From Badges to Breakthrough. An EDUCAUSE featured session. Ellen Wagner, Fred Hurst, Karen J Solomon, Deb Everhart. October 17, 2013. MOOCs, personalized learning, direct assessment, badges.
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
This slide presentation was part of a Learnshop at Online Educa Berlin 2013. This was an interactive, discussion based session:
Competency-based education addresses the rising cost of education and supports employability of graduates. It offers a path for adults to accelerate degree completion by acknowledging prior learning and work experience. Until recently, prior learning has meant transfer credit from a different educational institution. Although this is still relevant, it is expanding to include consideration of learning via open educational resources and MOOCs. Can these also be incorporated as part of an accredited degree program? Work in small groups with the expert panel in this dynamic and interactive Learnshop to grow your theoretical and practical understanding of competency-based higher education and develop thinking on implementation of this model in a European context.
The upcoming release of $200 million dollar in block grants for college and career readiness by the California Department of Education signals a growing focus on preparing California students for life after high school and long-term success. Join a panel of educators and experts for a timely Webinar to better understand the opportunities and the implications of the grants
Increasing Retention Through an Integrated Student Experience ApproachHobsons
This document summarizes Dawna Perez's presentation on Northern Essex Community College's efforts to create an integrated student experience through their strategic plan. It details how they are using their student success platform, Starfish, to facilitate communication between faculty and staff, provide early alerts on struggling students, and connect students to support services. Evaluation of Latino student cohorts has shown higher course completion and retention rates for those who engaged with support services after being flagged in Starfish. The college aims to continue expanding Starfish functionality and evaluating its impact on broader student outcomes.
Challenge on Academic Advising: Selected SubmissionsDiana Woolis
The Bill & Melinda Gates Foundation selected 9 out of 76 submissions to attend their Post-Secondary Success convening in September 2013. The selected submissions showcased innovative academic advising programs that addressed non-cognitive student support, utilized technology, and involved collaborative partnerships. Examples included using ePortfolios to develop students' skills, integrating culture into advising, and employing data to target at-risk groups. Peer coaching and mentoring models engaged students as advisors. The goal was to highlight advising approaches that improve outcomes for 21st century learners.
The document discusses holistic admissions and the role of standardized test scores within a holistic review process. It defines holistic admissions as using all available student information to make admissions decisions. While test scores are part of holistic review, removing them limits the data available. A truly holistic process considers cognitive and non-cognitive factors to best support students.
GEMEnA update for COPAFS Quarterly Meeting June 2015Sharon Boivin
Presentation slides for the June 5, 2015 quarterly meeting of the Council of Professional Associations on Federal Statistics (COPAFS). The theme of the meeting was workforce statistics. This presentation updates progress to date on deploying newly-developed survey items on the prevalence and key characteristics of non-degree credentials, including industry-recognized certifications, occupational licenses, and educational certificats.
Credit Flexibility Presentation by Sarah LuchsEric Calvert
This slide set was presented by Sarah Luchs of the Ohio Department of Education in a session for the Southern Ohio Educational Service Center in March, 2010.
This slide presentation was part of a Learnshop at Online Educa Berlin 2013. This was an interactive, discussion based session:
Competency-based education addresses the rising cost of education and supports employability of graduates. It offers a path for adults to accelerate degree completion by acknowledging prior learning and work experience. Until recently, prior learning has meant transfer credit from a different educational institution. Although this is still relevant, it is expanding to include consideration of learning via open educational resources and MOOCs. Can these also be incorporated as part of an accredited degree program? Work in small groups with the expert panel in this dynamic and interactive Learnshop to grow your theoretical and practical understanding of competency-based higher education and develop thinking on implementation of this model in a European context.
The upcoming release of $200 million dollar in block grants for college and career readiness by the California Department of Education signals a growing focus on preparing California students for life after high school and long-term success. Join a panel of educators and experts for a timely Webinar to better understand the opportunities and the implications of the grants
Increasing Retention Through an Integrated Student Experience ApproachHobsons
This document summarizes Dawna Perez's presentation on Northern Essex Community College's efforts to create an integrated student experience through their strategic plan. It details how they are using their student success platform, Starfish, to facilitate communication between faculty and staff, provide early alerts on struggling students, and connect students to support services. Evaluation of Latino student cohorts has shown higher course completion and retention rates for those who engaged with support services after being flagged in Starfish. The college aims to continue expanding Starfish functionality and evaluating its impact on broader student outcomes.
Challenge on Academic Advising: Selected SubmissionsDiana Woolis
The Bill & Melinda Gates Foundation selected 9 out of 76 submissions to attend their Post-Secondary Success convening in September 2013. The selected submissions showcased innovative academic advising programs that addressed non-cognitive student support, utilized technology, and involved collaborative partnerships. Examples included using ePortfolios to develop students' skills, integrating culture into advising, and employing data to target at-risk groups. Peer coaching and mentoring models engaged students as advisors. The goal was to highlight advising approaches that improve outcomes for 21st century learners.
The document discusses holistic admissions and the role of standardized test scores within a holistic review process. It defines holistic admissions as using all available student information to make admissions decisions. While test scores are part of holistic review, removing them limits the data available. A truly holistic process considers cognitive and non-cognitive factors to best support students.
GEMEnA update for COPAFS Quarterly Meeting June 2015Sharon Boivin
Presentation slides for the June 5, 2015 quarterly meeting of the Council of Professional Associations on Federal Statistics (COPAFS). The theme of the meeting was workforce statistics. This presentation updates progress to date on deploying newly-developed survey items on the prevalence and key characteristics of non-degree credentials, including industry-recognized certifications, occupational licenses, and educational certificats.
For-Profit Postsecondary Education: Effects of Limited Cultural Capital and I...NationalSocialScienc
This document summarizes a research study on how lack of cultural capital and demand for credentials influences vulnerable students' enrollment in for-profit colleges. The study interviewed 20 students at for-profit schools in Southern California about their experiences. Key findings were that students were drawn to for-profit schools for convenience factors like flexible schedules but often ended up dissatisfied due to low quality instruction and high debt. While credentials were a motivator, many students felt unprepared for the workforce. The majority did not recommend for-profit schools due to expensive tuition that did not match the education received.
Organizational Models in Dual Mode Institutions and the Social Agenda of Dist...Mark Bullen
The document analyzes organizational models for distance education in four Canadian dual mode institutions: BCIT, SAIT, UBC, and VCC. It examines each institution's type, distance education strategy and mandate, student profiles, courses offered through distance education, organizational structure for distance education, and status of distance education. The analysis aims to test a theory about how institutional type relates to preserving a focus on distance education. It concludes the theory explains differences in how learner-centered versus traditional institutions approach distance education.
The document discusses Colorado's efforts to redesign developmental education. It notes that developmental education enrollment and costs have increased significantly in recent years despite low completion rates, especially in math. Colorado established a Developmental Education Task Force to recommend reforms that promote greater student success. Emerging recommendations include revising assessment and placement, compressing and mainstreaming developmental course sequences, and providing additional academic and non-academic supports for students. The goal is to improve developmental education outcomes and help more students complete college programs.
Booth, M., Potter, G. & Hyatt, G. (2009). Harvesting Adult Learners’ Prior Knowledge: Prior Learning Assessment in Higher Education. Presentation at the OrACRAO Annual Conference, Silverton, OR.
The document discusses guidelines for transfer admission from the National Association for College Admission Counseling's (NACAC) Code of Ethics and Professional Practices (CEPP). It provides 6 principles for ethical transfer admission practices: 1) clearly stating deadlines but being flexible, 2) transparency in admission requirements, 3) publishing transfer agreements, 4) providing credit evaluations and financial aid info before requiring a commitment, 5) not soliciting transfers from past applicant pools unless initiated by student, and 6) providing accurate transcripts to facilitate transfer. The document provides context on the complexity of transfer admission and NACAC's role in establishing ethical standards.
LearningCounts.org is an innovative model for prior learning assessment created by the Council for Adult and Experiential Learning (CAEL). It provides a national online platform for students to create individualized portfolios to receive college credit for learning from work and life experiences. Faculty experts from colleges across the country evaluate the portfolios and typically recommend credit for 75% of submissions. The service aims to increase access to prior learning assessment and help more adult students complete college degrees faster.
Dual Credit Survey: Accelerating Educational Readiness, Progress, and CompletionHobsons
The document contains a survey about dual credit courses, which allow high school students to earn college credit. The survey asks respondents about their school district, current dual credit offerings, partnerships, benefits, and barriers to dual credit courses. It also asks about the respondents' views on issues like whether dual credit demonstrates college readiness and whether K-12 education should evolve into a K-14 system.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
Theory and Practice of Online Learning Ch17Vasanta Akondy
This document discusses supporting online learners. It begins by explaining the importance of providing a supportive learning environment to ensure success and avoid dropouts. It then discusses various types of organizations that provide online learning and the different ways they support students. The rest of the document outlines specific types of support needed, including supports for prospective students to assess readiness, minimum computer requirements and provide career advising. It also discusses supports needed once enrolled, such as administrative, information/technological supports and metacognitive supports to help students develop learning skills.
The document discusses initiatives in Minnesota to help thousands of adults complete their degrees. It outlines efforts by Metropolitan State University and the University of Minnesota to identify and contact former students who left with nearly enough credits to graduate. Key goals are to provide relevant programs, support services, and remove bureaucratic barriers for returning adult students to help them succeed and enhance the state's workforce.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
On urgent needs for a revised quality agenda. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
6
This document outlines the standards and requirements for Antioch University's Education Specialist: Mild/Moderate Credential Program on both the Santa Barbara and Los Angeles campuses. It provides details on the program design, curriculum, field experiences, points of entry, and instruction related to legal and ethical practices in special education. The program is designed to prepare candidates to work with students with mild to moderate disabilities through a logically sequenced combination of coursework and field placements. Candidates learn about special education laws, the IEP process, and demonstrate their skills in supervised teaching experiences.
The document summarizes the current state of technology in Dallas ISD. It finds that while the district has been frozen out of $140 million in federal funding for 8 years, it now has the tools to take advantage of new technologies. However, the infrastructure is outdated with frequent outages due to lack of preventative maintenance. The district needs to improve technology to meet national goals in areas like teaching, leadership, and digital learning. This requires building teacher training, providing rigorous curriculum, giving students access to tools, and using assessments to analyze student data.
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to focus on developing students' academic skills and knowledge, soft skills, and understanding of the application process. Postsecondary institutions need to provide financial support, help with college knowledge, and academic and social engagement supports. The document reviews North Carolina's performance, noting improvements in graduation rates but ongoing challenges in academic achievement, particularly in math, and gaps between student groups. It concludes that strengthening transitions is important to increasing postsecondary attainment.
The document discusses a study exploring graduate teaching assistants' perceptions of facilitating online courses. It found that GTA's had generally positive experiences facilitating online discussions and building their technical skills, and saw online facilitation as a pathway to future online instruction. However, GTA's desired more training in online pedagogy and learning management systems. The researchers concluded that clearer expectations from instructors and opportunities to further develop online teaching skills could help online facilitation better prepare GTA's for careers in online education.
Missouri ACT Identified Keys to Enrollment SuccessStephaneGeyer
This document summarizes a presentation on enrollment management best practices. It discusses how the field of enrollment management has evolved from primarily focusing on admissions to taking a more comprehensive, data-driven approach. It identifies some of the key components of modern enrollment management systems and strategic planning. It also provides data on the most effective recruitment and retention practices according to different institutional types. Finally, it emphasizes the importance of taking a campus-wide, strategic approach to enrollment management.
The document discusses competency-based education (CBE), including definitions of key terms, potential benefits and challenges of CBE, and collaboration between the American Council on Education and Blackboard on advancing the understanding and implementation of CBE. Some key points discussed include:
- CBE focuses on demonstrating mastery of knowledge and skills (competencies) rather than credits or time spent in class. It provides flexibility in time, place and pace of learning.
- There are opportunities and challenges to scaling CBE, such as mapping competencies to traditional credit-hour systems and supporting different needs of CBE students.
- CBE aims to improve student outcomes through a focus on learning outcomes, but students need help
For-Profit Postsecondary Education: Effects of Limited Cultural Capital and I...NationalSocialScienc
This document summarizes a research study on how lack of cultural capital and demand for credentials influences vulnerable students' enrollment in for-profit colleges. The study interviewed 20 students at for-profit schools in Southern California about their experiences. Key findings were that students were drawn to for-profit schools for convenience factors like flexible schedules but often ended up dissatisfied due to low quality instruction and high debt. While credentials were a motivator, many students felt unprepared for the workforce. The majority did not recommend for-profit schools due to expensive tuition that did not match the education received.
Organizational Models in Dual Mode Institutions and the Social Agenda of Dist...Mark Bullen
The document analyzes organizational models for distance education in four Canadian dual mode institutions: BCIT, SAIT, UBC, and VCC. It examines each institution's type, distance education strategy and mandate, student profiles, courses offered through distance education, organizational structure for distance education, and status of distance education. The analysis aims to test a theory about how institutional type relates to preserving a focus on distance education. It concludes the theory explains differences in how learner-centered versus traditional institutions approach distance education.
The document discusses Colorado's efforts to redesign developmental education. It notes that developmental education enrollment and costs have increased significantly in recent years despite low completion rates, especially in math. Colorado established a Developmental Education Task Force to recommend reforms that promote greater student success. Emerging recommendations include revising assessment and placement, compressing and mainstreaming developmental course sequences, and providing additional academic and non-academic supports for students. The goal is to improve developmental education outcomes and help more students complete college programs.
Booth, M., Potter, G. & Hyatt, G. (2009). Harvesting Adult Learners’ Prior Knowledge: Prior Learning Assessment in Higher Education. Presentation at the OrACRAO Annual Conference, Silverton, OR.
The document discusses guidelines for transfer admission from the National Association for College Admission Counseling's (NACAC) Code of Ethics and Professional Practices (CEPP). It provides 6 principles for ethical transfer admission practices: 1) clearly stating deadlines but being flexible, 2) transparency in admission requirements, 3) publishing transfer agreements, 4) providing credit evaluations and financial aid info before requiring a commitment, 5) not soliciting transfers from past applicant pools unless initiated by student, and 6) providing accurate transcripts to facilitate transfer. The document provides context on the complexity of transfer admission and NACAC's role in establishing ethical standards.
LearningCounts.org is an innovative model for prior learning assessment created by the Council for Adult and Experiential Learning (CAEL). It provides a national online platform for students to create individualized portfolios to receive college credit for learning from work and life experiences. Faculty experts from colleges across the country evaluate the portfolios and typically recommend credit for 75% of submissions. The service aims to increase access to prior learning assessment and help more adult students complete college degrees faster.
Dual Credit Survey: Accelerating Educational Readiness, Progress, and CompletionHobsons
The document contains a survey about dual credit courses, which allow high school students to earn college credit. The survey asks respondents about their school district, current dual credit offerings, partnerships, benefits, and barriers to dual credit courses. It also asks about the respondents' views on issues like whether dual credit demonstrates college readiness and whether K-12 education should evolve into a K-14 system.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
Theory and Practice of Online Learning Ch17Vasanta Akondy
This document discusses supporting online learners. It begins by explaining the importance of providing a supportive learning environment to ensure success and avoid dropouts. It then discusses various types of organizations that provide online learning and the different ways they support students. The rest of the document outlines specific types of support needed, including supports for prospective students to assess readiness, minimum computer requirements and provide career advising. It also discusses supports needed once enrolled, such as administrative, information/technological supports and metacognitive supports to help students develop learning skills.
The document discusses initiatives in Minnesota to help thousands of adults complete their degrees. It outlines efforts by Metropolitan State University and the University of Minnesota to identify and contact former students who left with nearly enough credits to graduate. Key goals are to provide relevant programs, support services, and remove bureaucratic barriers for returning adult students to help them succeed and enhance the state's workforce.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
On urgent needs for a revised quality agenda. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
6
This document outlines the standards and requirements for Antioch University's Education Specialist: Mild/Moderate Credential Program on both the Santa Barbara and Los Angeles campuses. It provides details on the program design, curriculum, field experiences, points of entry, and instruction related to legal and ethical practices in special education. The program is designed to prepare candidates to work with students with mild to moderate disabilities through a logically sequenced combination of coursework and field placements. Candidates learn about special education laws, the IEP process, and demonstrate their skills in supervised teaching experiences.
The document summarizes the current state of technology in Dallas ISD. It finds that while the district has been frozen out of $140 million in federal funding for 8 years, it now has the tools to take advantage of new technologies. However, the infrastructure is outdated with frequent outages due to lack of preventative maintenance. The district needs to improve technology to meet national goals in areas like teaching, leadership, and digital learning. This requires building teacher training, providing rigorous curriculum, giving students access to tools, and using assessments to analyze student data.
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to focus on developing students' academic skills and knowledge, soft skills, and understanding of the application process. Postsecondary institutions need to provide financial support, help with college knowledge, and academic and social engagement supports. The document reviews North Carolina's performance, noting improvements in graduation rates but ongoing challenges in academic achievement, particularly in math, and gaps between student groups. It concludes that strengthening transitions is important to increasing postsecondary attainment.
The document discusses a study exploring graduate teaching assistants' perceptions of facilitating online courses. It found that GTA's had generally positive experiences facilitating online discussions and building their technical skills, and saw online facilitation as a pathway to future online instruction. However, GTA's desired more training in online pedagogy and learning management systems. The researchers concluded that clearer expectations from instructors and opportunities to further develop online teaching skills could help online facilitation better prepare GTA's for careers in online education.
Missouri ACT Identified Keys to Enrollment SuccessStephaneGeyer
This document summarizes a presentation on enrollment management best practices. It discusses how the field of enrollment management has evolved from primarily focusing on admissions to taking a more comprehensive, data-driven approach. It identifies some of the key components of modern enrollment management systems and strategic planning. It also provides data on the most effective recruitment and retention practices according to different institutional types. Finally, it emphasizes the importance of taking a campus-wide, strategic approach to enrollment management.
The document discusses competency-based education (CBE), including definitions of key terms, potential benefits and challenges of CBE, and collaboration between the American Council on Education and Blackboard on advancing the understanding and implementation of CBE. Some key points discussed include:
- CBE focuses on demonstrating mastery of knowledge and skills (competencies) rather than credits or time spent in class. It provides flexibility in time, place and pace of learning.
- There are opportunities and challenges to scaling CBE, such as mapping competencies to traditional credit-hour systems and supporting different needs of CBE students.
- CBE aims to improve student outcomes through a focus on learning outcomes, but students need help
The document discusses competency-based education (CBE), including definitions of key terms, potential benefits and challenges of CBE, and collaboration between the American Council on Education and Blackboard on advancing the understanding and implementation of CBE. Some key points discussed include:
- CBE focuses on demonstrating mastery of knowledge and skills (competencies) rather than credits or time spent in class. It provides flexibility in time, place and pace of learning.
- There are opportunities and challenges to scaling CBE, such as mapping competencies to traditional credit-hour systems and supporting different needs of CBE students.
- CBE aims to improve student outcomes through a focus on learning outcomes, but students need help
The landscape of competency-based education (CBE) has progressed tremendously over the past few years in higher education. This session will provide a brief overview of CBE regulations, design models, and learner experience considerations, focusing on how CBE can be successfully delivered using quality frameworks. Participants will identify, discuss, and explore key inputs supporting an engaged faculty and student experience. Join three CBE leaders as they connect how their own institutions have instituted, continuously improved, and evolved various CBE models in this interactive presentation.
Session Objectives:
Recognize the key features and value of competency-based education for learners, workforce, and educational institutions.
Explain the foundations of operationalizing CBE and the key elements of the engaged faculty and learner experience.
Connect C-BEN’s quality frameworks to how CBE is implemented for three leading institutions.
This document provides definitions for many terms related to competency-based education in order to clarify meanings and reduce confusion. It notes that competency-based education has no single definition and terms are used differently by different people. The document is intended to be a living resource that evolves over time as the field develops. It defines terms under categories such as overview, competencies and learning outcomes, learning processes, assessment processes, evidence of learning, credentials, roles, regulations and more.
The document discusses the unbundling and rebundling of higher education. It begins by reviewing the history of unbundling in different industries and outlines how every aspect of higher education can now be unbundled. Unbundling involves disaggregating educational provision into separate components that can be provided by different partners. This raises questions around whose interests are served by new models and issues of inequality. The document then examines how components like curriculum, resources, roles of academics, and student support are being unbundled and rebundled in both traditional and emerging flexible pathways. It raises concerns that unbundling could negatively impact knowledge production, student experience, and working conditions unless issues of access, success, legitimacy, and
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
This document summarizes an upcoming division meeting for the Division of Student Affairs and Academic Support. It provides information on the following events:
1) A lecture and Q&A with author Dr. Meg Jay on March 4th about her book "The Defining Decade" that is open to all university faculty, staff, and students.
2) A call for proposals due on March 7th for developing habits of highly effective student affairs professionals on May 14th.
3) Weekly "What's Dennis Reading" breakfasts on February 28th and April 11th at 8:00 AM at the College Grounds Cafe.
4) The January winners of the GEMS drawing from various departments within the
The Higher Ed Canvas: Connecting Challenges and ToolsChristina Sax
This slide deck provides a framework impacting the broad challenges facing higher education through the use of learning management system tools in the teaching and learning process.
Why should your institution consider a Prior Learning Assessment program?Karen Wallingford
This document discusses the benefits of prior learning assessment (PLA) for higher education institutions. It notes that PLA can help institutions meet President Obama's goal of increasing the number of college graduates by 2020 by allowing students to earn credit for knowledge gained outside the classroom. Research shows PLA participants are over twice as likely to complete degrees and do so more quickly. PLA benefits institutions by recruiting students with advanced standing, reducing costs, improving retention, strengthening partnerships with employers, and allowing competency-based assessment. The document advocates for PLA as a way to help institutions, students, and the broader degree completion agenda.
Why should your institution consider a Prior Learning Assessment program?NRCPL
This document discusses the benefits of prior learning assessment (PLA) for higher education institutions. It notes that PLA can help institutions meet national goals of increasing degree attainment and the number of college graduates. Research shows that PLA helps students complete degrees more quickly and at a lower cost by earning credit for knowledge gained outside the classroom. PLA benefits institutions by helping with recruitment, financial management, retention, partnerships, and allowing competency-based assessment. It discusses how PLA can serve different student populations and positively impact institutions.
The webinar discussed several effective practices for online and blended education. Dr. Bob Blomeyer presented on the Online Educator Self-Efficacy Survey (OESES), a valid and reliable tool for assessing online educator professional development. Research shows the OESES effectively measures changes in educator self-efficacy after completing online training. Dr. Len Bogner and Dr. Bucky Dodd discussed blended education at the University of Central Oklahoma, emphasizing flexibility, choice in learning strategies, and connecting delivery modes to enhance student engagement. Dr. Owen Hall presented on conditional release technologies, which provide self-paced, modularized content to supplement management education.
The document discusses rethinking the distance education course development process at Fort Hays State University to improve quality. It notes changing competitive landscapes that require enhancing quality and differentiation. A new three-pathway process incorporates quality standards, is driven by needs, and increases efficient use of resources through phases and peer review. The goal is to improve competitive positioning by enhancing quality perceptions, retention, and student satisfaction. It also aims to build a community promoting best practices in online course design.
Serving All Students: A Survey of Learner Mindsets from Age 16 to 65+accenture
Accenture research has identified six learner segments. Explore the segments and how colleges and universities can better serve them. https://accntu.re/3C8fiJT
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
This document provides an overview of competency-based education (CBE) programs in higher education. It defines CBE and discusses why institutions are adopting this model. It describes the characteristics of CBE programs, including being learner-centered, focusing on learning over time, allowing flexible pacing, and using authentic assessments. The document outlines some examples of CBE programs at institutions like Lipscomb University, Texas A&M University-Commerce, Brandman University, and the University of Michigan. It also discusses the roles of faculty in CBE programs and regulatory guidelines around CBE from the federal level.
Is Oregon Ready to Implement Competency Education?Jesse Moyer
This deck is from a presentation a colleague and I gave during a pre-conference session at the 2014 Northwest Proficiency/Competency Conference hosted by the Oregon Business Education Compact and the Confederation of Oregon School Administrators in March 2013.
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
The University of Wisconsin launched the UW Flexible Option program in 2014 to offer competency-based degree programs, where students demonstrate mastery of content through assessments rather than credit hours or classes, and nearly 1000 students have enrolled since then. The document discusses lessons learned in developing the program, including the importance of faculty involvement in designing rigorous assessments, providing student support such as academic coaching, and ensuring collaboration between different administrative areas like academics and operations.
Similar to From badges to breakthroughs.final.rev (20)
This document discusses how analytics can be used to improve student success. It begins by describing a session that shows how analytics identify opportunities to improve student success. Participants will learn how to connect predictions of risk to interventions most likely to work under different conditions. The document then discusses how data is changing education and how analytics can be applied in areas like enrollment management, student services, and program design. It provides examples of how predictive analytics have been used at various institutions to improve retention, successful course completion, and graduation rates. The document emphasizes linking predictions of risk to specific interventions and measuring the impact and ROI of different interventions.
Five Steps for Achieving Learning Analytics SuccessEllen Wagner
The document outlines five steps for achieving success with learning analytics: 1) Start with a focus on desired outcomes, 2) Clearly define what constitutes success, 3) Use common definitions to enable shared understanding, 4) Focus on generating insights from data rather than just collecting data, and 5) Share results and findings with others. It then provides more details on the Predictive Analytics Reporting (PAR) Framework, a collaborative focused on institutional effectiveness and student success using predictive analytics of integrated student data from member institutions.
This document summarizes a presentation about how data and predictive analytics are changing expectations around accountability and student success in post-secondary education. It discusses how predictive modeling can identify at-risk students, but predicting risk is not enough - institutions must also link predictions to interventions. The presentation also explores opportunities to generate new insights from data and leverage online learning to fulfill its promise by embracing analytics. The PAR Framework collaborative aims to help institutions improve effectiveness and outcomes through common data definitions, benchmarks, predictive models, and an intervention inventory tool.
This document discusses the emerging market opportunities for collaboration technologies in education. It notes that while investments in education technology have increased, there is a debate around whether the growth represents a bubble similar to previous tech or housing bubbles. The document cautions that success requires understanding educators' needs and priorities over a focus on total market size. It advises maximizing chances for success by thinking like educators, finding influencers, and ensuring customer success and advocacy.
The document discusses learning analytics and why they are important for educational institutions. It begins by defining analytics and explaining why they are useful for optimizing online experiences by analyzing user data and behavior. It then discusses how educational institutions can apply analytics to improve retention by mining data from sources like learning management systems and course surveys. Finally, it provides tips for implementing analytics, noting that analytics can help improve learning outcomes but institutions need to have the right skills and use data responsibly to ensure it benefits students.
This document summarizes emerging technologies and trends that will impact eLearning over the next 3 years. It identifies technologies like mobile learning, cloud computing, social networking and user-generated content as driving forces in eLearning. It also discusses the adoption of these innovations according to hype and diffusion curves. Key factors like economic conditions, education trends and new devices are changing the eLearning landscape.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. From Badges to Breakthroughs:
Unleashing Learner Potential through
Competency-based Achievements
Ellen Wagner, WCET, Chair
Fred Hurst, Northern Arizona University
Karen Solomon, Higher Learning Commission
Deb Everhart, Georgetown University and Blackboard, Inc.
2. What You Can Expect from this Session
• This panel session shares experiences and perspectives with
innovations that are challenging “The Course” as the primary
unit of educational currency.
• We will discuss credit for MOOC completion, personalized
learning, direct assessment and verification of competencies
and badge frameworks as options for extending low-cost,
quality educational opportunities for increasingly diverse
student and instructor populations.
3. Alternative Models of Postsecondary
Education are Gaining Traction
• New student populations expect education that is flexible,
relevant, and meaningful
• Elite universities are accelerating interest in online learning
through massive, open online courses.
• Expectations of institutional accountability have amplified
questions about whether and how universities should be
“scored.”
• The “ticking time bomb” of American student loan debt is
changing consumer attitudes about the value of education.
4. The Potential for
Alternative Credentials
• Thomas Friedman: “Alternative credentialing has potential to
lift more people out of poverty…. [and] to unlock a billion
more brains to solve the world’s biggest problems”
(http://www.nytimes.com/2013/01/27/opinion/sunday/fried
man-revolution-hits-the-universities.html).
• Alternative credentials can ignite learning enthusiasm,
improve learner success, and ultimately increase human
potential.
5. New Modes and Models
These phenomena, among others, are driving the demand for
low-cost, reasonable-quality educational experiences. Innovative
institutions are responding with alternatives such as:
• MOOCs
• Personalized Learning
• Competency Based Learning
• Badge Frameworks
6. New opportunities have emerged
from changing expectations
Evaluating and award credit for student learning, wherever and
however it has been acquired.
At a growing number of institutions, degrees and certificates are
awarded based on credits from courses as well as from analysis
of prior learning, community service, and student portfolios. The
network needs to grow.
7. New opportunities have emerged
from changing expectations
• Some alternative credentials recognize demonstrated,
validated competencies tailored to desired outcomes through
direct assessment.
• In some vocational areas, the source of learning is
insignificant in comparison to the verified ability to perform a
specific skill or job. We will need new structures as well as
those to evaluate the competencies.
8. New opportunities have emerged
from changing expectations
• Badges - small, discrete bundles of defined outcomes are
available through learning communities that provide
reputation frameworks for peer validation, with badging and
other designations of achievements.
• These learning opportunities vary broadly in their quality and
applicability to higher education; some may displace the need
to earn an entire degree.
10. Since we mentioned MOOCs…
WCET Frontiers (www.wiche.edu)
A Simple Guide for Navigating the MOOC
Muddle (Garn and Dowden, 2013)
http://www.wcet.wiche.edu/wcet/docs/talkingpoints/WCETTalkingPoints-MOOCs-04-082013.pdf
12. Northern Arizona University – Personalized Learning
Change is good. You go
first.
- Scott Adams, Dilbert cartoon
13. Northern Arizona University – Personalized Learning
Northern Arizona University’s
Personalized Learning enables
motivated students to earn a high
quality degree more efficiently and
at a lower cost by customizing
coursework to fit individual
learning styles and previously
acquired knowledge.
14. Northern Arizona University – Personalized Learning
Student Experience
•Self-paced online adaptive learning
•Mentor faculty
•Readiness assessment
•Curriculum is interdisciplinary and
prescribed - there are no electives
•Every concept - multiple modalities
•Pre-, interim, post-assessments
15. Northern Arizona University – Personalized Learning
• Developed degree programs in 6 months:
Small Business Administration, Computer
Information Technology, Liberal Arts
• Lead faculty for each degree
• Student starts any day of the year
• Subscription model - $2,500 per six
months – all inclusive (fees, materials,
texts)
• Two student records:
• Traditional transcript
• Competency report
16. Northern Arizona University – Personalized Learning
Aggressive Timetable
•Approved by HLC on May 21st
•Understanding to offer U.S. DoEd –
Title IV in August
•Students enrolled; ~1200 prospects
•500 student goal in first year; 8,000 in
five years
•Three new programs second year;
masters degrees in third year
17. Higher Learning Commission
A Commission of the North Central Association
Direct Assessment
Competency Based Programs
Assuring Quality in Higher Education
Karen J Solomon
Vice President for Accreditation Relations
18. Federal Definition
34 CFR 668.10
Direct Assessment includes range of portfolios,
presentations, examinations and other
documents that reflect mastery of learning goals
Methodology for determining “credit hour
equivalencies” required
Federal funding not eligible for giving credit for
prior work
18
20. Issues to Address
Purpose and Philosophy
Clearly defined goals
Framework for programs
Structure and Coherence of the Program
Competencies defined
Beginning, Middle and End Stages
Competencies are not only individual units but
build to a unified body of knowledge
20
21. Issues to Address
Application of Academic Policies
Student Eligibility
Attendance, Leaves of Absence
Satisfactory Academic Progress
Information to Students
Support Services & Access to Academic Resources
Peer Engagement
21
22. Issues to Address
Eligibility, Development & Engagement of
Faculty/Instructors
Subject Matter Experts
Mentors and Coaches
Curriculum Designers
Content Assessors
22
23. Issues to Address
Assessment of Student Learning
Evaluation and Improvement Systems
Distinguishing Competency-Based Program from
Prior Learning Assessment
Billing and Title IV
Tuition Refunds
Calculation of assistance earned
23
24. Issues to Address
Credit Hour Equivalencies
Transcripting of Competency Earned
Equivalent Courses or Credit Hours Noted
Clear Information for Other Institutions and
Employers
Contractual Arrangements
24
25. Current Status
Growing expectations for
transparency regarding persistence,
completion and student success
Four institutions approved to offer
Direct Assessment programs
Application to be available –
ncahlc.org/change
25
26. Badges:
New Currency for
Professional Credentials
Dr. Deborah Everhart
Director of Integration Strategy, Blackboard
Adjunct Assistant Professor, Georgetown University
38. QUESTIONS for panel:
What is the biggest opportunity you see for your
breakthrough innovation?
What is THE biggest (possible) hurdle you see
as people consider moving ahead with your
breakthrough innovation?
What is the one thing you want people to
remember about what you have presented?
38