FIVE THINGS
You Should Know About
Competency-Based Education
Kari Kovar
VP, Strategic Partnerships
Tom Caswell
Director, Instructional Design
DISCUSSION GUIDE
1.
2.
3.
4.
5.
What is Competency-Based Education?
Who is doing it?
What are the considerations and benefits?
How does it work?
How do I get started?
WHAT IS
COMPETENCY-BASED
EDUCATION?
IMPORTANT CONSIDERATIONS FOR
COMPETENCY-BASED EDUCATION
1. Customization
•
•
Individualized pathways and support for learners
Learning materials are adapted to student needs
2. Results-driven approach
•
•
Emphasizes mastery and de-emphasizes time
Performance data informs students and mentors
3. Student-centered experience
• Accounts for prior knowledge and experience
• Students do not learn at the same pace
OTHER OPTIONS: GATED PATHWAYS
LEARNING IS THE NEW CONSTANT
Time varies.
PASS
Every student can succeed!
A PARADIGM SHIFT
KEY ROLES WITHIN CBE
ROLE OF FACULTY
•
•
•
•
•
Team-oriented delivery model
Content experts
Clarify content with students
Feedback
Evaluation
ROLE OF COACHES
•
•
•
•
Establish rapport
Motivate students
Create and monitor study plans
Follow up with 1:1 weekly meetings
ROLE OF TECHNOLOGY
•
•
•
•
•
Delivers engaging instructional content
Allows for gating
Tracks engagement
Provides formative feedback to students
Shares student progress with faculty
and coaches
• Suggests interventions
• Allows for badges,
rewards, etc.
WHO IS DOING IT?
A WIDE SPECTRUM OF
COMPETENCY-BASED EDUCATION
•
Modalities
• Blended learning
•
Credit and Title IV
• Direct assessment
•
Credit-hour conversion
Enrollment
• Rolling
•
Fully online
Fixed (subscription)
Role of faculty
• Separate coaching/mentoring/grading
•
Recruitment strategy
• B2B
Direct-to-students
Traditional faculty
WHO IS SHAPING THE CONVERSATION?
•
Foundations
• Lumina Foundation (www.luminafoundation.org)
• Bill & Melinda Gates Foundation (www.gatesfoundation.org)
•
Associations
• UPCEA (www.upcea.edu)
• EDUCAUSE (www.educause.edu)
• CAEL (Council for Adult & Experiential Learning) (www.cael.org)
•
Thought/Policy leaders
• Amy Laitinen (www.newamerica.net/user/477)
• Paul LeBlanc (www.snhu.edu/218.asp) or @snhuprez
• Sally Johnstone (www.wgu.edu)
• Mike Offerman (www.theother85percent.com)
GROUP ACTIVITY
GROUP ACTIVITY
Prepare to share the following with the group:
1. Which accrediting body?
2. Who is the target audience?
3. What programs are they offering?
4. What are the top 3 features of their CBE
programs?
5. What marketing are they doing to promote the
programs?
CAPELLA UNIVERSITY
Which accrediting body?
HLC and North Central Association (NCA)
Who is the target audience?
Self-directed, motivated students
What programs are they offering?
BS and MS in Business, IT, and Psychology
What are the top 3 features of their CBE programs?
Leverage prior knowledge, self-paced, use own study materials
What marketing are they doing to promote the programs?
Twitter, Facebook, Pintrest, YouTube, and LinkedIn
UNIV OF WISCONSIN
Which accrediting body?
HLC and North Central Association (NCA)
Who is the target audience?
Adults and non-traditional
What programs are they offering?
AAS, RN to BSN, BS in IT and Business
What are the top 3 features of their CBE programs?
Credit for prior knowledge, self-paced, personalized support
What marketing are they doing to promote the programs?
Twitter, Facebook, YouTube, LinkedIn, Reddit, and Google+
NORTHERN ARIZONA UNIVERSITY
Which accrediting body?
HLC and North Central Association
Who is the target audience?
Working adults
What programs are they offering?
IT, Liberal Arts, Small Business Administration
What are the top 3 features of their CBE programs?
Access classes 24/7, credit for prior knowledge, save money
What marketing are they doing to promote the programs?
Twitter, Facebook, LinkedIn
SNHU—COLLEGE FOR AMERICA
Which accrediting body?
New England Association of Schools and Colleges
Who is the target audience?
Working adults through select employer partners
What programs are they offering?
Communications, Healthcare Management
What are the top 3 features of their CBE programs?
$10K degree, partner with employers, flexible pace
What marketing are they doing to promote the programs?
Twitter, Facebook, LinkedIn, TV/print ads, info webinars
WESTERN GOVERNORS UNIVERSITY
Which accrediting body?
Northwest Commission on Colleges and Universities
Who is the target audience?
Adult learners with previous credit
What programs are they offering?
asdf
What are the top 3 features of their CBE programs?
Best value, flexible study times, great mentoring support
What marketing are they doing to promote the programs?
Twitter, Facebook, LinkedIn, Google+, YouTube, TV/print ads
WHAT ARE THE
BENEFITS AND
CONSIDERATIONS?
BENEFITS
Student
• Self-paced
• Accelerate when ready
• Take more time when needed
• Leverage prior knowledge
• Progress once they achieve mastery
Institution
• Increase student success
• Lower cost (at scale)
• Serve new student populations
• Continual improvement
CONSIDERATIONS
Student
• Can spend too much time if uncertain or enjoyable
• Can feel isolated from other students
Institution
• Accreditation
• Faculty concerns
• Compatibility between CBE and non-CBE credits
• Title IV, Financial Aid
HOW DOES IT WORK?
THE GOLDEN TRIANGLE
THE GOLDEN TRIANGLE
MOVING TO COMPETENCY-BASED
ORIGINAL COURSE
COMPETENCY-BASED
Course
Outcomes
Competencies &
Objectives
Weeks
Modules
Homework
Practice
Test
Mastery
Assessment
MASTERY CYCLE
MASTERY CYCLE
Competency A
Objective 1
Objective 2
Objective 3
Competency B
Objective 1
Objective 2
Objective 3
Competency C
Objective 1
Objective 2
Objective 3
VISUALIZING THE MASTERY CYCLE
START OF COURSE:
TAKE PRE-ASSESSMENT
Competency A
Competency B Competency C
Competency D
Competency E
PRE-ASSESSMENT:
SUGGESTS STUDY PLAN
Competency A
Competency B
Competency C
Competency D
Competency E
PRACTICE PHASE:
COMPETENCY C
Competency A
Competency B
Competency D
Competency E
Competency C
AFTER COMPETENCY C:
FORMATIVE ASSESSMENT
Competency A
Competency B
Competency C
Competency D
Competency E
REPEAT UNTIL ALL MASTERED
Competency A
Competency B
Competency C
Competency D
Competency E
HOW DO I
GET STARTED?
INSTITUTIONAL CONSIDERATIONS
1. Institutional readiness
2. CBE model definition
and selection
3. Programs and
curriculum
4. Title IV
5. Service model
6. Policy
7. Technology
8. Regulatory
PROGRAM & COURSE CONSIDERATIONS
1. Identify the abilities needed of graduates
2. Explicitly define the required competencies and
their components
3. Design an outcomes evaluation of the program
4. Define milestones along a development path for
the competencies
5. Select educational activities, experiences, and
instructional methods
6. Select assessment tools to measure progress
along the milestones
QUESTIONS?
Tom Caswell
TCaswell@HelixEducation.com
Kari Kovar
KKovar@HelixEducation.com
Learn more at www.helixeducation.com/cbe-resources
Join the conversation @HelixEducation