3. Course Development: Faculty designer compensation
• Stipend per course developed
• MOU signed by faculty
• Paid in installments
• Final payment upon course
acceptance
4. • Competency definition
What: Developing competency based education
• Flexible entry
• Develop competency based, distance
learning education with substantial
interaction
• Usage of multimedia to include:
ü Video – short, responsive design
ü Adobe connect – faculty interaction
ü Social media – peer interaction
5. The Competency
What: Detail of competency based education
Industry
Required Skills
Measurable
Statement
Assessment
Entry Level
Position
8. Pathways: Stacked and latticed certificates
and degrees
Marketable
Skills Award
Web Programming
Specialist AAS
Computer
Programming AAS
User Computer
Support
Industry
Certifications
Java
Certificate
C++
Certificate
Software
Testing
Database
Certificate
Marketable Skills Award Foundation
a. Intro to Computing — COSC 1301
b. Fundamentals of Networking — ITNW 1325
c. Programming Fundamentals I — COSC 1336
d. Web Design Tools — ITSE 1401
Computer Support
AAS
Software Testing
AAS
9. 1. COSC 1301 – Intro to Computing
2. COSC 1336 – Programming Fundamentals I – Python
3. ITNW 1325 – Fundamentals of Networking – Prepares students to
take Net+ Cert.
4. ITSE 2309 – Database Oracle Programming
5. COSC 1337 – Programming Fundamentals II – C++
6. ITSE 2321 – Object Oriented Programming – Java
7. ITSE 1401 – Web Design
8. ITSE 1411 – Web Page Programming
Offered as Distance Learning with sections designated as DOL starting
in 16, 12 and 8 weeks.
The first eight courses: completed by July 31, 2013.
Offered fall 2013
10. 1. ITSC 1425 – PC Computer Hardware
• Prepares the student to take the
certification exam
• Hybrid – Lecture by Distance Learning
and Lab at the campus
2. ITSC 1307 Unix Operating System I
3. ITSE 2317 Object Oriented Programming —
Java
4. ITSE 1345 Intro. to Oracle SQL and PL/SL
5. ITSE 1331 Visual Basic
6. ITSE 2402 Intermediate Web Programming
7. ITSW 1304 Spreadsheet
The second seven courses: completed by
December 15, 2013. Offered spring 2014
11. 1. ITSE 2339 PC Help Desk
2. ITSE 1394 Ruby on Rails
3. INEW 2338 Advanced Java
4. ITSE 1393 Mobile Device Programming
5. ITSE 1394 jQuery
6. ITSE 1391 Automated Software Testing
7. ITSE 1450 System Analysis & Design:
Project Management
8. ITMT 1400 Implementing & Supporting
Microsoft Windows
9. ITSE 1356 Extensible Markup Language
“XML”
The third nine courses: completed by May 31 2014.
Offered fall 2014
12. 1. ITSC 2335 Application Problem Solving
2. ITSE 1330 Introduction to C# Programming
3. ITSE 1359 Intro to Scripting
Language:Python
4. ITSW 1307 Intro to Database: Access
5. ITSE 2356 Intro to Database Administration
6. ITSE 1392 Special Topic: Automated
Software Testing
7. UXUI 1471 Prototyping 1
8. UXUI 1472 UI Design 1
The third nine courses: completed by Nov. 30 2014.
Offered spring 2015
16.
• Lead by faculty content experts.
• Assessment measures course
competencies and learning
outcomes.
• Developing Rubrics for
assessment
• Short term: Student Success,
mastering the course
competencies.
• Long term: Feedback from
employer and students. Passing
certifications.
Course Development: Assessments
17. Course Development: Quality Analysis
• Track students use of
learning resources in
Blackboard.
• Measure students ability
to apply knowledge and
skills using assessment
tools including exams and
projects.
• Check student success
and modify accordingly.
18. Retention: Student support specialists
• Advocate for student
concerns
• Assist with course
selection and enrollment
• Monitor student
progress toward degree
• Record student activity
and contact on a regular
basis
19. • Stacked and latticed credentials
• CBE allows student to
accelerate
• Course design allows for more
interaction and project-based
learning
• Student Support Specialists
• Tutoring
• Internships
• Graduation
• Job placement assistance
through industry partnerships
Retention and graduation: Summary
23. Instructional Design Service Options
Consultation Partnership:
• Help faculty member to begin
competency-based course design
• Provide consultation and best
practices on course design and
online teaching pedagogy
• Assist in creating effective learning
materials
Production Partnership:
• Weekly contacts until all
competency modules are
completed
Assistant Partnership:
• Weekly contact until the course
framework and first competency
module is completed
Design
Consultation
Partnership
Design
Production
Partnership
Design
Assistant
Partnership
24.
1. ID team support
2. Course design
guidelines
3. Organization
4. Course template
5. Course evaluation
6. Best practices
Course Development Process
Organization
Course
Evaluation
ID
Team
Support
Best
Practices
Course Development
Course
Design
Guidelines
Course
Template
25. • 14 steps to produce
a competency based
course
• Course structure matrix
• Course schedule
• Course design progress
Course Design: Guidelines
38. • APT QM Internal
Course Evaluation
Process
• APT QM Course
Evaluation Review
Team
• Course Revise
Process
Course Evaluation
39. • Access the Accessibility of
Word Documents
• Access the Accessibility of
PowerPoint Documents
• Access the Accessibility of
PDFs Tutoring
• Access the Accessibility of
Videos / images
• Access the Accessibility of
technologies in the course
Accessibility
40. • Blackboard Usage
• Assessment Rubric
• Camtasia
• Adobe Connect
• Respondus
• CBE Assessments
• Introduction Video
• ADA
Best Practices
41.
Next steps
1. Optimize Course Review Process
2. Research online proctoring tool
3. Increase interaction
4. Optimize ADA implementation
48.
• Units
– Unit Evaluations must be
proctored
• Section
– Proctored Evaluations are optional
– Can contain Modules
• Modules
– Module Assessments and
Evaluations are for practice only
– Must have required elements for
course consistency
Program
Framework
49.
• Competencies listed
• Training & Learning Resources
– Links
– Embedded content
• Practice
– Labs
– Assignments
• Discussions
– Optional
• Assessments/Evaluations
– Self-assessments to prepare for
Final Assessment
Program
Framework
50. • Units
– Unit Evaluations must be proctored
• Section
– Proctored Evaluations are optional
– Can contain Modules
• Modules
– Module Assessments and Evaluations are for practice only
– Must have required elements for course consistency
Course
Policy
56. Content Developers
• If you are assigned in the Content Shell, you should not
be in the Assessment Shell
Assessment Developers:
• If you are an Assessment developers you will not have
access to the Content Shell
Separation of Duties
57. • Too many roadblocks (manual releases)
• Lacking faculty / student interactivity
• Student confusion about CBE course
• Assessments do not 100% fit for CBE
Issues
58. • Remove un-necessary course components
– Discussion
– Course unavailable
– Challenge option
• Automate student progress by using
release condition
• Use intelligent agent to notify faculty
about student progress
• Re-design assessment questions
• Use industry certificate exam to replace
evaluation assessment
Improvements and course
structure change
61.
Accelerated IT Training Programs (ATP)
• Competency-based delivery model (flipping traditional model)
• Independent study for self-directed learners
• Opportunities for acceleration utilizing prior learning assessment
options
Program
Overview
64.
• Uncoupling the instructional/
teaching role
– Facilitating the mastering of
competencies
– Assessing the mastery of
competencies
– Team approach to supporting
students and the learning process
• Recruiter
• Instructor
• Academic Coach
Faculty
65.
Learning Module Content:
• Competencies listed
• Training & Learning Resources
– Links
– Embedded content
• Practice
– Labs
– Assignments
• Discussions
– Optional
• Assessments/Evaluations
– Self-assessments to prepare for
Final Assessment
Faculty
Students work through the learning modules independently
and on a self-determined pace
68. • Units
– Unit Evaluations must be proctored
• Section
– Proctored Evaluations are optional
– Can contain Modules
• Modules
– Module Assessments and Evaluations are for practice only
– Must have required elements for course consistency
Course
Policy
75. This workforce solution was funded by a $3,200,000 grant awarded
by the U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee and does
not necessarily reflect the official position of the U.S. Department of
labor. The Department of Labor makes no guarantees, warranties, or
assurances of any kind, express or implied, with respect to such
information, including any information on linked sites and including,
but not limited to, accuracy of the information or its completeness,
timeliness, usefulness, adequacy, continued availability, or
ownership