Competency-Based Education - PowerPoint Presentation

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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

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Competency-BasedEducation

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Competency

vs.

Seat Time

Personalized

Pathways

Learning

vs.

Teaching

Competency-Based

Education

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What isCBE?

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.

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Limitationsto CBE

Juggling One Ball

Academic Dictatorship / Less Self-Direction

Culture of Earning

The Measurable Matters More

No Time for Critical Sinking

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Digital Badges

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What is a digital badge?

A visual/digital symbol that indicates evidence of specific knowledge, skill, accomplishment, etc.

+

meta-data

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Digital Badge

meta-data

Description

Badge Issuer

Criteria

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Open Badge Infrastructure

http://www.openbadges.org/

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http://www.hastac.org/dml-competitions/20122011-2013

Digital Badge Grant Competition

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The Summer

of Learninghttp://www.chicagosummeroflearning.org/

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Digital Promise:

Micro-Credentials for Educators http://www.digitalpromise.org/initiatives/educator-micro-credentials

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Digital Badges inHigher Education

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EDT 970 - 3 Credits

Master of

Sciencein

Educational

Design &

Technology

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

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}

Master of

Sciencein

Educational

Design &

Technology

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Sample Course& Badges

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Flipped

Classroom

Strategies for Interactive

Lecture

Learning Experience

Design

Essentials

Digital

Storytelling

Gamification &

Game-Based

Learning

Project-Based

Learning

Digital

Discussion

-Based

Learning

Inquiry-Based

Learning

Sample

Course:

Digital Badge Model

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Learning Objectives

Required Learning

Activities

Units of Instruction

Assessments

Sample

Course:

Traditional Academic Model

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Sample

Badge:

Project-Based

Learning

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

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}

M.S. in Educational

Design

& Technology

M.S. in

Teaching

& Learning

Graduate Certificate

in Assessment

Strategies

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M.S. in

Educational

Design &

Technology

=

Badges

t

hrough

Prior Learning

Badges

from Another University

Student-Created Badges

Badge from a MOOC

Badges

from Professional Organization

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Degree at University A

Degree

at University

B

Degree at University C

Cross-University Degree

}

}

}

}

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Case Study:MS in EDT

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MS in Education – Ed. Design & Tech.33 credits8-week courses6 terms per yearOnline, collaborative coursesasynchronous & near-synchronous

no cohorts~100 active studentsDegree-completion timeline: 1- 3.5 yearsAverage ~2 years

THE NUMBERS

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MS in Education – Ed. Design & Tech.33 credits8-week courses6 terms per yearOnline, collaborative coursesasynchronous & near-synchronous

no cohorts~100 active studentsDegree-completion timeline: 1- 3.5 yearsAverage ~2 years

THE NUMBERS

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MS in Education – Ed. Design & Tech.33 credits8-week courses6 terms per yearOnline, collaborative coursesasynchronous & near-synchronous

no cohorts~100 active studentsDegree-completion timeline: 1- 3.5 yearsAverage ~2 years

THE NUMBERS

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Upon completion of the program, graduates are expected to be able to:Facilitate and inspire learning and creativity using existing and emerging technologies (NETS-T #1)Design and develop effective and engaging learning experiences, environments, resources, and assessments (Expanded from NETS-T #2)Model digital-age work, research, collaboration and learning (Modified from NETS-T #3)

Promote and model digital citizenship and Christian discipleship within the context of the digital age. (Expanded from NETS-T #4)Promote research and data-driven decisions about technology-enhanced teaching and learning environments.Engage in ongoing professional growth and leadership (NETS-T #5)

MS in Education – Ed. Design & Tech.

THE GOALS

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MS in Education – Ed. Design & Tech.Traditional academic program1-2 classes per term“Suggested” sequenceElective opportunities throughout sequence11, 3-credit courses & 3, 0-credit portfolios

Collaborative coursesIndependent/self-paced coursesTHE PAST DESIGN

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Stage 1

Orientation (GPD-503)Set up Initial Meeting with

your Academic AdvisorGet your CUW ID& Library Card

Stage 2

Course 1 (EDT-970)

Portfolio 1 (EDT-927)

Stage 3

Course 2 (EDT 889 or EDT 908)

Seek 1-3 opportunities for EDT

leadership in

work and/or community.

Course 3 (EDT 889 or EDT 908)

Course 4 (EDT 893 or elective)

Course 5 (EDT 893 or elective)

Portfolio 2 (EDT-928)

Stage 4

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

Stage 5

Course 8 (elective)

Seek

2-3 opportunities

for EDT

leadership in

work and/or community

Course 9 (EDT 885 or an elective)

Course 10 (EDT 885 or an elective)

Course 11 - Capstone Project (EDT-895)

Portfolio 3 (EDT-929)

Stage 6

Present Capstone Project

Submit Request to Graduate

(can be done while

working on capstone)

Graduate!

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MS in Education – Ed. Design & Tech.Competencies demonstrate continued, applied habitsInformed by skills & knowledgeProjected longevity of >10 yearsTool/technology/brand-agnostic platforms & descriptions

More than a one-time demonstrationMake use of the world’s resources Include reflection & application to current or future vocation

COMPETENCIES

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MS in Education – Ed. Design & Tech.Maintain a credit-equivalency.25-3 credits each (Average = .5 credits)Currently display as courses or “bundles” of competenciesPotential to unbundle in futureCurrently assigned letter grades80% competencies

20% discussionsCBE: TRANSCRIPTS

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MS in Education – Ed. Design & Tech.“Progressive-Credentialing”One-to-one pairing of competencies & badgesOBI-compliant Digital BadgesBb AchievementsCredlyMozilla Open Backpack

Brand Identity & DesignGraphic DesignerDIGITAL BADGES

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MS in Education – Ed. Design & Tech.100% Demonstration of required evidenceStandard for graduate-level performanceDetailed checklistYes!Not yet…Ownership

Student-owned after issuanceExportability & CredentialingBADGES ISSUANCE

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The Process

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MS in Education – Ed. Design & Tech.Gather all objectivesAlign and assign to thematically-based groupsReview external standardsBundle current objectives into competenciesAttribute credit-equivalencies to eachRepackage competencies into

coursesCOMPETNECIES

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MS in Education – Ed. Design & Tech.Badge titleCompetencyCredit equivalencyObjectivesRole of Badge HostOpportunities for Learning & PracticeCriteria for demonstrating

competencyTEMPLATES

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SAMPLEBadge

Integrating Technology ModelsCompetency

Devises professional development plans for authentic groups of educators that leverage the LOTI, TPAK and SAMR models.

Objectives

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.Role of Badge Host

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.

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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 ExplanationThis 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 ConnectionThis 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

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General Recommendations

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RECOMMENDATIONSPlanningSet goals

Define your own brand of “competency”Identify a teamAssign rolesCreate a timeline

Initial DraftingReflect and re-mapUse what is already available

Identify the desired areas of change

Development

Develop a template

Create a common vocabulary

Pilots or mock-ups