This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
The aim of this presentation was to provide college staff and faculty with a framework for developing a a competency-based curriculum. The workshop was presented during the national conference of the Vietnam Association of Community Colleges on September 19, 2013.
This presentation shares an overview of Competency-Based Education (CBE). Find notes with transcript here: https://drive.google.com/file/d/0B0lwpuBcseSvcGptOVlmSjZOakk/view?usp=sharing
Visit edusasha.com for more resources on CBE, instructional design, faculty professional development, gamification, MOOCs, digital badging and more.
2011-12-01 ASIP Santé DMP en région "Achat de prestations externes pour les o...ASIP Santé
Achat de prestations externes pour les opérations de déploiement
Yasmine Bourdeverre et Marjolaine Roulleau, juristes marchés publics, service juridique de l'ASIP Santé
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
The aim of this presentation was to provide college staff and faculty with a framework for developing a a competency-based curriculum. The workshop was presented during the national conference of the Vietnam Association of Community Colleges on September 19, 2013.
This presentation shares an overview of Competency-Based Education (CBE). Find notes with transcript here: https://drive.google.com/file/d/0B0lwpuBcseSvcGptOVlmSjZOakk/view?usp=sharing
Visit edusasha.com for more resources on CBE, instructional design, faculty professional development, gamification, MOOCs, digital badging and more.
2011-12-01 ASIP Santé DMP en région "Achat de prestations externes pour les o...ASIP Santé
Achat de prestations externes pour les opérations de déploiement
Yasmine Bourdeverre et Marjolaine Roulleau, juristes marchés publics, service juridique de l'ASIP Santé
Restitution groupe 3 achat paiement des servicesHFG Project
Restitution groupe 3 achat paiement des services, à la Conférence Internationale sur le financement de la santé en Haïti: Défis et Perspectives pour son Financement, Avril 28-29 2015 Haïti.
Mégalis Bretagne - Point d’information sur le dispositif Marchés Publics Simp...AudéLor
Présentation de Mégalis Bretagne sur le dispositif Marchés Publics Simplifiés, pour une réponse électronique à un marché public. Mégalis est le portail des marchés publics de la Région Bretagne. Vous y trouverez les offres de marchés publics de Lorient Agglomération par exemple. Ce document a été présenté lors d'une Matinale AudéLor, le 17 mars 2016.
Du 1er achat au client fidèle : créez des parcours relationnels ROIstesaltima°
Conférence au salon E-Commerce Paris 2012 de Laurent Bouten, Directeur CRM, altima°.
Conquérir un nouveau client ou prospect entraîne des dispositifs et des coûts croissants, il est essentiel de mettre en place des mécaniques de communications relationnelles qui captent au mieux l’intérêt de vos clients, leurs proposent d’interagir avec vous et les amènent à renouveler leurs achats sur votre site e-commerce et/ou en magasin.
Découvrez comment structurer votre démarche de parcours client, les approches efficaces et comment mesurer la performance de vos actions.
GIS Under the Radar - Smart Education - Higher - AC18Esri UK
GIS is an ideal vehicle for meeting the changing expectations of students in Higher Education. Opportunities to introduce GIS to students outside of the formal, taught GIS curriculum, however, often go unrecognised, or are missed. Michael Horswell, from the University of the West of England, will consider the barriers to, and opportunities for, implementing GIS under the radar in HE curricula, as well as the considerable benefits that such an approach presents to students.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
This is a pre-project questionnaire that I created for instructors to determine if students are knowledgeable of presentation methodology and/or have access to necessary resources to complete projects.
Presentation given for a panel presentation at the AAC&U 2019 meeting. Abstract: In this panel presentation, three institutions explored how ePortfolio curriculum prompts new ways of thinking about education. In Northeastern University’s online master’s education program, students draw from and transform their earlier “learning ePortfolios” into professional ePortfolios showing accomplishment and career readiness. Key to this transition are four critical moves: remembering, analyzing, envisioning, and synthesizing. In Florida State University’s Rhetoric and Composition ePortfolio, a signature practice is selection, supported by an ePortfolio curatorial process helping students make decisions about what’s to select for the ePortfolio and what to leave behind. Across all three programs, students report that these supportive practices are fundamental.
What can we learn about ePortfolio programs by listening to graduates?Gail Matthews-DeNatale
AAC&U 2017 Presentation Abstract: The ePortfolio community has long been dedicated to documenting, analyzing, and communicating the value of ePortfolios in higher education. But what happens to our students after they graduate? How do alumni perceive the value of their ePortfolio experience? Do they incorporate evidence-based, multimodal, and metacognitive practices into their daily life and work, and if so in what ways? What other insights might they share? This session will present the prominent themes that emerged during interviews and email exchanges with graduates from Northeastern University and Florida State University. The session will also include time for attendees to explore how they might incorporate alumni outreach into their own ePortfolio work and research.
Making Student Learning Visible: Using Concept Map Analysis as an Assessment...Gail Matthews-DeNatale
Poster presented at the May 2015 Conference for Advancing Evidence-Based Teaching, Center for Advancing Learning and Teaching Through Research, Northeastern University, Boston, MA
November 2011 presentation given at a day-long assessment workshop co-sponsored by NERCOMP and ELI, titled Innovations in Learning: Measuring the Impact
Presentation on the use of digital storytelling as a strategy for crating digital cases. Given to the Harvard Business School Brain Gain Speaker series in August 2007.
2. Multimodal Project Title
Assignment Purpose & Goals
What do you want to achieve? What specific skills,
knowledge, and abilities will students have an
opportunity to develop through this multimodal
assignment?
How does this component of the work connect with
course/program goals?
3. Multimodal Project Title
Multimodal Portfolio Affordance
Given your goals and purpose, what is the benefit of
using portfolio pedagogies and the online platform for
this project?
4. Multimodal Project Title
Structure and Choice
How structured do you want the assignment to be?
Will you pre-define the sections, and if so what are
they? If not, what instructions will you give students
about structuring the project?
5. Multimodal Project Title
Section I: Title
• How much weight will you place on this aspect of the
project?
• What media/modes would be appropriate to this phase
of the assignment?
• How much time do you think it will take for students to
do this portion of the assignment well?
• Give an example of directions or prompts that you think
the student will need to be successful in this phase.
6. Multimodal Project Title
Section II: Title
• How much weight will you place on this aspect of the
project?
• What media/modes would be appropriate to this phase
of the assignment?
• How much time do you think it will take for students to
do this portion of the assignment well?
• Give an example of directions or prompts that you think
the student will need to be successful in this phase.
7. Multimodal Project Title
Section III: Title
• How much weight will you place on this aspect of the
project?
• What media/modes would be appropriate to this phase
of the assignment?
• How much time do you think it will take for students to
do this portion of the assignment well?
• Give an example of directions or prompts that you think
the student will need to be successful in this phase.
8. Multimodal Project Title
Section IV: Title
• How much weight will you place on this aspect of the
project?
• What media/modes would be appropriate to this phase
of the assignment?
• How much time do you think it will take for students to
do this portion of the assignment well?
• Give an example of directions or prompts that you think
the student will need to be successful in this phase.
9. Multimodal Project Title
Reflection and Metacognition
• How will students gain perspective on what they
learned from the project experience?
• What will be the opportunities for connecting this
learning with other aspects of their experience in
the course and/or program?
10. Multimodal Project Title
Resources and Support
• What resources and support will they need to
succeed in this dimension of the work?
• What additional partners could be helpful in
supporting you and/or your students, and how do
want to integrate this support into the project plan?
11. Multimodal Project Title
Feedback and Assessment
• What is the structure and frequency of feedback in
project development?
• What criteria for excellence will inform the feedback
and assessment?
13. Multimodal Project Title
Timeline
• Given the scope of work that you have identified for
the assignment, what is an appropriate timeline?
• What will be the milestones?
• If that timeline isn’t feasible, what can be scaled
back?