Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on how OER is being used to design and offer low-cost competency-based certificates and degrees. Competency-based degrees can offer a shorter path to a degree because students advance as soon as they master the subject matter. Students work at their own pace and move as far and fast as their proven knowledge takes them. With competencies that are clearly aligned to career skills, graduates are more employable. Washington community colleges launched their first competency based degree with an online business transfer degree that uses only open educational resources and no commercial textbooks. The program has been in pilot mode at single college since summer 2015 but will be expanding to 7 more colleges in Winter 2016. Students in this particular competency-based program are taught by highly qualified instructors and receive guidance from completion coaches. Lord Fairfax Community College (LFCC) launched competency-based education this fall with their Knowledge to Work program. With approval from its accrediting agency, the Southern Association of Colleges and Schools Commission on Colleges, LFCC becomes the first institution in the region to offer 100% direct assessment, competency-based education. Direct assessment does not involve counting hours in the classroom. Instead, the focus shifts to documenting learning and the attainment of competencies using OER and low cost curriculum which makes college both more affordable and accelerated. Learning Object is a company focused on competency-based and personalized learning environments. Date: Wed, December 2, 
Time: 10 am PST, 1:00 pm EST
 Featured Speakers: • Mark Jenkins, Director of eLearning & Open Education, State Board of Community and Technical Colleges, Washington State • Kiri Johnson, Digital Librarian, Knowledge to Work, Lord Fairfax Community College, Virginia • Tom Caswell, Director of Learning Engineering, Learning Objects

1. OER and Competency-based
Education
Tom Caswell, Learning Objects
Kiri Johnson, Lord Fairfax Community College, VA
Mark Jenkins, Washington State Board Community &
Technical Colleges
Dec 2nd, 2015, 10:00 am PST
Unless otherwise indicated, this presentation is licensed CC-BY 4.0

2. Collaborate Window Overview
Audio & Video
Participants
Chat
Tech Support available at:
1-760-744-1150 ext. 1537, 1554

3. Agenda
• Introductions
• CCCOER Overview
• Competency-based Education (CBE):
Delivering Improved Learning Outcomes
• Knowledge to Work Project, LFCC
• OER + CBE Business Degree, SBCTC
• Q & A

4. Welcome
Please introduce yourself in the chat window
Tom Caswell
Director of Learning Engineering
Learning Objects
Moderator: Lisa Young
Faculty Director Teaching & Learning Center, Scottsdale College
CCCOER VP, Professional Development
Mark Jenkins
Director eLearning & Open Education
Washing State Board
Community & Technical
Colleges
Kiri Johnson
Digital OER Librarian
Lord Fairfax Community College
Virginia

5. • Expand access to high-
quality open materials
• Support faculty choice
and development
• Improve student success
Community College Consortium
for OER (CCCOER)
http://oerconsortium.org
Come In, We're Open gary simmons
cc-by-nc-sa flickr

6. 250+ Colleges in 21 States
& Provinces

7. Competency-based Education:
Delivering Better Learning Outcomes
Tom Caswell
Director of Learning Engineering

8. Personal Introduction

9. What is CBE?
Competency-Based Education (CBE)
reorients the educational process toward
demonstrated mastery and the
application of knowledge and skills in the
real world.

10. Key CBE Features
Traditional
1. Focused more on
academic knowledge and
theory, rather than
application
2. Learning objectives may
be present on
syllabus/course outline but
are rarely referenced in the
course
3. Assessments often
compare student with each
other (norm-referenced)
Competency-Based
1. Focused on the application
of knowledge and skill to
complex situations
2. Competency statements
are mapped to each
course activity and
assessment item
3. Assessments measure
students performance
against competencies
(criterion-referenced)

11. The Golden Triangle

12. Competency Mapping Example
Domain: ORAL Health (Domain Code: ORAL)
Competency: ORAL.1.0.0: Oral Health
Encourages good oral health through regular oral cleaning and care techniques.
Sub-competency ORAL.1.1.0: Gum Health
Helps maintain client gum health, monitoring for signs of gum disease.
Topic 1: Gum Health
Objective # Objective Instructional Notes
(How do you intend to teach
this objective?)
Assessment Notes
(How do you
intend to measure
this objective?)
Cognitive
Level(1-4)
Content
Alignment
Assessment
Alignment
Standards
Alignment
ORAL.1.1.1 Demonstrates proper
flossing technique on
another person.
Show video on flossing
techniques. Live demo is
helpful. Gloves and masks
are required before allowing
students to practice.
This will be a
performance
assessment with a
scoring rubric.
3
(Show
how)
pp.
195-
196
Perfor
mance
assess
ment
What
standard
does this
meet?
ORAL.1.1.2 Explains the
importance of
flossing in gum care
The ADA has some useful
instructional resources that
could be used.
Multiple choice
questions are
adequate here.
1
(know)
pp.
197-
199
Items
143-5
Cite
standard
here
ORAL.1.1.3
ORAL.1.1.4
Topic 2: Monitoring for Gum Disease

13. Who Is Doing CBE?

14. WGU: Student Satisfaction
• Rating of entire educational
experience – 16% higher
than average
• Acquisition of job-related
knowledge and skills – 13%
higher than average
National Survey of Student Engagement (NSSE) is a national
survey that measures student engagement. In 2014, NSSE
polled more than 350,000 students from more than 600
institutions.
% WGU Student Sat/VSat

15. WGU: Employer Satisfaction
From a 2014 Survey of 300 Employers by Harris Poll:
• 99% said that WGU graduates meet or exceed
expectations; 92% said WGU graduates exceed
expectations.
• 94% rated WGU graduates’ job performance as good as
or better than the job performance of other graduates;
53% rated WGU graduates better than other
graduates.
• 96% said that their WGU graduates were prepared for
their jobs; 89% said WGU graduates were very well or
extremely well prepared.

16. Thank you
Tom Caswell
caswell.tom@gmail.com
http://tomcaswell.com/consulting

17. Knowledge to Work
knowledgetowork.com
Kiri Johnson
Digital Librarian

18. Kiri Johnson
Digital Librarian
Knowledge to Work (K2W)
Lord Fairfax Community College
www.knowledgetowork.com

19. Direct assessment
competency-based
education (CBE)
with prior learning
assessment (PLA)

20. Health Information Management
• Associate of Applied Science in Health Information Management
• Career Studies Certificate in Hospital Facility Coding
Information Systems Technology
• Associate of Applied Science in Information Systems
Technology
• Career Studies Certificate in Cyber Security
• Career Studies Certificate in Networking Specialist
Administrative Support Technology
• Career Studies Certificate in Information Processing Technician
• Certificate in Office Systems Assistant

22. Stephanie Bob Zonker Dot
Food Services Manager who
damaged her shoulder
through years of heavy
lifting and can no longer keep
up with the physical demands
of her job. She wants to
switch careers and work
in retail management, but
doesn’t have the experience
that employers are looking for
on her résumé. Stephanie
is confident that she has the
skills; she just needs to show
prospective employers her
abilities as a manager.
Wounded warrior and veteran
who doesn’t feel very
comfortable around college-
aged students in a traditional
classroom. He wants to prove
what he already knows from
his military career, not jump
through hoops and spend
money he doesn’t have just to
get a piece of paper. He
enjoys online learning, but
knows he needs lots of
support because he’s never
taken college courses and it’s
been years since he was in
high school.
Zonker has been in
school for eight years.
He has a lot of credits,
but his father is cutting
him off and he needs to
get a job. He wants to
package up all that he’s
done to show employers
that he has what it takes
to get and keep a day
job that pays well.
Spends a lot of time playing
video games and texting. Her
parents don’t believe it, but she
has her own game company.
Dot thinks college is an
obsolete concept not geared to
her pace and lifestyle. She
taught herself programming,
but doesn’t have anything
traditional on her résumé to
show her skills to employers
and needs a credential quickly
in order to get the type of job
she wants and move out on
her own.
“Happy businesswoman” by Steve Wilson is
licensed under CC BY 2.0
“150218-Z-RY818-001” by Minnesota
National Guard is licensed under CC BY-ND
2.0
“Asian man face public domain
image” by Steve Hillebrand, U.S.
Fish and Wildlife Service is licensed
under CC0
“Sara” by Dennis van Zuijlekom is licensed
under CC BY-SA 2.0

28. Why OER?

29. Kiri Johnson, K2W Digital Librarian
kjohnson2@lfcc.edu
(540) 868-9746
John Milam, K2W Executive Director
jmilam@lfcc.edu
(540) 868-7249

30. OER + CBE
Business Transfer Degree
Mark Jenkins
Director of eLearning & Open Education

31. Washington’s
OER + CBE Degree Program
Mark Jenkins, Director
eLearning & Open Education, SBCTC

32. Who We Are
• 34 colleges
• Operate as a
system
• 160,000+ student
FTEs annually

33. • Business transfer degree shared system-wide
• OER content sourced and supported by Lumen Learning
• Students must demonstrate mastery of explicit competencies to
receive credit
• Students receive constant support based on their individual
learning needs
• Learning, not time, is the determining factor
CBE Program Concept

34. Focusing Event: SBCTC Legislative Presentation, Jan. 2014
https://app.leg.wa.gov/CMD/Handler.ashx?MethodName=getdocumentcontent&docume
ntId=EDi-X3rydFI&att=false
Target Population
Demographic
Shifts
• Fewer 15-19 year-
olds coming up
• Growth in 20-44
year-olds
Needs &
Opportunities
• Nearly 1 million
Washingtonians with
some college, no
degree

35. • Columbia Basin (lead)
• Bellevue
• Centralia
• Everett
• Olympic
• Pierce College Ft. Steilacoom
• Pierce College Puyallup
• Tacoma
Pilot Colleges

36. Why Build as a System?
Build on Existing
Assets
• Strong transfer
agreements
• Shared course system
(WAOL)
• Shared LMS (Canvas)
• Common eLearning tools
• Commitment to OER
• Western eTutoring
Consortium
• AskWA
Optimize Shared
Resources
• Share initial
development costs
• Share staffing to support
self-paced students
• Centralize hiring, staffing
for pilot program
• Students “belong” to
college where they enroll

37. • Developing the right staffing model to support student
success in a self-paced program;
• Funding development as a system;
• Keeping the cost attractive to students;
• Updating and validating the curriculum.
Challenges

38. • Student Profile: Some college or work experience;
• Advisors: “Intrusive” advisors at each college;
• Completion coaches: Encourage progress; remove
barriers;
• Teaching faculty: Instructors within discipline who
teach and assess.
Right People / Right Roles

39. Funding
• SBCTC, CBC & Eight Pilot Colleges form a
consortium for start-up investment;
Shared system assets for courses &
technology:
• WAOL shared programming;
• Common learning management system
• Common direct transfer agreements.
Funding & Sustainability

40. • Six-month terms, no ceiling on achievement;
• Exclusive use of open educational resources
(OER).
Managing Student Cost

41. • Open courses using open educational resources and
emerging mastery technology;
• Curated by teaching faculty with technical
assistance from Lumen & SBCTC;
• Openly published using CC BY licensing
• Commitment to continuous, evidence-based
improvement.
Open Educational Content

42. • Create and Refine Program level rules and policy based
on pilot experience;
• Continuous improvement of alignment between OER
content and assessment;
• Develop evidentiary models to represent student
progress and success to system governance;
• Recruit & market internally to bring new ‘investor
colleges’ to the table;
• Coordinate and disseminate shared marketing resources
and best practices;
• Develop & extend workforce relationships
• Scale, scale, scale
Next Steps & New Challenges

43. Mark Jenkins, Director, eLearning | Open Education
Washington State Board for Community & Technical Colleges
mjenkins@sbctc.edu
Thank You!

44. Dec 9 @
11 am PST, 2:00 pm EST
Welcome to our new colleges
Open Ed Conference Recap
Other Topics
Dec 9 Advisory Meeting

45. Thank you for coming!
Contact Info:
Lisa Young: lisa.young@scottsdalecc.edu
Tom Caswell: caswell.tom@gmail.com
Kiri D. Johnson: KJohnson2@lfcc.edu
Mark Jenkins: mjenkins@sbctc.edu
Questions?