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Instructional Designer Support Model Faculty Development Model - Competency-Based Education
This document outlines an instructional design support model for developing competency-based education courses. Key points include: - Faculty are compensated for developing courses through a stipend system. Courses are developed based on defined competencies and include flexible, distance learning components. - The proposed structure includes stacking certificates and degrees through marketable skills awards and industry certifications. Student support is provided through specialists who advocate for students and monitor their progress. - An instructional designer support model provides consultation, production assistance, or full partnership to help faculty design competency-based courses. Guidelines outline a 14 step process and templates provide examples of course alignment and module models. - Ongoing evaluation ensures course quality
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Similar to Instructional Designer Support Model Faculty Development Model - Competency-Based Education
Instructional Designer Support Model Faculty Development Model - Competency-Based Education
- 1. Instructional Designer SupportModel Curriculum Development Mary Kohls — Department Chair, Computer Studies
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- 3. Course Development: Facultydesigner 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: Detailof competency based education Industry Required Skills Measurable Statement Assessment Entry Level Position
- 6. Mapping the Competencies:Working with industry
- 7. Mapping the Competencies:Working with industry
- 8. Pathways: Stacked andlatticed 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 2339PC 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 2335Application 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
- 13. Course Development: Components Realign Course Content Re-engineer Coursesusing New Distance Learning Template Program Evaluation Assess and Retool with Data-Driven Results Program Development Determine Industry Competencies Redesign Courses with Competencies
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- 16. • Leadby 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: QualityAnalysis • 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 supportspecialists • 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 andlatticed 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
- 20. Instructional Designer SupportModel CBE Course Design Dr. Ninghua Han – Instructional Design Specialist, APT program
- 21. Course Offerings Fall2013 Spring 2014 Fall 2014
- 22. CBE Course DesignModel
- 23. Instructional Design ServiceOptions 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 teamsupport 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 stepsto produce a competency based course • Course structure matrix • Course schedule • Course design progress Course Design: Guidelines
- 26. APT Course Template Sample APT Course Interface Video
- 27. ITSE 1411 BeginningWeb Programming UXUI 1472 User Interface Design I Sample APT Courses
- 28. Camtasia Videos Standard Videos OpenSource Videos • Course Introduction • Demonstration • Hot Topics • Difficult Knowledge Points Sample APT Learning Resources
- 29. • Learning Objectives • Learning Activity • Learning Assessment Course Alignment
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- 31. Bloom’s Taxonomy Wheel CourseAlignment
- 32. Blackboard Assessments in Bloom’sTaxonomy Wheel Created by APT ID team Course Alignment
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- 38. • APT QMInternal Course Evaluation Process • APT QM Course Evaluation Review Team • Course Revise Process Course Evaluation
- 39. • Access theAccessibility 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. Nextsteps 1. Optimize Course Review Process 2. Research online proctoring tool 3. Increase interaction 4. Optimize ADA implementation
- 42. #AIcbe Philadelphia, PA |May 18 - 20, 2015 DEVELOPING AND MANAGING COMPETENCY-BASED EDUCATION
- 43. Course Design Yi Zhang,Broward College Instructional Designer
- 44. • Defining yourprogram structure • Learning Management Systems • Course framework • Issues and improvements AGENDA
- 45. DEFINING PROGRAM STRUCTURE Course Design
- 46. • Course level – Units • Modules – Competencies – Learning resources • Assessments • Competency level – Competencies • Learning resources • Assessments Program Structure
- 47. Program Acceleration Naviga4on Tools • Videos • Syllabus • Welcome Le=er • Pace Chart • Resources • Instructor Availability Calendar • Course Checklist • Course Cafe
- 48. • Units – UnitEvaluations 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 – UnitEvaluations 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
- 51. Units -‐ Modules Course Layouts
- 52. Units – Sec4ons -‐ Modules Course Layouts
- 53. Module Content InstrucAons Content • Instruc4ons • Training & Learning • Assignments/Prac4ce/Labs • Discussions • Assessment/Evalua4ons • Module Checklist Recommended Content
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- 55. Content Examples Learning Resources &Discussions
- 56. Content Developers • Ifyou 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 manyroadblocks (manual releases) • Lacking faculty / student interactivity • Student confusion about CBE course • Assessments do not 100% fit for CBE Issues
- 58. • Remove un-necessarycourse 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
- 59. Future changes • Convertall course to be one unit course • Adding navigation video for student
- 60. COURSE DESIGN CBE4CC Yi Zhang,Instructional Designer
- 61. Accelerated IT TrainingPrograms (ATP) • Competency-based delivery model (flipping traditional model) • Independent study for self-directed learners • Opportunities for acceleration utilizing prior learning assessment options Program Overview
- 62. CBE Educational Mindshift TRADITIONAL CREDIT-‐HOUR FOCUS ON TEACHING INNOVATIVE COMPETENCY-‐BASED FOCUS ON LEARNING Time is CONSTANT, but Learning is VARIABLE Time is VARIABLE, but Learning is CONSTANT
- 63. • Course development – WGU models • Competency mapping • Assessment development – LMS selection • Frameworks – Learning Resources • OER • Publisher materials – Challenges • Breaking traditions • Faculty roles Subject Matter Experts
- 64. • Uncoupling theinstructional/ 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
- 66. Program Acceleration Naviga'on Tools • Videos • Syllabus • Welcome Le8er • Pace Chart • Resources • Instructor Availability Calendar • Course Checklist • Course Cafe
- 67. • Course level – Units • Modules – Competencies – Learning resources • Assessments • Competency level – Competencies • Learning resources • Assessments Program Structure
- 68. • Units – UnitEvaluations 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
- 69. Units -‐ Modules Course Layouts
- 70. Units – Sec'ons -‐ Modules Course Layouts
- 71. Module Content InstrucAons Content • Instruc'ons • Training & Learning • Assignments/Prac'ce/ Labs • Discussions • Assessment/Evalua'ons • Module Checklist Recommended Content
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- 73. Content Examples Learning Resources &Discussions
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- 75. This workforce solutionwas 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