renewable energy assets (wind, biomass, solar, water), in addition to a large concentration of fossil fuels (coal, natural gas, oil), making it a leader in energy related work.
Energy Industry in Colorado Access to federal research labs (National Renewable Energy Laboratory, National Center for Oceanic and Atmospheric Research, Office of Surface Mining Reclamation). Employers report that many skilled employees are nearing retirement.
Energy Program Expansion & Redesign to Hybrid Delivery Clean Energy Technology (Front Range CC) AS degree and certificates for Solar Technician, Wind Technician, Power/Smart Grid Technician. Wind Energy Technology (Northeastern JC) AS degree in Wind Energy Technology Close proximity to wind farms and employers Utility Line Technology (Trinidad State JC) AAS degree and certificate for Line Technician
Energy Program Expansion & Redesign to Hybrid Delivery Oil & Gas Technology (Aims CC) AAS degree or express short-term stackable credentials in Oil/Gas technology. Process Technology/Instrumentation (Colorado Mountain College) AAS and certificate in instrumentation or process technology
Energy Program Expansion & Redesign to Hybrid Delivery Mining/Extractive Technology (Pueblo CC) Certificates in Mine Safety Health Admin (MSHA), welding, mechanical, and electrical systems. Includes mining simulators in mobile labs. Water Quality Management (Red Rocks CC) AS degree and certificate for water quality technician and management.
CO-Energy Training Consortium Project includes a redesign of remedial education throughout all colleges Utilizing research-based practices in modular, contextualized, and accelerated curriculum. Contextualized remedial modules will be developed for each energy program. Will be licensed and shared as an OER resource.
CO-Energy Training Consortium Career guidance, placement Career coaches help students select program and advise them on targeted remediation and assessment options. Career coaches work with WF centers for referrals. Displaced workers often unfamiliar with how to conduct a job search or navigate employment and education systems. Energy Career Website Real-time employer job openings, career planning resources, placement services, mobile apps delivered directly to students’ devices.
COETC Energy Career Pathways Managers & Technical Skilled Professionals Technician Entry-Level Technician Entry –Level Semi-Skilled Skilled Worker WorkerDisplacedWorker Career Workforce Coach Associate Baccalaureate Centers AAA 109 + Degree Assessments Degrees Career Occupational Explorations Fast Track Work Developmen Certificates Energy Certificates: Associate of Applied Four-year colleges tal Ed Clean Energy (Solar, and universities Readiness Science (AAS): Certificates Wind, Smart Grid) Wind Energy throughout Utility Line Tech Technology, Clean Colorado. Oil & Gas Energy Technology, Energy System Tech Utility Line Tech, Mine Safety, Water Quality Welding, Management, Mechanical Sustainable Industrial Systems, Electrical Technology/Energy, Systems, Mine First Instrumentation, Responder. Process Technology
CO-Energy Training Consortium GOALS Get students quickly trained and placed into high-wage, high-demand jobs. Enhance the training capacity of community colleges to meet growing energy industry needs. Reform intake and referral process between workforce system and community colleges.
TAACCCT Application Process Began building consortium in December, 2010 Key decisions early on were to pursue a statewide approach, and to focus on the Energy Sector. Held planning meetings in February, 2011 Worked with Colo Dept Labor & Employment to gather data on target population. Colleges asked employer partners to validate job growth projections in energy industry. Colleges assessed gaps in programs to fulfill statewide needs (both in remedial Ed and Energy) Worked with CDLE to integrate regional WF centers into consortium efforts.
Rhonda Epper, Assistant ProvostColorado Community College System email@example.com