Introduce myself and my research
QM = course design
CBE = many things
Structure of this presentation: Explain CBE in terms of QM annotations for CBE
CBE: Boy Scout or Girl Scout badges.
You demonstrate a skill: You can tie a knot, or you can’t
Image credit: Junior Libby, http://www.publicdomainpictures.net/view-image.php?image=24768&picture=boy-scout-badges
CBE is a specific model.
Purpose = similar to traditional
Structure is the difference
Student struggles
Later modules they did not master
Constrained to 15 weeks
Image Credit: Time to Completion Models, Patrick Tabatcher, Senior Multimedia Producer, the University of Akron
Designed for TPG Final Report by Teresa Potter
Student struggles, can repeat
All modules achieved
Time is flexible
Image Credit: Time to Completion Models, Patrick Tabatcher, Senior Multimedia Producer, the University of Akron
Designed for TPG Final Report by Teresa Potter
Fixed time but variable masteryor variable time with consistent mastery
May or may not have “grades”
This is what can happen, so design should consider this
Not infinite, so list policies
Example: SinClare 1st redo required permission, 2nd requires remediation plan
Accreditation = Course-based, Direct Assessment (not constrained to time), or Experimental Sites (all you can learn subscription, mostly about financial aid)
Federal distinctions on Course Based vs. Direct Assessment vs. Experimental Sites: https://experimentalsites.ed.gov/exp/guidance.html
Really comes down to two models: course-based or unbundled
QM = clearly explain
Can be in course or linked at program level
Annotations for 1.8
Who are all these people?
Assessments look like this = makes the instructor’s job more difficult
Early adoptors = unbundled faculty roles to specialize
Western Governor's scale has helped with this
Unbundled roles
Coach = best practice to support students
Example: Support student in developing remediation plan
Article about unbundles roles: https://www.mathematica-mpr.com/our-publications-and-findings/publications/developing-competency-based-program-models-in-three-community-colleges
No specific annotations about CBE, BUT model depends on alignment and measurable learning objectives
Work environment, life experience, or independent study
Makes it possible to skip content, so assessments must be universal
How do you make this work?!
Best practices still in the works.
Research, design policies, then be clear
One best practice = Off ramp
Annotations = Grades may be in a separate transcript
Might not even have grades
Do you need access to the structure outside the course? – Only if it is part of alignment, “course” being reviewed
Rubric not required, clear and specific info for how to meet
Some schools still doing ”mastery with distinction”
Options and variety
So, focus on alignment of instruments
“all materials may be optional”
Make clear how you intend them to use it in all situations, PLA or traditional progress
Examples: Materials needed for assessment: instructions, data sets, cases to analyze, etc.
Students at different places
QM: Learner-Learner might not be appropriate, or can be at program level
MOOC Model: Students top in and out
Examples from annotations
Learner’s work at their own pace still need active learning
“Learner – Instructor “ Other staff do help
Learner – Instructor - also includes advisor, success coach, etc.
Success Coach does NOT eliminate the need for qualified instructor
For info about “Regular and substantive interaction between students and faculty” in CBE specifically, see p.29 (3-9) https://experimentalsites.ed.gov/exp/pdf/CompetencyBasedEducationGuide.pdf
Some of these relationships look different.
language about services reflects the way the CBE course is described