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Competency based learning and OER webinar
The document discusses a webinar focusing on competency-based learning and open educational resources (OER), featuring various participants from educational institutions. It outlines the mission of promoting OER adoption to enhance access to education and support prior learning assessment (PLA) for adult learners. Specific initiatives and tools for assessing prior learning and integrating OER in course development were also highlighted, illustrating the growing emphasis on personalized and competency-based education.
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Competency based learning and OER webinar
- 1. Chari Leader Kelley,LearningCounts Ellen Marie Murphy, Ivy Bridge College David Shulman, Broward College June 11, 2013 Competency-based Learning and OER
- 2. Collaborate Window Overview Audio& Video Participants Chat Tech Support available at: 1-760-744-1150 ext. 1537, 1554
- 3. Welcome Please introduce yourselfin the chat window. Tell us how you heard about today’s webinar? – Una Daly, moderator • Community College Outreach Director at OCW Consortium
- 5. Agenda • CCCOER Introduction •LearningCounts Project at CAEL • Personalized Learning and OER at Ivy Bridge College AltiusEd • Broward College’s Competency-based MOOC and OER Initiatives • Q & A
- 6. CCCOER Mission • Promoteadoption of OER to enhance teaching and learning –Expand access to education –Support professional development –Advance community college mission Funded by the William & Flora Hewlett Foundation
- 7. 200+ Community &Technical College
- 8. Competency-based Learning &OER e-Portfolio Assessment Mastery- based Learning Open Online Courses Personalized Learning Transfer Degrees Prior Learning Credit OER- based Degrees
- 9. Prior Learning Assessment& OER Dr. Chari Leader Kelley Vice-president LearningCounts.org Council of Adult & Experiential Learning (CAEL)
- 10. OER + PLA= Student Success T O D AY ’ S P R I O R L E A R N I N G A S S E S S M E N T A N D H O W T O L E V E R A G E I T W I T H O E R J U N E 1 1 , 2 0 1 3
- 11. Council for Adultand Experiential Learning A 501(c)(3) non-profit, international organization with nearly 40 years of lifelong learning experience National leader in PLA best practices, research, and writing Dedicated to removing barriers to adult learning Recognized by regional accrediting bodies L E A R N I N G C O U N T S . O R G 11
- 12. WHY NOW? Outcomes, Competencies, Accountability, Using Technologyto Scale Significant Learning Outside of Academia Economic Pressures Changing Profile of Learners 12
- 13. WHAT IS PLAand ACC? Prior Learning Assessment and Advanced College Credit Processes for evaluating and demonstrating knowledge and skills in order to award college credit for learning from: On-the-job learning Employer & Workforce Training Independent study, such as OER Military service Volunteer service 13
- 14. WHY CPL/PLA? o Degree/credentialcompletion initiatives o Focus on retention and persistence o Leverage learning toward credentials o Reduce time to completion o Reduce student debt o Maintain academic standards and integrity o Greater availability of free learning opportunities o Technology to enable scaling 14
- 15. HOW PLAHELPS: GraduationRates Associate Degree students are 2 times more likely to persist to graduation. The PLA Effect: Equal benefits for all students Fueling the Race to Postsecondary Success, CAEL, March 2010 15T H E C O U N C I L F O R A D U L T & E X P E R I E N T I A L L E A R N I N G
- 16. TWO CHOICES FORSCALE D O I T Y O U R S E L F 1. Task Force with faculty representation 2. Departmental decisions 3. Faculty training 4. PLA Coordinator 5. Define/price process 6. Train staff 7. Market service L E A R N I N G C O U N T S 1. Task Force with faculty representation 2. Partner with LearningCounts 3. NCCRS Policy 4. Free training webinars 5. Market service 6. Refer students 7. Receive transcripts and test scores from PLA sources 16 CAEL can help you with either choice to ensure PLA quality.
- 17. THE PERFECT COMBINATION 17 Studentswho learn from free web content, like the Saylor Foundation courses, MOOCs, Khan Academy, and the thousands of other learning resources on the web, can earn college credit for their college- level learning at the most innovative, only online “at scale” prior learning assessment center adhering to CAEL’s Quality Principles for Prior Learning Assessment!
- 18. OVERVIEW www.LearningCounts.org FreePLA Credit Predictor Complimentary student guidance on all forms of PLA Courses to teach students how to discover their own college- level learning and build portfolios online. One portfolio per subject matter, 1-12 credit hours can be requested per portfolio. Portfolios are routed electronically to CAEL-trained faculty assessors with appropriate subject matter expertise Students find out within 2 weeks if credit is recommended or denied. Credits are transcribed on a CAEL/NCCRS Transcript or directly by colleges and universities 18T H E C O U N C I L F O R A D U L T & E X P E R I E N T I A L L E A R N I N G
- 19. PLA COLLEGE CREDIT PREDICTORTOOL 19
- 20. L E AR N I N G C O U N T S . O R G 20
- 21. LEARNINGCOUNTS PORTFOLIO 21 USING COURSEMATCH – Prove Learning Outcomes attained are equivalent to a student taking the course in the traditional college classroom L E A R N I N G C O U N T S . O R G
- 22. PORTFOLIO CREDITS AWARDED 22 Information Technology 12% Business/ Human Resources 32% LiberalArts 24% Finance 11% Communication 11% Criminal Justice 4% Vocational 6% L E A R N I N G C O U N T S . O R G
- 23. PORTFOLIO SUCCESS RATES LE A R N I N G C O U N T S . O R G 23 6% 7% 87% No Credit Earned Partial Credit Earned Full Credit Earned
- 24. A NEW MODEL Saylor Foundation free online courses Working to embed a portfolio template for students who “opt in” for earning college credit through documenting their learning for a faculty assessor’s review Templates will be evaluated every month (more frequently if more students participate. Students find out if credit is awarded within 2 weeks of the evaluation date, likely within days! LearningCounts transcribes the credit on an NCCRS-validated transcript and students submit the transcripts to their colleges. 24
- 25. BECOME A PARTNER! It’s easy! We do all of the work for you. Refer students to us. We guide your students in choosing exams, requesting ACE, NCCRS, or military transcripts; and through portfolio development and assessment. Our credit recommendations are determined by faculty assessors trained by CAEL with subject matter expertise to determine if credit can be awarded. Make sure your transfer policy includes acceptance of NCCRS credit recommendation. We work with TAACCCT Grants! 25
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- 28. Personalized Learning Ellen MarieMurphy Executive Director Curriculum & Learning Systems Ivy Bridge College, Altius Education
- 29. Competency-based learning and OERs EllenMarie Murphy June 11, 2013
- 30. Previous experience • DegreePlanning • Education Planning • Planning and Finalizing Your Degree Program • Independent Studies—can include OERs • Assessment of Prior Learning (PLA)—assessment of badges and use of OERs
- 31. •Self-directed placement •Adaptive English •Selfpaced •Helix Ivy Bridge
- 32. •Survey •Read a text •Writea paragraph •Asked to reflect •Review the syllabus •Review a “B” paper Self-directed placement
- 33. •All homework openall semester •Can finish early •Can go back and continue to improve Competency Math—self pacing
- 34. •Relies on Facultyfor adaptation •Foundation for self-directed learning •Builds metacognitive skills Gates Grant Fundamentals of College Writing
- 35. •Personalization •Horizontal Competencies: collaboration,critical thinking, metacognition •Horizontal competencies: writing, reading, etc Helix
- 36. Helix cont. • Bigdata--analytics
- 37. Analytics for thestudent and the instructor
- 38. •Currently in theprocess of looking to hire an individual whose main job will be to provide advanced OER sourcing capabilities •Job title: Materials Liaison On OERs
- 39. Competency-based and OER Initiatives Dr.David Shulman Associate Vice President Broward College Online & Instructional Technology
- 40. In the beginning… 1990’sMiami-Dade County Public Schools Competency Based Curriculum Correlated to the Sunshine State Standards and the Grade Level Expectations IBM Learning Village & MDCPS OERs for district teachers, aligned with grade level and competencies Competency-based and OER Initiatives
- 41. Example: Competency BasedCurriculum 8th Grade Mathematics Competency-based and OER Initiatives COMPONENT OBJECTIVES COMPETENCY Number Sense, Concepts, and Operations Identifies and explains the absolute value of a number. The student understands the different ways numbers are represented and used in the real world.
- 42. Fast Forward to2013 Broward College MOOC Competency-based and OER Initiatives
- 43. Example of BrowardCollege MOOC Competency for Math Competency-based and OER Initiatives COMPONENT OBJECTIVES COMPETENCY Absolute Value & Ordering Numbers The student understands the different ways numbers are represented and used in the real world. Knows that the distance between two numbers on the number line is the absolute value of their difference.
- 44. Why a competency-basedMOOC? - Supports a personalized approach for each student - No need to take a linear path covering all content - Student time is devoted to only those competencies requiring remediation Competency-based and OER Initiatives
- 45. Why a competency-basedMOOC? - Three subject matter expert faculty can assist students (over 760) at any point in their progress - No textbook is used, only OERs specific to each competency Competency-based and OER Initiatives
- 46. New Course Developmentwith OERs - Where applicable, OERs are replacing textbook in new online course development - Pending contract with Flatworld Knowledge to supplement existing OER sources (we will absorb Flatworld costs) - January 2014 rollout of OER-based A.S. in Business Administration (Version 1. traditional, Version 2. Competency-based) Competency-based and OER Initiatives
- 47. TAACCCT* Grant forCompetency-based I.T. Degrees (NOTE: Creative Commons Licensing) - Broward College, Sinclair CC, Austin CC - Training from Western Governors University to develop competency-based degrees - Launches Fall 2013 - Competency-based, with OERs *Trade Adjustment Assistance Community College and Career Training Competency-based and OER Initiatives
- 48. Future Directions - Increaseduse of OERs where possible - Further development of competency-based certificates and degrees Competency-based and OER Initiatives
- 49. Join Us at OCWConsortium • Information: Stay in the loop on issues in open education. • Collaboration: Participate in community, attend webinars, join our advisory board. • Collective Visibility: Gain global exposure through OCWC’s website and shared media • Direction: Provide direct input to OCWC’s focus on community colleges.
- 50. Help us choosefall webinars … A. Finding open textbooks B. Going mobile with OER C. MOOCs at Community Colleges D. Universal Design and OER E. TAACCCT and other OER Projects F.Other (please type in chat window)
- 51. Stay in theLoop • Upcoming Conferences - Online Teaching Conference (June 20-21) - Open Education Conference (Nov 6-8) • CCCOER Advisory group meets monthly – http://oerconsortium.org
- 52. Thank you forattending! Please type your question in the chat window or raise your hand to speak Contact Information Una Daly unatdaly@ocwconsortium.org Chari Leader Kelley cleader-kelley@cael.org Ellen Marie Murphy murphy.ellenmarie@gmail.com David Shulman dshulman@broward.edu
- 53. Share http://www.flickr.com/photos/opensourceway/4424154829/in/photostream/ IMG_4591 http://www.flickr.com/photos/bionicteaching/4700979984/ cc-by-sa Labelle tzigane http://www.flickr.com/photos/joyoflife/21063837 cc-by-sa Asian Library Interior 5 http://www.flickr.com/photos/ubclibrary/453351638/ cc-by-nc-sa Petru http://www.flickr.com/photos/joyoflife/23724427/ cc-by-nc-sa Opensourceways http://www.flickr.com/photos/opensourceway/4371000710/ cc-by-sa Photo credits:
Editor's Notes
- #3 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].DetailsAt 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 speakThere 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.
- #20 College Credit predictor tool link for quick demoDiscuss the lead gen, aspects of it.# of Partner Plus/Partners, Affiliatedenhanced image for caelreinforcing leadership position
- #22 STEP 3 - Whichever course is chosen, both lead to the same portfolio process and high quality assessment. Emphasize the attainment of learning outcomes, skills and competencies at the college-level. Make sure we mention the small pilot on competencies and we are moving toward the dual transcript, competencies.
- #23 Explain what a difference this makes for students. One portfolio can be up to 12 credit hours in the same subject area, $250 per portfolio. The student saves time and money and is validated.
- #24 Talk about LearningCounts assessors, all with appropriate faculty credentials, trained by CAEL, use a common rubric. Talk about how we assure quality. Inter-rater reliability checks. We welcome faculty from our Partner institutions.
- #31 Prior to coming to Ivy Bridge/Altius, I was at ESC. Una asked that I speak a bit about competency-based learning at ESC as well as Ivy Bridge…
- #33 Students pick their own English when they place Positive response from students. Choices are Eng100, Eng140, Eng141 (which is the equivalence of Comp I)
- #35 Though technology-facilitated, relies heavily on faculty for adaptation.The basic course components will be as follows:Diagnostic pre-test and initial writing assignment to determine skill building focusLive weekly 1-on-1 meetings with the instructor where adaptive path is assigned leveraging pre-determined course adaptation guidelines, based on performance on diagnostic, previous assignments, and metacognitive assessmentSkill builder modules – assignments adapted weekly for personalized, targeted skill development Adapted assignment pace - If previous week’s writing assignment is successful, student will move to next assignment. If not yet showing targeted skill mastery, supporting skill building exercises will be assigned, and student will instead work to revise the previous assignment Skill building support - adapted in level of scaffolding, including self-study, supplemental resources, and tutoringMetacognitive assessments – students rate level of effort and level of confidence as part of the diagnostic and feedback process analyze data on a weekly basis to direct students on an individual pathway through the course. All instructors will also participate in a course feedback loop to bring to light class improvements and effective adaptive strategies.
- #36 Allows students to move more quickly through material they already knowUse storytelling—provides the learning in a real world contextCourses that are not time dependent—choice of paceDiscuss Discussion board—students must choose if their reply is contributing more information, agreeing, or disagreeing… develop metacognition, and critical thinking. Analytics are gathered…Rubric developed to measure competencies across the students program (horizontal). One way is with multiple rubrics (teaching professor assess core content, but another professor may be sent the material to use another rubric to grade the writing) Developing grading workshops for faculty for norming expectations.Big data and new types of analytics allow us to track competencies, and analyze course