There are countless resources that define competency-based education. This is not one. This step-by-step guide can help any educator who is considering or currently developing competency-based education programs. Learn directly from an experienced expert who has developed and launched programs all over the country for several institutions, including Western Governor's University.
Measures of Vocational Proficiencies (MVPs)Wonderlic
The MVPs are employer-vetted assessments designed to help graduates better compete for jobs. Each test has been designed to reflect the qualifications that employers value most for specific positions.
Competency-based Education Overview - BrightspaceD2L Barry
Competency-based Education Overview. Presentation by Mike Moore of D2L, delivered at the Brightspace London Connection on April 21, 2016 at Canada House, Trafalgar Square, London, England.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on how OER is being used to design and offer low-cost competency-based certificates and degrees. Competency-based degrees can offer a shorter path to a degree because students advance as soon as they master the subject matter. Students work at their own pace and move as far and fast as their proven knowledge takes them. With competencies that are clearly aligned to career skills, graduates are more employable.
Washington community colleges launched their first competency based degree with an online business transfer degree that uses only open educational resources and no commercial textbooks. The program has been in pilot mode at single college since summer 2015 but will be expanding to 7 more colleges in Winter 2016. Students in this particular competency-based program are taught by highly qualified instructors and receive guidance from completion coaches.
Lord Fairfax Community College (LFCC) launched competency-based education this fall with their Knowledge to Work program. With approval from its accrediting agency, the Southern Association of Colleges and Schools Commission on Colleges, LFCC becomes the first institution in the region to offer 100% direct assessment, competency-based education. Direct assessment does not involve counting hours in the classroom. Instead, the focus shifts to documenting learning and the attainment of competencies using OER and low cost curriculum which makes college both more affordable and accelerated.
Learning Object is a company focused on competency-based and personalized learning environments.
Date: Wed, December 2, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Mark Jenkins, Director of eLearning & Open Education, State Board of Community and Technical Colleges, Washington State
• Kiri Johnson, Digital Librarian, Knowledge to Work, Lord Fairfax Community College, Virginia
• Tom Caswell, Director of Learning Engineering, Learning Objects
It's very easy to assume what people want, but until you ask them, you won't provide a great User Experience. This is a quick visual to show what our team has tried to do. Staff and Students were interviewed either in person or through writing feedback.
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
Measures of Vocational Proficiencies (MVPs)Wonderlic
The MVPs are employer-vetted assessments designed to help graduates better compete for jobs. Each test has been designed to reflect the qualifications that employers value most for specific positions.
Competency-based Education Overview - BrightspaceD2L Barry
Competency-based Education Overview. Presentation by Mike Moore of D2L, delivered at the Brightspace London Connection on April 21, 2016 at Canada House, Trafalgar Square, London, England.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on how OER is being used to design and offer low-cost competency-based certificates and degrees. Competency-based degrees can offer a shorter path to a degree because students advance as soon as they master the subject matter. Students work at their own pace and move as far and fast as their proven knowledge takes them. With competencies that are clearly aligned to career skills, graduates are more employable.
Washington community colleges launched their first competency based degree with an online business transfer degree that uses only open educational resources and no commercial textbooks. The program has been in pilot mode at single college since summer 2015 but will be expanding to 7 more colleges in Winter 2016. Students in this particular competency-based program are taught by highly qualified instructors and receive guidance from completion coaches.
Lord Fairfax Community College (LFCC) launched competency-based education this fall with their Knowledge to Work program. With approval from its accrediting agency, the Southern Association of Colleges and Schools Commission on Colleges, LFCC becomes the first institution in the region to offer 100% direct assessment, competency-based education. Direct assessment does not involve counting hours in the classroom. Instead, the focus shifts to documenting learning and the attainment of competencies using OER and low cost curriculum which makes college both more affordable and accelerated.
Learning Object is a company focused on competency-based and personalized learning environments.
Date: Wed, December 2, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
• Mark Jenkins, Director of eLearning & Open Education, State Board of Community and Technical Colleges, Washington State
• Kiri Johnson, Digital Librarian, Knowledge to Work, Lord Fairfax Community College, Virginia
• Tom Caswell, Director of Learning Engineering, Learning Objects
It's very easy to assume what people want, but until you ask them, you won't provide a great User Experience. This is a quick visual to show what our team has tried to do. Staff and Students were interviewed either in person or through writing feedback.
This presentation was used in a series of workshops for Prior Learning Assessment Training for the Colorado Community College System under a TAACCCCT3 grant (CHAMP)
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Description: Gain new insights into budget management and which reports and numbers you need to scrutinize.
Presenters: Kathy M. Walton, Ph.D., is the Executive Director of Customized Training at Austin Community College and Rob Clancy, Director, Corporate College, Polk Community College.
Overview of the groundbreaking new workforce development and educational model that is catching the attention of organizations nationwide! Presented by Nick Lacy, Director of Competency-Based Education and National Relations at Brandman University.
Contact Nick Lacy via email or LinkedIn for more details and to see a live demo!
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Description: Gain new insights into budget management and which reports and numbers you need to scrutinize.
Presenters: Kathy M. Walton, Ph.D., is the Executive Director of Customized Training at Austin Community College and Rob Clancy, Director, Corporate College, Polk Community College.
Overview of the groundbreaking new workforce development and educational model that is catching the attention of organizations nationwide! Presented by Nick Lacy, Director of Competency-Based Education and National Relations at Brandman University.
Contact Nick Lacy via email or LinkedIn for more details and to see a live demo!
Michelle isn't an instant success story.
However, she has landed a job in her field after several sleepless nights and dedicated hard work. Her time and perseverance has been rewarded, and she’s pretty happy so far with her successes.
"The biggest challenge is just breaking into the industry," says Michelle.
In this presentation we explain the rationale behind the FPGA.
Discoveries associated with a more precise comprehension of the connections inside human brain are foreseen as disruptive in many fields: from improved neurological disorders treatment to strong artificial intelligence, as well as more precise and less invasive diagnostic tools and, finally, improved Big Data systems. For this purpose, Brain Networks (BNs) are used to quickly and accurately model and map neural interconnections inside human brain.
A common statistical tool that helps analysis and definition of BNs is the Pearson Correlation Coefficient (PCC), which is able to identify the correlation between neurons or groups of neighboring neurons.
However, the computational power that commonly available technologies provide allows scientists to analyze only few hundred neural nodes within reasonable time. Increasing the number of analyzed neurons and speeding up the computation are both fundamental steps to achieve more accurate results, and to allow the scientific and medical research to progress.
This work presents an implementation of BNs on Xilinx VIRTEX-7 FPGA. Our goal is to tackle the problems previously described, in order to provide a fast hardware implementation able to support the computation of a remarkable number of neurons.
Moving Beyond The Newsletter: Using Technology To Meet Parents Where They AreChris Wejr
Workshop for the 2013 BCCPAC Fall Conference that focused on using technology to enhance school's relationships with their families. Purpose of parent communication is explored as well as examples of tools are shown.
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How to build better headlines, links, sharing options, and content to compete for the attention of audiences with ever increasing options for entertainment and diversions.
Colaboração é hoje a palvavra de ordem no mundo dos negócios. Para competir num mercado globalizado, é preciso muita colaboração interna e externa. A produção se dá em rede. O profissional precisa ser multi-disciplinar, multi-tarefa, multi-cultural e multi-outros. Ferramentas para colaboração pipocam, mas a tendência é se tornarem cada vez mais integradas. O espaço virtual é uma realidade e o teletrabalho uma rotina. Áudio gravado na abertura da Especialização em Desenvolvimento Web da UEM.
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In his presentation about housing and public opinion at the Chartered Institute of Housing London conference, Ben Marshall outlined 10 key trends and themes.
Accelerating Impact: Exploring Best Practices, Challenges, and Innovations in...The Rockefeller Foundation
Effective accelerators play many roles—educator, mentor, and funder, among others—in helping impact enterprises solve complex social problems. This report explores how accelerators and incubators support impact enterprises to better understand the barriers to sustained enterprise development and their ability to achieve scalable impact.
CII Institute of Quality has compiled a list of all its Training Programmes into a Service Catalogue. It cover Learning Objectives, Programme Content, Expected Outcome, Target Participants and Duration for all our Business Excellence, Quality Management Systems, Education and Manufacturing Excellence programmes.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Competency-Based
Education (CBE)
A practical guide for any school or leader considering CBE.
Step-by-step, we’ll show you how we recommend developing and implementing a
program.
C B E
3. A Phased Approach to CBE
Phase I: Competency-Based Learning (CBL)
Credit awarded on the basis of seat time
Phase II: CBE
Decouple learning from seat time
4. Select Program
Blueprint
Competencies
Select Course-
Level Pilot
Train Faculty Assess Students
Mentor &
Evaluate
Outcomes
Implement
Complete Program
Mentor Students
& Faculty for
Success
Continuous
Improvement &
Quality
Assurance
Phase I: Step-by-Step Guide
to CBL Implementation
5. Select Program
Activities In Practice
Select the program that will
benefit most from CBL
Develop project
implementation plan for
selected program
Form academic committee
Example school implemented the
following 4 programs in the past
year:
Medical Assisting
Medical Billing and Coding
Criminal Justice
Business Administration
6. Blueprint competencies
Activities In Practice
• Ensure that the program
curriculum aligns with
employer needs (outcomes
that matter)
• Identify relevant
competencies
Employer-vetted
Statements of doing and
applied learning - NOT
learning objectives
Competency example from
Medical Assisting program:
“Demonstrate taking
temperature, pulse,
respiration, and blood
pressure.”
Utilized database of
Wonderlic’s employer-vetted
competencies
Discovered that Medical
Assistant courses were missing
about 25% of competencies
that were important to
employers
7. Pilot the First Course
Activities In Practice
Select course for CBL pilot
Academic committee
develops learning objectives
that align with competencies
Academic committee adapts
course syllabus
Academic committee
identifies learning resources
that align with competencies
Medical Terminology
50 students
3 campuses
8. Train Faculty
Activities In Practice
Train faculty to:
Deliver instruction within the
CBL model
Mentor students
Develop infrastructure for
accreditation requirements
Provided professional
development workshops
Involved accreditors early
9. Assess Students for Mastery
of Competencies
Activities In Practice
Develop internally or acquire
from third party
Must be valid, relevant and
reliable
May include examinations,
projects, presentations,
portfolios, etc.
Partnered with Wonderlic
Empirically demonstrated
validity and reliability
Delivered employer-weighted
results
10. Sample Competency Assessment
Question – Medical Assisting
Competency measured: Demonstrate taking
temperature, pulse, respiration, and blood pressure.
13. Evaluate Student Outcomes
Activities In Practice
Medical Terminology - Competencies and
Average Score by Enabling Objective
Competency: Basic
Terminology
N Average
Define homeostasis and its
importance to the human
body
112 78%
Describe body planes,
cavities, regions, and
directional terms
112 60%
Outline the levels of
organization of the body,
including the body systems
112 45%
• Train faculty, mentors and
advisors to use individual
student results to remediate as
necessary
• Identify learning gaps and
determine how to close the
gaps
• Link assessment results to
learning resources
• Adjust program as necessary,
determine to proceed with full
program deployment or seek
alternatives to CBL
• Satisfy CBL accreditation
requirements to measure,
collect and demonstrate
student outcomes
14. Mentor & Evaluate Outcomes
Activities In Practice
Create student-centered
processes
Develop tools to foster
student motivation &
confidence
Validate skills that are most
important to employers
Utilized reports that indicate
each individual’s learning
gaps
Provided students with
targeted online resources to
enhance classroom learning
Mentors provided students
with targeted remediation
15. Assessment Linked to
Learning
Define and spell common terms
related to the nervous system.
16. Implement Complete Program
Activities In Practice
Makes changes per course
pilot findings
Develop project plan and
timeline
Train enrollment and
admissions staff
Ensure that your program is
designed to meet the
requirements of CBL
accreditation
Started development in early
2013
Launched full implementation
in January 2014
Maintains on-going faculty
professional development
17. Continuous Improvement &
Quality Assurance
Activities In Practice
Quality Improvement: Review
data and use to improve
program quality and
consistency of instruction
Identify learning and
performance gaps to make
changes to curriculum and
instruction
Demonstrate continuous
improvement and outline
effectiveness plans to satisfy
accreditation requirements
Holds quarterly meetings with
faculty to evaluate aggregate
assessment results
Identifies competencies and
outcomes that need
improvement
Mentors faculty and identifies
dynamic learning resources to
close learning gaps
18. Top Implementation
Challenges
Identifying, selecting and defining competencies
Need for many Subject Matter Experts (SMEs)
Creating relevant, accurate assessment for all competencies
Gathering employer input regarding competencies that matter
Common language – employers can’t easily interpret curricula
Time consuming – need to collect enough input to validate trends
Obtaining instructor buy-in
Instructors’ fear of punitive use of results
Instructors’ confidence that curriculum aligns with direct
assessment
Determining scoring and how to transcript
19. Phase II: Move from CBL to
Competency-Based Education
(CBE)
Step 1: Determine how to manage time and
credit/competencies
Step 2: Apply to Accrediting Agency to obtain
CBE Program Accreditation
Step 3: Approval from Accreditor will allow
application to the Department of Education
20. Summary
After just one year of CBL (Phase I) implementation our example school
achieved the following results:
Enrollment improvement – increased lead conversion by over 20%
Retention improvement - reduced average monthly drop rate by
25%
Student performance improvement – 5% increase in standardized
test scores
Improved employer satisfaction – one local employer paid to send
60 Medical Assistants to this school
21. For more information, please
contact:
Dr. Larry Banks
Director of Competency-Based Education
Wonderlic, Inc
larry.banks@wonderlic.com
Join our discussion group on Linkedin to learn from
others who have already implemented CBE:
https://www.linkedin.com/groups?home=&gid=6784212
&trk=anet_ug_hm