Competency-Based Education
& Digital Badges
_________________________________________________________________________
Including Case Study:
CUW’s Master of Science in Education:
Educational Design & Technology (EDT)
Dr. Bernard Bull & Alison Eckert - November 2014
Competency-Based
Education
Competency-Based Education
Competency
vs.
Seat Time
Personalized
Pathways
Learning
vs.
Teaching
What is
CBE?
The competency-based education (CBE)
approach allows students to advance based
on their ability to master a skill or competency
at their own pace regardless of environment.
This method is tailored to meet different
learning abilities and can lead to more
efficient student outcomes.
Limitations
to CBE
Juggling One Ball
Academic Dictatorship / Less Self-Direction
Culture of Earning
The Measurable Matters More
No Time for Critical Sinking
Digital Badges
What is a digital badge?
A visual/digital symbol that indicates
evidence of specific knowledge, skill,
accomplishment, etc.
+
meta-data
Digital Badge
meta-data
• Description
• Badge Issuer
• Criteria
Open Badge Infrastructure
http://www.openbadges.org/
2011-2013 Digital
Badge Grant
Competition
http://www.hastac.org/dml-competitions/2012
The Summer of Learning
http://www.chicagosummeroflearning.org/
Digital Promise:
Micro-Credentials
for
Educators
http://www.digitalpromise.org/initiatives/educator-micro-credentials
Digital Badges in
Higher Education
EDT 970 - 3 Credits
EDT 889 - 3 Credits
EDT 908 - 3 Credits
EDT 892 - 3 Credits
EDT 893 - 3 Credits
EDT 890/895 - 3 Credits
EDT 885 - 3 Credits
Elective - 3 Credits
Elective - 3 Credits
Elective - 3 Credits
Elective - 3 Credits
Portfolio 1 - 0 Credits
Portfolio 2 - 0 Credits
Port folio3 - 0 Credits
Master of
Science
in
Educational
Design &
Technology
Master of
Science
in
Educational
Design &
Technology
Sample Course
& Badges
Sample Course:
Digital Badge Model
Digital
Storytelling
Flipped
Classroom
Strategies for
Interactive
Lecture
Project-Based
Learning
Digital
Discussion
-Based
Learning
Gamification &
Game-Based
Learning
Learning
Experience
Design
Essentials
Inquiry-Based
Learning
Sample Course:
Traditional Academic Model
Learning Objectives
Units of Instruction
Required Learning Activities
Assessments
Competency
introduction
and instructions
Badge Host
Practice exercises
to help reach
the competency
Access to content
and resources
about PBL
Opportunities to
connect and
collaborate on PBL
Worked examples
of PBL
Criteria for
earning the
badge
M.S. in Educational
Design & Technology
Graduate
Certificate
in
Assessment
Strategies
M.S. in Teaching
& Learning
Student-Created Badges
Badges from Professional Organization
Badge from a MOOC
=
Badges from Another University
M.S. in
Educational
Design &
Technology
Badges through Prior Learning
}
}
}
Degree at
University A
Degree at
University B
Degree at
University C
Cross-University
Degree
Case Study:
MS in EDT
THE NUMBERS
MS in Education – Ed. Design & Tech.
•
•
•
•
33 credits
8-week courses
6 terms per year
Online, collaborative courses
– asynchronous & near-synchronous
– no cohorts
• ~100 active students
• Degree-completion timeline: 1- 3.5 years
– Average ~2 years
THE NUMBERS
MS in Education – Ed. Design & Tech.
•
•
•
•
33 credits
8-week courses
6 terms per year
Online, collaborative courses
– asynchronous & near-synchronous
– no cohorts
• ~100 active students
• Degree-completion timeline: 1- 3.5 years
– Average ~2 years
THE NUMBERS
MS in Education – Ed. Design & Tech.
•
•
•
•
33 credits
8-week courses
6 terms per year
Online, collaborative courses
– asynchronous & near-synchronous
– no cohorts
• ~100 active students
• Degree-completion timeline: 1- 3.5 years
– Average ~2 years
THE GOALS
MS in Education – Ed. Design & Tech.
Upon completion of the program, graduates are expected to be able to:
1. Facilitate and inspire learning and creativity using existing and
emerging technologies (NETS-T #1)
2. Design and develop effective and engaging learning experiences,
environments, resources, and assessments (Expanded from NETS-T
#2)
3. Model digital-age work, research, collaboration and learning
(Modified from NETS-T #3)
4. Promote and model digital citizenship and Christian discipleship
within the context of the digital age. (Expanded from NETS-T #4)
5. Promote research and data-driven decisions about technologyenhanced teaching and learning environments.
6. Engage in ongoing professional growth and leadership (NETS-T #5)
THE PAST DESIGN
MS in Education – Ed. Design & Tech.
•
•
•
•
Traditional academic program
1-2 classes per term
“Suggested” sequence
Elective opportunities throughout
sequence
• 11, 3-credit courses & 3, 0-credit portfolios
– Collaborative courses
– Independent/self-paced courses
Stage 1
Orientation Set up Initial Meeting with
(GPD-503) your Academic Advisor
Stage 2 Course 1 (EDT-970)
Course 2 (EDT 889 or EDT 908)
Stage 3
Stage 4
Course 3 (EDT 889 or EDT 908)
Course 4 (EDT 893 or elective)
Portfolio 1 (EDT-927)
Seek 1-3 opportunities for EDT
leadership in work and/or
community.
Course 5 (EDT 893 or elective)
Portfolio 2 (EDT-928)
Course 6 (EDT 892 or elective)
Seek 2-3
opportunities for EDT
leadership
in work and/or community.
Course 7 (EDT 892 or elective)
Set up Meeting with your Academic
Advisor
Course 8 (elective)
Stage 5
Get your CUW ID
& Library Card
Course 9 (EDT 885 or an elective)
Seek 2-3 opportunities for EDT
leadership in work and/or
community
Course 10 (EDT 885 or an elective)
Course 11 - Capstone Project (EDT-895)
Present
Stage 6 Capstone
Project
Submit Request to Graduate
(can be done while
working on capstone)
Portfolio 3 (EDT-929)
Graduate!
COMPETENCIES
MS in Education – Ed. Design & Tech.
• Competencies demonstrate continued,
applied habits
– Informed by skills & knowledge
– Projected longevity of >10 years
– Tool/technology/brand-agnostic platforms &
descriptions
– More than a one-time demonstration
– Make use of the world’s resources
– Include reflection & application
to current or future vocation
CBE: TRANSCRIPTS
MS in Education – Ed. Design & Tech.
• Maintain a credit-equivalency
– .25-3 credits each (Average = .5 credits)
• Currently display as courses or “bundles” of
competencies
• Potential to unbundle in future
• Currently assigned letter grades
– 80% competencies
– 20% discussions
DIGITAL BADGES
MS in Education – Ed. Design & Tech.
• “Progressive-Credentialing”
• One-to-one pairing of competencies & badges
• OBI-compliant Digital Badges
– Bb Achievements
– Credly
– Mozilla Open Backpack
• Brand Identity & Design
– Graphic Designer
BADGES ISSUANCE
MS in Education – Ed. Design & Tech.
• 100% Demonstration of required evidence
– Standard for graduate-level performance
– Detailed checklist
• Yes!
• Not yet…
• Ownership
– Student-owned after issuance
– Exportability & Credentialing
The Process
COMPETNECIES
MS in Education – Ed. Design & Tech.
• Gather all objectives
• Align and assign to thematically-based
groups
• Review external standards
• Bundle current objectives into
competencies
• Attribute credit-equivalencies to each
• Repackage competencies into courses
TEMPLATES
MS in Education – Ed. Design & Tech.
•
•
•
•
•
•
•
Badge title
Competency
Credit equivalency
Objectives
Role of Badge Host
Opportunities for Learning & Practice
Criteria for demonstrating competency
Badge
Competency
Integrating Technology Models
Devises professional development plans for authentic groups of
educators that leverage the LOTI, TPAK and SAMR models.
SAMPLE
•
•
Objectives
•
Role of
Badge Host
Design professional development experiences that help educators
develop confidence in integrating technology to improve student
learning.
Compare and contrast the role of the LoTi, SAMR, and TPACK in
understanding the effective integration of technology for teaching
and learning.
Self-evaluate one's ability to integrate technology effectively by using
the LoTi, SAMR, TPACK, and/or other models/frameworks for
understanding technology integration.
The Badge Host for this competency will be able to help you by
recommending additional resources and activities that may help as you
explore and/or review this topic. Your Badge Host will be able to give
you feedback and advice throughout this learning journey.
SAMPLE (Cont’d)
Opportunities for Learning and Practice:
Levels of Technology Integration (LoTi) in the Curriculum Infographic
This interactive graphic illustrates the five levels of technology integration as explained by the LoTi
model. Run your mouse over different parts of the graphic and you can click on links for more
detailed information about each part. Consider spending some time with this graphic, exploring the
different parts of the LOTI model and reviewing the provided examples from math, science, social
studies and language arts.
http://fcit.usf.edu/matrix/matrix.php
5 Levels of Technology Explanation
This document provides a short explanation of what each of the 5 levels constitute in the LoTi
model. http://www.glnd.k12.va.us/hendron/LoTILevels.pdf
The LoTi Connection
This web site includes a variety of fee-based products and services tied to the LoTi model. Some
schools use the LoTi Profiler to identify teacher readiness for technology integration. This can
provide rich and detailed report of overall school readiness. Take time to review the sample profile
along with the other resources on this site.
http://www.loticonnection.com/
The SAMR Model Explained by Ruben R. Puentedura (video)
This short video (less than five minutes) provides an introduction to what he refers to as the SAMR
model of technology integration.
https://www.youtube.com/watch?v=_QOsz4AaZ2k
General
Recommendations
RECOMMENDATIONS
• Planning
•
•
•
•
•
Set goals
Define your own brand of “competency”
Identify a team
Assign roles
Create a timeline
• Initial Drafting
• Reflect and re-map
• Use what is already available
• Identify the desired areas of change
• Development
• Develop a template
• Create a common vocabulary
• Pilots or mock-ups