Competency-based education:
Leveraging educational technology to
support emerging economic demands

Guide Conference Prese...
Overview

Salac, M. (2013). Framed [Photo]. Retrieved from http://www.flickr.com/
Overview
• Competency-based education
• Technology-enhanced learning
• Examples leveraging competency models
and technolog...
Competency
Competency-based learning* is..
 Students advance upon mastery;
 Competencies include explicit, measurable, t...
Technology
Technology-enhanced learning has many forms!

Blogs, wikis, collaborative learning
platforms, video, social lea...
Technology
A few noteworthy advantages of technology-enhanced
learning:
- Flexibility of learning independent of time and ...
Useful Technology
Technology can get in the way of
change initiatives, especially if
the strategy is unclear or the goal
m...
Leverage

Cope, M. (2007). Levers that make the wheels turn [Photo]. Retrieved from http://www.flickr.com/
Leverage
• New or revived models of education
(competency-based, assessment of prior
learning, peer learning…)
• Technolog...
Which direction?
Just as there is not just one
model of using technology in
education, there is not one
competency-based e...
Exploration for European
context?

Rufo. (2010). Bologna 6a.m. [Photo]. Retrieved from http://www.flickr.com/
Exploration for European
context?
• Competencies
• Credit units (ECTS)
• Quality
• Accreditation
• Transferability among i...
Competencies*
• Reduce the regulatory barriers against new time durations of
provision: by developing a successor to Bolog...
ECTS*
• Each learning outcome is in terms of credits
• one credit corresponds to approximately 25-30 hours
of study

• Cou...
ECTS
How can we shift to accommodate changing needs?
Consider the following proposal:
• Credits replaced by centicredits (...
Factors tending to cause
change
• Strong
• Impact of OER and MOOCs
• Desire to accredit workplace & vocational training
• ...
Factors tending to resist
change
• EU politics (compare EQF for vocational)

• European Higher Education Area (EHEA) is no...
Assessment issues
• Assessment need not be final exams or mid-course
essays
• Wide variety of assessment interventions cou...
Quality
Quality Agencies should:

• Develop their understanding of new modes of learning
(including online, distance, OER ...
Examples to ponder

Claremont Colleges Digital Library (1965). Students In Class – Pitzer College. [Photo]. Retrieved from...
Examples to ponder
USA – Actual Institutions
Western Governors University (WGU)
Southern New Hampshire University
(SNHU) U...
WGU
Western Governors University

• Pioneer in competency-based education established
in 1997.
• Fully online, self-paced ...
SNHU
Southern New Hampshire University

• Recently established College for America as
competency-based focus geared toward...
Wisconsin
University of Wisconsin

• Just launched (Fall 2013) Flexible Option program
directed toward adult and non-tradi...
University now
Social venture and parent company of two universities:
Patten University and New Charter University
• Degre...
Computer Science
Currently investigating iMSc Jasig/Oracle

• iMSc likely to be “more studying” than a UK
MSc, less than s...
Nursing
Currently investigating euBSc Nursing

• Competences will include more focus on practical skills and
emotional int...
Postgraduate diploma in
online teaching
Currently considering iPgD

• This would be like a Masters without the final
disse...
What is your next step?

MacPhail, W. (2009). Students in the Class. [Photo]. Retrieved from http://www.flickr.com/
Closing remarks
Consider
• New models of education
• New models of useful technology
• Leveraging both

Ask
• What change ...
Margaret Korosec
University of Hull
@mdkorosec

Thank you

Paul Bacsich
Matic Media Ltd &
Sero Consulting Ltd
@pbacsich
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GUIDE Association 2013: Competency-Based Education - Leveraging educational technology to support emerging economic demands

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Competency-based education is gaining momentum in the United States. In Europe, however, the Bologna Accord with time-based / seat-time mandates restricts the growth and acceptance of new models of education that may help address economic needs. This presentation shares existing models of higher education that are addressing the needs of the markets they are in and provides ideas for how new models could fit within the European context.

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  • Salac, M. (2013). Framed [Photo]. Retrieved from http://www.flickr.com/photos/mik2/6225621707/in/photolist-au8Wri-e4FP3G-bkKu99/
  • Stewart, N. (2013) Held back by technology? [Photo]. Retrieved from http://www.flickr.com/photos/54377432@N07/9968880795/in/photolist-gbV7X6-bbFf3R-e34rvi-9Q4HE3-9pRvLr-dXMpRv-8mVc4V-bWreKo-8Yu5EU-cCpE5Q-cCpEZG-cCpEdm-cCpED1-cCpFDb-cCpFsw-cCpERd-cCpFSd-cCpDTo-cCpFcm-cCpErb-byCfR9-arVKHY-aEsbpA-cYJZD9-acbuo9-arVKHE-dUj6wZ-dUpH3W-dUpH2d-dUpGZG-dUj6uB-dUpGUS-dUpH1q-dUj6tZ-7DByxs-9BUY2v-9id1jr-7Luou3-7Luqru-7LqpQn-7Lqrsk-arSNxg-aqwRFa-aqJ4yE-aqQU4n-aqwRFg-aqwRFk
  • http://www.flickr.com/photos/9354122@N06/6421302967/in/photolist-aMqRE8
  • Lee, S. (2009). Every which way in downtown Brooklyn [Photo]. Retrieved from http://www.flickr.com/photos/48973657@N00/4160117207/in/photolist-7kBFUK-dSiRbN-7JApH6-dTjYx6-7K8r2Q-7JorFk-dUgb1Q-7K92pY
  • Rufo. (2010). Bologna 6a.m. [Photo]. Retrieved from http://www.flickr.com/photos/36336664@N02/5175048471/in/photolist-8TitBD-8TU8zz-ajPCFL-ajPCFE-ajPCFG-ajLSaR-ajLSaB-ajPCFC-ajLSax-ajLSaH-ajPCFS-biWR2z-biWR24-biWTUB-biWR2g-biWTUH-biWR2r-biWTUt-biWR2a-biWTU6-biWTUn-biWR2H-aneLyQ-9iesCY-8oKACv-ajLQ9D-ajLQ9z-ajLQ9F-ajLQ98-ajLQ9p-ajLQ9i-9vU4R2-8Epevj-btKjwM-9ogUXm-dBKoPG-9F286F-9f5m4N-dWhqYN-aR282t
  • Claremont Colleges Digital Library (1965). Students In Class – Pitzer College. [Photo]. Retrieved from http://www.flickr.com/photos/53970289@N06/5097239229/in/photolist-8LqFCZ-84n71o-9Hq9JB-9Hqdfk-9Ht5QY-9Hqdr8-9Hqdbt-9Ht2Am-9Ht5GC-8LtKkW-8UH1CV-eFCGxb-8LtKjq-8CYA8A-8CYAvb-8CYAhL-8CVuFZ-9Hq9bK-9EmNop-9EmPEc-9EpJoW-9EmNCc-9EpJzo-9EpJH3-9EmPKg-9EmNsT-9EmPk6-9EpJg3-9EpJTw-9EmNPk-9EpJMJ-9EpJuC-9EmNya-9EmY7P
  • Consider adding Georgia Tech as example of innovation, not necessarily competency-based. Claremont Colleges Digital Library (1965). Students In Class – Pitzer College. [Photo]. Retrieved from http://www.flickr.com/
  • MacPhail, W. (2009). Students in the Class. [Photo]. Retrieved from http://www.flickr.com/
  • GUIDE Association 2013: Competency-Based Education - Leveraging educational technology to support emerging economic demands

    1. 1. Competency-based education: Leveraging educational technology to support emerging economic demands Guide Conference Presentation Athens, Greece 3-4 October 2013 Margaret Korosec University of Hull Paul Bacsich Matic Media Ltd & Sero Consulting Ltd
    2. 2. Overview Salac, M. (2013). Framed [Photo]. Retrieved from http://www.flickr.com/
    3. 3. Overview • Competency-based education • Technology-enhanced learning • Examples leveraging competency models and technology • Exploration for the European context
    4. 4. Competency Competency-based learning* is..  Students advance upon mastery;  Competencies include explicit, measurable, transferable learning objectives that empower students;  Assessment is meaningful and a positive learning experience for students;  Students receive timely, differentiated support based on their individual learning needs;  Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions. * Based on a convening between iNACOL and CCSSO in 2011.
    5. 5. Technology Technology-enhanced learning has many forms! Blogs, wikis, collaborative learning platforms, video, social learning platforms, fully online courses, smaller modules of online learning, MOOCs…. Which educational technologies are relevant for your institution? Which can also be supported by your environment? Ultimately, which will help your students learn AND complete their degree?
    6. 6. Technology A few noteworthy advantages of technology-enhanced learning: - Flexibility of learning independent of time and place. - Learning analytics. Available through… • Online courses developed by learning resource providers; • Some open educational resources; • Some MOOC platforms provide insight to support students on their path to completion.
    7. 7. Useful Technology Technology can get in the way of change initiatives, especially if the strategy is unclear or the goal misplaced. Pedagogical choices need to leverage emerging technology for the benefit of the student, teaching staff/academics and institution. Stewart, N. (2013) Held back by technology? [Photo]. Retrieved from http://www.flickr.com/
    8. 8. Leverage Cope, M. (2007). Levers that make the wheels turn [Photo]. Retrieved from http://www.flickr.com/
    9. 9. Leverage • New or revived models of education (competency-based, assessment of prior learning, peer learning…) • Technology-enhanced learning such as open educational resources (OER), MOOCs and the emerging derivatives…. • Agile vs restricted: what will set you apart?
    10. 10. Which direction? Just as there is not just one model of using technology in education, there is not one competency-based education model. Identify system Evaluate economic needs Manage change Lee, S. (2009). Every which way in downtown Brooklyn [Photo].
    11. 11. Exploration for European context? Rufo. (2010). Bologna 6a.m. [Photo]. Retrieved from http://www.flickr.com/
    12. 12. Exploration for European context? • Competencies • Credit units (ECTS) • Quality • Accreditation • Transferability among institutions • Degrees in demand
    13. 13. Competencies* • Reduce the regulatory barriers against new time durations of provision: by developing a successor to Bologna (the tariff system for European higher education) based primarily on competences gained not duration of study. • Groups of learning outcomes correlated to employment needs (but not only to these). • UK QAA guide (A6) mandates: • Higher education providers ensure the assessment of students is robust, valid and reliable and that the award of qualifications and credit are based on the achievement of the intended learning outcomes. * Recommendation from POERUP. See http://www.scribd.com/doc/169430544/Policies-at-EUlevel-for-OER-uptake-in-universities
    14. 14. ECTS* • Each learning outcome is in terms of credits • one credit corresponds to approximately 25-30 hours of study • Course descriptions contain • „learning outcomes‟ (i.e. what students are expected to know, understand and be able to do) • workload (i.e. the time students typically need to achieve these outcomes). * European Credit Transfer and Accumulation System
    15. 15. ECTS How can we shift to accommodate changing needs? Consider the following proposal: • Credits replaced by centicredits (cct) • 1 cct = competences gained from studying a bite-sized chunk (6 minutes, 1 deci-hour), reflecting on it, and being assessed on it • 100 cct = 1 ECTS point This acknowledges changing learning landscape, changing economic landscape, and global nature of learning across boundaries of time, space and location.
    16. 16. Factors tending to cause change • Strong • Impact of OER and MOOCs • Desire to accredit workplace & vocational training • Lack of easy credit transfer between universities • Weak • National inconsistencies in the process especially the time measures and the realities of student study times • European directives which (implicitly) require change • Lack of compatibility of degrees world-wide • Large quantum of credit, and of indeterminate size • Different exit competences from the school system
    17. 17. Factors tending to resist change • EU politics (compare EQF for vocational) • European Higher Education Area (EHEA) is not under full control of EU • Bologna Process not yet settled down
    18. 18. Assessment issues • Assessment need not be final exams or mid-course essays • Wide variety of assessment interventions could be used • Automated assessment • Peer assessment • Dissertations, projects, portfolios, monitored practical work • Only requirement is that there is a correlation between the competencies and what the assessment demonstrates.
    19. 19. Quality Quality Agencies should: • Develop their understanding of new modes of learning (including online, distance, OER and MOOCs) and how they impact quality assurance and recognition; • Engage in debates on copyright; • Consider the effects of these new modes on quality assurance and recognition; • Ensure that there is no implicit non-evidence-based bias against these new modes when accrediting institutions or programmes, or both at the same time.
    20. 20. Examples to ponder Claremont Colleges Digital Library (1965). Students In Class – Pitzer College. [Photo]. Retrieved from http://www.flickr.com/
    21. 21. Examples to ponder USA – Actual Institutions Western Governors University (WGU) Southern New Hampshire University (SNHU) University of Wisconsin – Flexible Option UniversityNow EUROPE – Potential Programs iMSc Computer Science euBSc Nursing iPgD Postgraduate diploma in online
    22. 22. WGU Western Governors University • Pioneer in competency-based education established in 1997. • Fully online, self-paced and asynchronous. • Not-for-profit and affordable. • Students receive support from Mentors. • Undergraduate and graduate degrees in relevant fields of teaching, information technology, nursing and business.
    23. 23. SNHU Southern New Hampshire University • Recently established College for America as competency-based focus geared towards student employability and employers needs. • Direct partnership with local and national employers to ensure current or potential employees are competent from day one.
    24. 24. Wisconsin University of Wisconsin • Just launched (Fall 2013) Flexible Option program directed toward adult and non-traditional students. • Assessment of prior knowledge. • Coach advisors provide student support. • Recognition of MOOC completion through other institutions.
    25. 25. University now Social venture and parent company of two universities: Patten University and New Charter University • Degrees focus on skills and expertise development. • Self-paced and affordable. • Currently offering business undergraduate and graduate degrees.
    26. 26. Computer Science Currently investigating iMSc Jasig/Oracle • iMSc likely to be “more studying” than a UK MSc, less than some continental ones, tempting to take the US model as the median • Tailor-made for MOOCs and can leverage on much existing OER • Around 10000 cct
    27. 27. Nursing Currently investigating euBSc Nursing • Competences will include more focus on practical skills and emotional intelligence than found elsewhere. • The European Nursing degree (BSc Honours) is a qualification that leads to professional status as a Registered Nurse. Taught in UK - and for a year at a partner institution in Malta, Finland, Italy or Denmark courses are designed to give clinical and other social skills needed to work in a modern health service. • Nursing Associations (EFN, RCN in UK, etc) can leverage on their substantial recent work on mutual recognition of professional qualifications across Europe (20000 cct)
    28. 28. Postgraduate diploma in online teaching Currently considering iPgD • This would be like a Masters without the final dissertation, but with a substantial ePortfolio • 7500 cct? • From the T3 project on, there has been significant agreement (documented e.g. by VISCED) across a range of US and EU projects on the syllabus for such a course: • ISTE NETS*T • iNACOL National Standards for Quality Online Teaching • And several courses offer enrolment to all levels of teacher
    29. 29. What is your next step? MacPhail, W. (2009). Students in the Class. [Photo]. Retrieved from http://www.flickr.com/
    30. 30. Closing remarks Consider • New models of education • New models of useful technology • Leveraging both Ask • What change is possible? • What will bring student success? • What will fill market economy needs?
    31. 31. Margaret Korosec University of Hull @mdkorosec Thank you Paul Bacsich Matic Media Ltd & Sero Consulting Ltd @pbacsich

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