OPEN Support of TAACCCT

Community Colleges

10-Feb-2014
Bill & Melinda Gates Foundation

Except where otherwise noted the...
Presentation Agenda
•
•
•
•
•

TAACCCT purpose/framework & grantee needs (10 min)
OPEN Comprehensive Services (30 min)
OPE...
Global Economy

• Foreign trade
• Offshore outsourcing
• Imports

Positives
• lower prices
• higher efficiency
• more jobs...
Economic Adjustment – Grant Program

• $2 billion grant funding over 4 years starting 2011
• Grants provided to community ...
Partnerships
Labour market demand - high
growth industry sectors
Employers & Industry
Design & delivery of employer
sponso...
SGA Requirements
•

“Grantees are required to license to the public all work created with the
support of the grant under a...
Employers & Industry

Comprehensive

Community Colleges

Public Workforce System

http://www.open4us.org

Platform
Co-Deve...
TAACCCT
Economic
Adjustments
Negatives

Positives
• lower prices
• higher efficiency
• more jobs
• quality

Positives
• em...
OPEN Comprehensive Services For All Grantees
CC BY licensing requirement & ancillary
benefits (Cable 7 min)

Learner Varia...
CC BY Requirements – specific language
•

All successful applicants must allow broad access for others to use and
enhance ...
CC BY Requirements – specific language
•

Work that must be licensed under the CC BY includes both new content
created wit...
http://open4us.org/

http://bit.ly/1iw1sTf
CC BY & OPEN: Broad Open Policy Impact
•
•
•

•
•
•
•

Confidential: US DOL considering adding CC BY requirement to other ...
Learner Variability

When it comes to
learning, natural
variability is the rule,
not the exception.
Source: Meyer, A., Ros...
Learner Variability
Representation
Action and Expression
Engagement
Three Learning Networks
Recognition
what

Present
information and
content in
different ways

Strategic
how

Differentiate ...
On Course
Universal Design for Learning in
Higher Education
Home Page
Domain Landing
Page

Text to speech,
search

Social
sharing
Resource: Executive Function
Domain:
Selecting
Media and
Technology
OPEN Comprehensive Services
SBCTC Comprehensive Services
• How to Use OER
• How to Manage an OER Project
• Institutional Open Policy Project
How to Use OER
• Training in the use of OER
– How to Use OER training class
• Two weeks, online, instructor facilitated

–...
How to Use OER participants say…
• How to Use OER is a great introduction to this amazing
development in education. This w...
How to Manage an Open Project

Training and resources to help manage an
open project
• Seven Practices for Managing an Ope...
Institutional Open Policy Project
How have TAACCCT grantees approached open
policies at their institutions to address the ...
Institutional Open Policy Project
SBCTC will offer webinars in October and November of 2014.
• The Top Five Issues in OER ...
Strengthening Online, TechnologyEnhanced and Evidence-Based
Course Design
Strengthen Online and
Technology-Enabled Learning
“…present innovative and
sophisticated applications of
technology, inclu...
Comprehensive

Comprehensive

Platform
Co-Development

Scientifically-based, datadriven approach to
learning design:
• Web...
Platform

Comprehensive

Platform
Co-Development

Tools for creating and
delivering online instruction
that embeds practic...
Co-Development

Comprehensive

Platform
Co-Development

Collaborative, community
based approach to course
design involving...
Science

An approach to designing,
developing, delivering and
improving learning
experiences

Technology

Teams

Data

• S...
Team-based design and development
Data drives powerful Feedback Loops
Project Selection
•
•
•
•
•
•

Applicable, re-usable, multiple projects
Suitability for this type of approach
Grantee inte...
Co-Development Projects
Health Care Information &
Management Systems (HIMS)

STEM Readiness
Open Professionals Education Network

Healthcare Information
Management Systems
Co-Development

Dianne Lee, MoHealthWINs
K...
Round 1
Grantee

Round 2
Grantee

MoHealthWINs Consortium
•
•
•
•
•
•
•
•
•
•
•
•
•

Health eWorkforce Consortium

Crowder...
Workforce need

Source: Burning Glass Technologies 2012, - Funding from the
Lumina and Joyce Foundations
CHIME’s most
recent IT
staffing survey
found that 67
percent of
respondents are
experiencing
shortages.

Source: College o...
Healthcare Information and
Management Systems
• Training for entry into the high-demand Health
Information Technology fiel...
Leveraging Prior Federal Grants
• Curricular Resources created with funding from the HHS
through the Office of the Nationa...
Open Professionals Education Network

Healthcare Information
Management Systems
Co-Development
Live Demo

Dianne Lee, MoHe...
NATIONAL STEM CONSORTIUM
Norman Bier, Director
Open Learning Initiative, CMU
Sam Catherine Johnston Ed.D., Research Scient...
What is the National STEM Consortium?
•

Anne Arundel Community College in Maryland

•

College of Lake County in Illinois...
What is the Role of the NSC?
Design and deliver Science, Technology, Engineering, and
Mathematics (STEM) programs that are...
NSC Industries
•

Composite Materials

•

Cyber Technology

•

Electric Vehicle Development and Repair

•

Environmental T...
WHAT IS THE STEM BRIDGE?
Anne Arundel Community College National STEM
Consortium Technical Proposal (Page 13)
―Each of the...
CO-DEVELOPMENT PARTNERS
•
•
•
•

National STEM Consortium – STEM Bridge Team
Carnegie Mellon’s Open Learning Initiative (O...
LEARNING OUTCOMES BASED CURRICULUM

The STEM Bridge Team surveyed all five technical teams to determine what key skills we...
WHAT IS THE STEM BRIDGE?
STEM Bridge is a two-part strategy to provide support to
learners in the STEM certificate program...
Industry Partners Helped Develop Scenario Based Learning

• Tell a story of a workplace that can be visualized
• Richly mo...
Provide Options for Sustaining
Effort and Persistence

Activate or supply background knowledge
Highlight patterns, critica...
Unit 2 - Critical Thinking and Workplace Communications

http://youtu.be/nFMRaG4p8mM

http://youtu.be/S0OOlThhU90

Present...
Video Scenario

Integrated
Instructional
Activities
STEM BRIDGE STRATEGY
STEM Readiness Component is FLEXIBLE and can be
delivered in a variety of ways:
Hybrid format with fa...
ADAPTABLE FOR OTHER PROGGRAMS
•

Modularized units can be inserted as needed to support
credit, non-credit or technical cu...
ADAPTABLE FOR OTHER PROGRAMS

AACC totally re-designed a WIA Youth program
curriculum designed to prepare students for the...
SUSTAINABILITY AND SCALING
•

January 2014: Over 3,700 users across the nation
•

Over 2,600 on OLI site

•

All 10 NSC Co...
STEM READINESS
•

The course can be adapted and contextualized for
other career pathways using the same learning
outcomes:...
STEM FAST TRACKS: STEM Foundations

Twenty two short modules focusing on the development
of key skills that are lacking in...
STEM Pathways

Additional short, modular courses, focused on areas of
known student challenge and difficulty. These course...
STEM Foundations
Sustainability – Beyond the Grant

•

Create a national repository of materials available at
no cost to all community coll...
Impact
•

Higher education
•

New nationally-portable programs.

•

Contextualized remediation.

•

Open education resourc...
OPEN Impact Summary
OPEN’s services have positively impacted:
1. Department Of Labor, by helping provide technical assista...
Q and A yellowbyLibby LeviCC BY-SA

Comprehensive
Platform
Co-Development
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
OPEN Support of TAACCCT
Upcoming SlideShare
Loading in …5
×

OPEN Support of TAACCCT

1,229 views

Published on

Presentation given to staff at the Bill & Melinda Gates Foundation 10-Feb-2014 on the work and services OPEN partners (Creative Commons, Washington SBCTC, CAST, Stanford, and Carnegie Mellon University) are providing to TAACCCT grantees. Presentation featured two partner TAACCCT grantees - National STEM Consortium and MoHealthWINS.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,229
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
14
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • In early 2014, CAST will be releasing a website, entitled On Course: Universal Design for Learning in Higher Education. This site aims to help grantees use UDL to address learner variability. This website offers resources geared toward multiple stakeholders within postsecondary institutions to help them learn how to use the UDL principles and guidelines to design for learner variability. Whether grantees are making curriculum or technology purchasing decisions, thinking about individual courses or an OER strategy, the resources on this site will help stakeholders understand the most basic premise of UDL. This premise is that the most effective and scalable innovations occur when efforts are made to meet the needs of “students at the margins” from the beginning, as innovations that are essential to some end up being beneficial to many (Meyer & Rose, 2005).
  • The website will support grantees working on the following: assessment of learning; ensuring technology and media meet accessibility standards; developing institutional policies and practices to address the needs of all learners; teaching approaches and course planning strategies to better serve community college learners.
  • Intended as 25 granteesMost grantees not prepared for investment this approach requiresAuthoring tools. Platform vs. ApproachShift to openedx
  • Smaller number of projectsBuild cross-grantee collaborationExemplars that build capacity and have extensive re-use
  • Quick intro of projects. Rolling up sleevesRipple effectHear it from themHIMS: closer view of course materialsSTEM: zoom out for larger look at program impact
  • Dianne gives brief background the 2 grantees.
  • The rapid uptake of technology in medical settings – everything from individual physical offices to clinics, major medical centers and long term care – has created a welcome demand for workers who have an IT skill set, and understand the unique nature of data in a medical or wellness setting. This look across job announcements in the industry tells the story.
  • CHIME – the College of Healthcare Information Management Executives – took a recent look inwards at their organizations, and you can see they are concerned about finding qualified people.
  •  
  • The National STEM consortium is a collection of ten community colleges from across the country:Anne Arundel Community College in MarylandCollege of Lake County in IllinoisClover Park Technical College in Washington StateCuyahoga Community College in OhioFlorida State College at JacksonvilleIvy Tech Community College in IndianaMacomb Community College in MichiganNorthwest Arkansas Community CollegeRoane State Community College in TennesseeSouth Seattle Community College in Washington State
  • The NSC creates career-focused academic programs that will be available to colleges across the country. The programs are one-year, certificate level, 30-credit programs in growing and emerging scientific fields.The NSC will change the culture of higher education by fostering multi-college cooperation in program development that meets current labor market needs.
  • In response to employer input and workforce data, the NSC grant will focus on five STEM industries:Composite MaterialsCyber TechnologyElectric Vehicle Development and RepairEnvironmental TechnologyMechatronics; a hybrid of electronics and mechanical engineering
  • The grant requires that the STEM Bridge be programmatically consistent across the five STEM fields and integrate development of key basic skills that are needed by workers in these industries.
  • The co-development team was a true model of national level collaboration. The STEM Bridge Team is comprised of faculty (Technical, Math, English and Developmental / ABE) from all ten colleges in the NSC. Carnegie Mellon contributed a design team and provided training on course development for key STEM Bridge Team members. CAST provided a team of designers to collaborate on course accessibility and create videos and audio recordings to enhance the course. The NSC was able to engage industry partners in a variety of ways in order to ensure that the course was as realistic as possible and would be able to engage learners in the types of situations that they would face in their new STEM careers.
  • How we can engage them in learning and how can we help them in "bridging the gap" between content knowledge and on-the-job performance? Using scenario based approach is one of the great solutions for this question we have. Learning objectives in each module are about critical but specific skills and knowledge to be a god Health IT professional. The scenario would help learners see the big picture with a clear overarching goal to engage themselves in learning.Cases capture our attention because humans are story-telling animals.Contextualized video scenarios recruits learners with authentic and relevant story. Students know clear purpose of the learning and how the outcome is related with their practices in the field. Through the real life story and characters they can empathize, they can be immersed into the problem situation quickly. Both the narratives and activities model various strategies leaners may use in the field to solve problems so students will be able to build critical thinking skills and find effective strategies that will work for themselves in the problematic situations. [It also helps them easily transfer and generalize what they know to the real situation later since they have already gone through some real life cases from these kind of activities.]
  • Critical thinking and effective workplace communication are critically important in many career fields. The learning outcomes for the ARINC Air Operations Center can be easily adapted and contextualized for other career fields.Analyze information from multiple sources and determine appropriate actions for a given situation.Listen to a conversation and compose an effective summary of the information.
  • The NSC liked the STEM Readiness course so much, that we decided to allocate NSC grant funding to develop some of the “FAST TRACKS” foundational skills into a new “STEM Foundations” course. We have just completed development of 10 “Workplace Communication” modules and will ultimately build 12 “Math” modules in the platform. Together, the modules may be used to strengthen foundational skills of lower level learners in any program.NSC is also building out two “Sticking Points” in each of the STEM technical courses in the interactive Platform+ system.
  • An overarching goal of this project is to create “open educational resources” to share with colleges across the country. Content will support blended or hybrid instructional delivery methods, taking best practices from traditional classroom delivery, and rethinking them using cutting-edge techniques and technology from our partners. NSC has partnered with Carnegie Mellon University and the Center for Applied Special Technology to design and deliver curricula using methods and technology proven to promote student success and completion.All course materials developed under the grant will hold a Creative Commons attribution license, meaning that the author retains copyright and requires attribution, but allows others to reuse, revise, and redistribute the materials free of charge. The content will be housed in Carnegie Mellon’s Open Learning Initiatives Platform+ learning environment.
  • The NSC approach uses new strategies for college learning. The collaboration among colleges and the use of open-learning resources will ensure consistency and standardization of programs nationwide. Contextualized remediation will eliminate many of the shortcomings of traditional developmental education by making the developmental skills relevant to course content and avoiding multi-semester remediation.
  • OPEN Support of TAACCCT

    1. 1. OPEN Support of TAACCCT Community Colleges 10-Feb-2014 Bill & Melinda Gates Foundation Except where otherwise noted these materials are licensed Creative Commons Attribution 4.0 (CC BY)
    2. 2. Presentation Agenda • • • • • TAACCCT purpose/framework & grantee needs (10 min) OPEN Comprehensive Services (30 min) OPEN +Platform & Co-development Services (30 min) OPEN's Impact (10 min) Proposed services for rounds 3 & 4 TAACCCT grantees (10 min) • Discussion Q&A (30 min)
    3. 3. Global Economy • Foreign trade • Offshore outsourcing • Imports Positives • lower prices • higher efficiency • more jobs • quality Economic Adjustments Required Negatives • displaced workers • unemployment • lower wages • low & obsolescent skills • personal & family hardship
    4. 4. Economic Adjustment – Grant Program • $2 billion grant funding over 4 years starting 2011 • Grants provided to community colleges • Expand education and career training programs that can be completed in two years or less • Help TAA-eligible workers and other adults acquire skills, degrees, and credentials needed for high-wage, high-skill employment while also meeting the needs of employers • Grant requires all newly developed materials be CC BY Largest OER initiative in the world.
    5. 5. Partnerships Labour market demand - high growth industry sectors Employers & Industry Design & delivery of employer sponsored work-based training models Local workforce investment board Public Workforce System Community Colleges (Consortia – in state & interstate) Job centers, adult education agencies, career and technical education agencies Six Core Elements 1. Evidence Based Design • use evidence to design program strategies • base program design on a level of evidence • use data for continuous improvement of programs 2. Stacked & Latticed Credentials • post-secondary credentials that have labor market value • certificates, certifications, diplomas, and degrees • competency-based educational programs 3. Transferability & Articulation • career pathways that transfer and articulate • within and across state lines & within consortia • bridge from noncredit to credit • build on previously funded courses & credentials 4. Online & TechEnabled Learning • hybrid and blended learning strategies • open enrollment, modularize content, accelerate course delivery, interactive simulations, gaming, digital tutors, synchronous & asynchronous, … • OER & UDL 5. Strategic Alignment • outreach to community employers and industry, public workforce system, non-profit organizations, philanthropies … • leverage supports & do not duplicate existing programs 6. Align with Previously-Funded TAACCCT Projects
    6. 6. SGA Requirements • “Grantees are required to license to the public all work created with the support of the grant under a Creative Commons Attribution 3.0 License.” • “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.” • “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. ”
    7. 7. Employers & Industry Comprehensive Community Colleges Public Workforce System http://www.open4us.org Platform Co-Development OPEN OPEN POLICY OPEN PRACTICES HOW TO accessibility-1200by questo sonioCC BY-NC
    8. 8. TAACCCT Economic Adjustments Negatives Positives • lower prices • higher efficiency • more jobs • quality Positives • employed workers • higher skills • higher wages • thriving growth industries Global Economy
    9. 9. OPEN Comprehensive Services For All Grantees CC BY licensing requirement & ancillary benefits (Cable 7 min) Learner Variability - Accessibility and Universal Design for Learning (Sam 7 min) OER best practices - finding OER, reusing OER, designing/developing OER, managing OER process (Connie/Paul 7 min) Evidence based course design - Quick tip sheets, interactive modules, OLI resources, for comprehensive (Kim/Norman 7 min)
    10. 10. CC BY Requirements – specific language • All successful applicants must allow broad access for others to use and enhance project products and offerings, including authorizing for-profit derivative uses of the courses and associated learning materials by licensing newly developed materials produced with grant funds with a Creative Commons Attribution License (CC BY). • This license allows subsequent users to copy, distribute, transmit and adapt the copyrighted work and requires such users to attribute the work in the manner specified by the Grantee. • The purpose of the CCBY licensing requirement is to ensure that materials developed with funds provided by these grants result in Work that can be freely reused and improved by others.
    11. 11. CC BY Requirements – specific language • Work that must be licensed under the CC BY includes both new content created with the grant funds and modifications made to pre-existing, grantee-owned content using grant funds. • Only work that is developed by the grantee with the grant funds is required to be licensed under the CC BY license. Pre-existing copyrighted materials licensed to, or purchased by the grantee from third parties, including modifications of such materials, remain subject to the intellectual property rights the grantee receives under the terms of the particular license or purchase. In addition, works created by the grantee without grant funds do not fall under the CC BY license requirement. • Requirements for open file formats, Open Source Software
    12. 12. http://open4us.org/ http://bit.ly/1iw1sTf
    13. 13. CC BY & OPEN: Broad Open Policy Impact • • • • • • • Confidential: US DOL considering adding CC BY requirement to other grants full day of meetings with all stakeholders + Undersecretary of ETA (bought in) Confidential: US State Department - working on CC BY license requirement on all discretionary grants and contracts. Confidential: OSTP and USAID - OER for Grand Challenges - all CC BY - with TA provided by CC (in process) ... following Gates' TA model. NSF grantee: http://www.windtechtv.org - moved to CC BY - so TAACCCT grantees will use the content / videos. VA Legislature learns of OER through VA DOL grantees – proposed $500K + $750K in new OER funding for VA Community College system. US DOE launches grant to curate OER from TAACCCT and other OER for Career and Tech Education (CTE) students & faculty. OECD: OER research – leading to Open Policy recommendations
    14. 14. Learner Variability When it comes to learning, natural variability is the rule, not the exception. Source: Meyer, A., Rose, D.H., & Gordon, D. (in press). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST.
    15. 15. Learner Variability Representation Action and Expression Engagement
    16. 16. Three Learning Networks Recognition what Present information and content in different ways Strategic how Differentiate the ways that students can express what they know Affective why Stimulate interest and motivation for learning
    17. 17. On Course Universal Design for Learning in Higher Education
    18. 18. Home Page
    19. 19. Domain Landing Page Text to speech, search Social sharing
    20. 20. Resource: Executive Function
    21. 21. Domain: Selecting Media and Technology
    22. 22. OPEN Comprehensive Services
    23. 23. SBCTC Comprehensive Services • How to Use OER • How to Manage an OER Project • Institutional Open Policy Project
    24. 24. How to Use OER • Training in the use of OER – How to Use OER training class • Two weeks, online, instructor facilitated – 20 TAACCCT grant staff and faculty from 15 states completed the training in January
    25. 25. How to Use OER participants say… • How to Use OER is a great introduction to this amazing development in education. This will establish a good foundation for understanding the various components of open resources or fill in gaps that you might have. I am grateful the course will remain open after completion so that the materials and discussions can be revisited -Cathy Clary from Columbia Basin College • I really enjoyed your class and felt I learned a great deal. Will you be offering more online classes from the State Board? This has been one of the most practical and helpful quick classes I have taken. Thanks for being there for us. –Theresa Allyn from Edmonds Community College.
    26. 26. How to Manage an Open Project Training and resources to help manage an open project • Seven Practices for Managing an Open Development Project: Practical Tips and Examples – A webinar offered March 6 and as needed
    27. 27. Institutional Open Policy Project How have TAACCCT grantees approached open policies at their institutions to address the open requirement of their grant? • Survey grantees on their experience with open policy • Discover barriers to open policy development • Share or crowd source successful practices for open development
    28. 28. Institutional Open Policy Project SBCTC will offer webinars in October and November of 2014. • The Top Five Issues in OER Policy Development—findings from a policy survey of the TAACCCT grantees • Policy Futures: Next Wave Thinking in OER Policy (panel) • TAACCCT Policy Responses to the Open Requirement (Panel)
    29. 29. Strengthening Online, TechnologyEnhanced and Evidence-Based Course Design
    30. 30. Strengthen Online and Technology-Enabled Learning “…present innovative and sophisticated applications of technology, including online, hybrid and/or technology-enabled strategies. These strategies should effectively teach content to students, enable students to teach themselves… • Providing continuous feedback to the learner and instructor… • Incorporating mechanisms to provide feedback to course designers and instructors…” ―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 abouteffective practice.‖
    31. 31. Comprehensive Comprehensive Platform Co-Development Scientifically-based, datadriven approach to learning design: • Webinars • Conferences • Online materials • Publications • Consultations
    32. 32. Platform Comprehensive Platform Co-Development Tools for creating and delivering online instruction that embeds practice and feedback throughout for a complete, supported learning experience. • Design activities for practice and feedback • Variability through UDL • Data on learning and behaviors • Continuously Improve • Measure Effectiveness
    33. 33. Co-Development Comprehensive Platform Co-Development Collaborative, community based approach to course design involving faculty from multiple institutions. The process will leverage the principles of UDL, learning science research, and technology to create an online course, which is active in its support of learners. • 3 Projects • Cross-Consortia
    34. 34. Science An approach to designing, developing, delivering and improving learning experiences Technology Teams Data • Science of Learning • Evaluation • Improvement • Platform • In-course Affordances • Team-based Development • Communities of Research and Use • Capture • In-course Use • Iterative Improvement • Research
    35. 35. Team-based design and development
    36. 36. Data drives powerful Feedback Loops
    37. 37. Project Selection • • • • • • Applicable, re-usable, multiple projects Suitability for this type of approach Grantee interest and commitment Consortium Structure Platform+ Tie-ins Program and Track Potential
    38. 38. Co-Development Projects Health Care Information & Management Systems (HIMS) STEM Readiness
    39. 39. Open Professionals Education Network Healthcare Information Management Systems Co-Development Dianne Lee, MoHealthWINs Kim Larson, OLI Sam Catherine Johnston, CAST February 2014
    40. 40. Round 1 Grantee Round 2 Grantee MoHealthWINs Consortium • • • • • • • • • • • • • Health eWorkforce Consortium Crowder College East Central College Jefferson College Linn State Technical College Metropolitan Community College Mineral Area College Moberly Area Community College North Central Missouri College Ozarks Technical Community College St. Charles Community College St. Louis Community College State Fair Community College Three Rivers College • • • • • • • • • Bellevue College Bellingham Technical College Clark College Clover Park Technical College Northern Virginia Community College Pierce College Renton Technical College Spokane Community College Whatcom Community College
    41. 41. Workforce need Source: Burning Glass Technologies 2012, - Funding from the Lumina and Joyce Foundations
    42. 42. CHIME’s most recent IT staffing survey found that 67 percent of respondents are experiencing shortages. Source: College of Healthcare Information Management Executives 2012
    43. 43. Healthcare Information and Management Systems • Training for entry into the high-demand Health Information Technology field • Aligned with a new entry-level industry certification— Certified Associate in Healthcare Information and Management Systems (CAHIMS) • Career pathway for students with IT or healthcare experience • Modularized approach
    44. 44. Leveraging Prior Federal Grants • Curricular Resources created with funding from the HHS through the Office of the National Coordinator of Health Information Technology (ONC) • Health IT Industry Certification Exam and Curriculum-CAHIMS
    45. 45. Open Professionals Education Network Healthcare Information Management Systems Co-Development Live Demo Dianne Lee, MoHealthWINs Kim Larson, OLI Sam Catherine Johnston, CAST February 2014
    46. 46. NATIONAL STEM CONSORTIUM Norman Bier, Director Open Learning Initiative, CMU Sam Catherine Johnston Ed.D., Research Scientist, CAST CAST Project Director for Project Open Janet M. Paulovich STEM Bridge Team Lead, National STEM Consortium Director, English Language Learning and Adult Education, AACC
    47. 47. What is the National STEM Consortium? • Anne Arundel Community College in Maryland • College of Lake County in Illinois • Clover Park Technical College in Washington State • Cuyahoga Community College in Ohio • Florida State College at Jacksonville • Ivy Tech Community College in Indiana • Macomb Community College in Michigan • Northwest Arkansas Community College • Roane State Community College in Tennessee • South Seattle Community College in Washington State
    48. 48. What is the Role of the NSC? Design and deliver Science, Technology, Engineering, and Mathematics (STEM) programs that are: •Nationally portable •High-quality certificate-level •Responsive to labor market needs •Embed contextualized remediation – ―STEM Bridge‖ •Build a national model for multi-college cooperation
    49. 49. NSC Industries • Composite Materials • Cyber Technology • Electric Vehicle Development and Repair • Environmental Technology • Mechatronics
    50. 50. WHAT IS THE STEM BRIDGE? Anne Arundel Community College National STEM Consortium Technical Proposal (Page 13) ―Each of the STEM pathways will include a STEM Bridge. The STEM Bridge will be programmatically consistent across the five fields and transferable to other colleges, and will integrate basic skills, workforce skills, computer skills, and job readiness training, contextualized within the pathway.”
    51. 51. CO-DEVELOPMENT PARTNERS • • • • National STEM Consortium – STEM Bridge Team Carnegie Mellon’s Open Learning Initiative (OLI) CAST – addresses learner variability through Universal Design for Learning and accessibility. Industry partners • Offered assistance in developing realistic scenarios and provided company name and images – ARINC • Industry experts offered experience in developing realistic scenarios but company names are fictitious.
    52. 52. LEARNING OUTCOMES BASED CURRICULUM The STEM Bridge Team surveyed all five technical teams to determine what key skills were needed in each of the five pathways. The team developed a master set of learning outcomes that were common to most of the technical pathways: ESSENTIAL SKILLS Math Critical Thinking and Workplace Communication Professional Skills (Customer Service, Teamwork etc.)
    53. 53. WHAT IS THE STEM BRIDGE? STEM Bridge is a two-part strategy to provide support to learners in the STEM certificate programs Part 1: “STEM Readiness” Course • Embedded contextualized online course built in OLI’s Platform+ system that quickly refreshes key skills for learners entering the credit certificates directly. Part 2: FAST TRACKS: “STEM Foundations” Course • Modularized set of curriculum ―bundles‖ that can be adapted and inserted by colleges wherever needed to provide support for lower level learners who need to build foundational skills in Math and Workplace Communication before entering the credit certificates.
    54. 54. Industry Partners Helped Develop Scenario Based Learning • Tell a story of a workplace that can be visualized • Richly model a context for learning • Provide a step before learning-by-doing • Help learners problem-solve issues • Encourage reflection on work practices
    55. 55. Provide Options for Sustaining Effort and Persistence Activate or supply background knowledge Highlight patterns, critical features, big ideas, and relationships
    56. 56. Unit 2 - Critical Thinking and Workplace Communications http://youtu.be/nFMRaG4p8mM http://youtu.be/S0OOlThhU90 Present introductory story Present contextualized challenges
    57. 57. Video Scenario Integrated Instructional Activities
    58. 58. STEM BRIDGE STRATEGY STEM Readiness Component is FLEXIBLE and can be delivered in a variety of ways: Hybrid format with face to face instruction to support. • Online only in class or in attached lab. • Delivered up front in first term or spread across multiple terms as needed by each team. • Inserted into key points in the technical curriculum. • Delivered as credit or (0 credit) credit equivalent modules. •
    59. 59. ADAPTABLE FOR OTHER PROGGRAMS • Modularized units can be inserted as needed to support credit, non-credit or technical curriculum. • NSC schools are now talking about embedding the various modules of the STEM Readiness course directly into the credit courses where they are needed. • Some AACC faculty have expressed interest in inserting particular modules into existing credit programs to strengthen them: Teamwork module might help students learn how to collaborate more effectively in labs.
    60. 60. ADAPTABLE FOR OTHER PROGRAMS AACC totally re-designed a WIA Youth program curriculum designed to prepare students for the GED Test in fall 2013. The STEM Readiness course served as the foundation of the re-design. Various modules were threaded into the Career, Business Communication, GED Math and Customer Service courses. • 14 of 14 students in the program passed the GED at the end of the semester! Historic success! •
    61. 61. SUSTAINABILITY AND SCALING • January 2014: Over 3,700 users across the nation • Over 2,600 on OLI site • All 10 NSC Community colleges • At least one High school • At least one Middle School Two NSC presentations delivered to Adult Education providers in Minnesota and Maryland. High level of interest.
    62. 62. STEM READINESS • The course can be adapted and contextualized for other career pathways using the same learning outcomes: Analyze information from multiple sources and determine appropriate actions for a given situation. • Listen to a conversation and compose an effective summary of the information. • ARINC Air Operations Center • Hospital Emergency Room • Police Emergency Dispatch •
    63. 63. STEM FAST TRACKS: STEM Foundations Twenty two short modules focusing on the development of key skills that are lacking in lower level learners will be built in the Platform+ system. Examples: Identify main idea and supporting ideas and summarize. • Build a paragraph and write a short essay. • Prepare and deliver an effective presentation. • Apply Order of Operations in math • Explain concept of a variable •
    64. 64. STEM Pathways Additional short, modular courses, focused on areas of known student challenge and difficulty. These courses are being created in the Platform+ • • • • • Cyber Technology (10 courses) Electric and Hybrid Vehicles (17 courses) Environmental Technology (15 courses) Mechatronics (13 Courses) Composite Materials (28 Courses)
    65. 65. STEM Foundations
    66. 66. Sustainability – Beyond the Grant • Create a national repository of materials available at no cost to all community colleges. • Creative Commons Attribution License. • Open Learning Initiative.
    67. 67. Impact • Higher education • New nationally-portable programs. • Contextualized remediation. • Open education resources. • Changing the culture of higher education.
    68. 68. OPEN Impact Summary OPEN’s services have positively impacted: 1. Department Of Labor, by helping provide technical assistance to all round 1 and 2 TAACCCT grantees 2. College grantees, by helping them innovate and meet DOL TAACCCT SGA requirements 3. Students by supporting access to high quality stackable and latticed credentials that lead to jobs in high growth industry sectors In addition, OPEN’s work is advancing three main higher education innovations: 1. 2. 3. OER understanding, adoption, and reuse Universal Design for Learning and better understanding of learner variability, and High quality, scaleable, evidence-based, technology enabled learning
    69. 69. Q and A yellowbyLibby LeviCC BY-SA Comprehensive Platform Co-Development

    ×