OER and Competency-based Education

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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

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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].

    Details

    At 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 speak
    There 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.
  • The Community College Consortium for OER is a community of practice dedicated to promoting the adoption and development of open educational resources to enhance teaching and learning. We were founded to support the community college mission of open access through creating awareness and development of openly licensed, low-cost education materials to make college more affordable and accessible for students. We provide regularly scheduled online and face-2-face workshops for faculty and staff who are engaged in OER projects.
  • Source: Johnstone and Soares. “Principles for Developing Competency-Based Education Programs “ 2014
  • Source: Johnstone and Soares. “Principles for Developing Competency-Based Education Programs “ 2014
  • Mapping outcomes to assessments and content
  • Source: 2014 National Survey of Student Engagement (NSSE)
  • Source: 2014 Survey of 300 Employers by Harris Poll
  • Describe system;
    Describe Agency role
    Mention the Culture of Sharing
  • Process – system wide information and consensus building, a decision by the presidents to pursue the project, assistance and training from WGU. A system wide task force resulting in a recommendation to fund the project.
    Columbia Basin assumed the role of lead college on the project
    Investment by the state board and Columbia Basin
    Partnership with
  • Reduced population growth in 15-19 year olds in the next 10 years

    Increased growth in 20-44 year olds with some college

    Almost 1 million Washingtonians have some college, no degree
  • 8 Pilot Colleges have signed on to be part of the pilot –
    Columbia Basin—lead
    Bellevue
    Centralia
    Everett
    Olympic
    Pierce College Ft. Steilacoom
    Pierce College Puyallup
    Tacoma

  • CONNIE
    Share initial development costs
    Share staffing to support students who work at their own pace
    Students belong to the college where they enroll
    All faculty for the pilot will be hired at Columbia Basin College

    Building on existing assets:
    Strong transfer agreements
    Shared course system (WAOL)
    Shared learning management system (Canvas)
    Common elearning tools
    Western eTutoring Consortium
    AskWA
  • The primary negotiations –
    Faculty contracts
    Funding
    Tuition and Financial aid
    Accreditation
  • CONNIE
    Add images/visuals to represent people?
  • SHELLEY
  • OER and Competency-based Education

    1. 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. 2. Collaborate Window Overview Audio & Video Participants Chat Tech Support available at: 1-760-744-1150 ext. 1537, 1554
    3. 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. 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. 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. 6. 250+ Colleges in 21 States & Provinces
    7. 7. Competency-based Education: Delivering Better Learning Outcomes Tom Caswell Director of Learning Engineering
    8. 8. Personal Introduction
    9. 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. 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. 11. The Golden Triangle
    12. 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. 13. Who Is Doing CBE?
    14. 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. 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. 16. Thank you Tom Caswell caswell.tom@gmail.com http://tomcaswell.com/consulting
    17. 17. Knowledge to Work knowledgetowork.com Kiri Johnson Digital Librarian
    18. 18. Kiri Johnson Digital Librarian Knowledge to Work (K2W) Lord Fairfax Community College www.knowledgetowork.com
    19. 19. Direct assessment competency-based education (CBE) with prior learning assessment (PLA)
    20. 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
    21. 21. 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
    22. 22. Why OER?
    23. 23. Kiri Johnson, K2W Digital Librarian kjohnson2@lfcc.edu (540) 868-9746 John Milam, K2W Executive Director jmilam@lfcc.edu (540) 868-7249
    24. 24. OER + CBE Business Transfer Degree Mark Jenkins Director of eLearning & Open Education
    25. 25. Washington’s OER + CBE Degree Program Mark Jenkins, Director eLearning & Open Education, SBCTC
    26. 26. Who We Are • 34 colleges • Operate as a system • 160,000+ student FTEs annually
    27. 27. • 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
    28. 28. 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
    29. 29. • Columbia Basin (lead) • Bellevue • Centralia • Everett • Olympic • Pierce College Ft. Steilacoom • Pierce College Puyallup • Tacoma Pilot Colleges
    30. 30. 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
    31. 31. • 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
    32. 32. • 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
    33. 33. 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
    34. 34. • Six-month terms, no ceiling on achievement; • Exclusive use of open educational resources (OER). Managing Student Cost
    35. 35. • 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
    36. 36. • 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
    37. 37. Mark Jenkins, Director, eLearning | Open Education Washington State Board for Community & Technical Colleges mjenkins@sbctc.edu Thank You!
    38. 38. Dec 9 @ 11 am PST, 2:00 pm EST Welcome to our new colleges Open Ed Conference Recap Other Topics Dec 9 Advisory Meeting
    39. 39. 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?

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