Innovative Competency-Based Education for Future Skills
Explore the evolution and benefits of competency-based education (CBE) as an alternative approach to traditional learning. Understand the role of accrediting agencies, principles of CBE program development, and its application in curriculum design. Discover competency models and how CBE helps individuals acquire skills aligned with top performers. Delve into the historical overview of CBE generations for a comprehensive understanding.
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Presentation Transcript
Competency- Based Education NEW WAYS OF THINKING
Competency-based education programs are an alternative way for learners to gain the skills employers want from employees Pat Galagan, TD Magazine
Upon completion of this session, participants will be able to: Explain the difference between traditional education, competency- based curriculum, and competency-based education. Identify the role of accrediting agencies in CBE. Recognize the basic principles of CBE program development. Articulate and explain the application of CBE as it relates to competency-based curriculum development.
Overview Competency and competency-based education Trends in CBE: The role of accrediting agencies CBE programs Competency-based curriculum: Mapping strategy Competency-based barista curriculum
Competency and competency- based education
Competency, Models, and Modeling Competency Characteristics that individuals have and use in appropriate, consistent ways in order to achieve desired performance (Dubois & Rothwell , 2004, p. 16). Competency Models Model that depicts common attributes of top performers in a specific job. Competency Modeling The process to develop competency models, while competency- based approaches can be strategic and systematic.
Competency-based education helps individuals acquire or build the skills to match the characteristics of good or exceptional performers
Historical Overview (Ford, 2014) First Generation Application of scientific management to work roles Second Generation Development of mastery learning models during the 1920s and 1930s Third Generation Formative vocational education and training Fourth Generation Moving beyond vocational training to education Fifth Generation Development and transferability of competency or outcome-base curricula Sixth Generation Increase emphasis on direct assessment of competencies rather than instructor-led course
Two Educational Paradigms (Sullivan and Downey, 2015) Traditional Carnegie public school model from the early 1800s Instructor-led Text-driven curriculum delivery Time and credit based Delivered to all in same class at same time Failure of a class require a complete repeat
Two Educational Paradigms (Sullivan and Downey, 2015) Competency-based Credits based on outcomes that demonstrate academic proficiency Learning driven by set standards demonstrated through application of knowledge and skills Individualized learning tailored to the uniqueness of each student Includes direct instruction, peer instruction, collaboration, self-regulated learning, self-monitoring, in individualized or group learning
Competency-based education is the transformation process from a young person into a life learner in the workforce Amanda Cecil and B. Krohn 2012
Trends in Competency-Based Education THE ROLE OF ACCREDITING AGENCIES
How is CBE different? Clear claims on student learning About what students can do with the knowledge and skills Measurable evidence of competency
Recognized by the DoE? DoE sees the benefits and value Testing how Title IV can be delivered in CBE Experimental stage- applying aid via: Direct assessment Credit/clock hours
Accrediting Agencies and the CBE Experiment Ensure quality of an institution s approach to CBE Substantive change evaluation on institution performed by agency Ensure that institutions: Assign credit hours conforming to general practices in higher ed Meet requirement for regular and substantive interaction between students and instructors: Access to qualified faculty Interactions built into program design Assessment required
How is Assessment Performed? Important in outcomes-focused programs like CBE Faculty does not have to administer/grade everything Faculty feedback effective Exams not substantive interaction Teaching assistants allowed Regular reviews/monitoring needed
CBE Programs CHARACTERISTICS AND EXAMPLES
CBE Focus Demonstrated mastery of knowledge and skills upon completion of course work clear, measurable learning outcomes Application of knowledge and skills in the real world Academic expectations aligned with industry and market demands
Five Principles of CBE Development Degree or certificate Reflects Robust and Valid Competencies 1. Validity determined by student and employer feedback Students allowed to learn at a variable, individualized pace 2. Support must be provided on demand Close monitoring of student progress necessary Learning resources are available anytime and are re-usable 3. Usage statistics and performance analytics should be employed Development and re-development processes are explicit 4. Changes, updates, and revisions follow appropriate paths Designated administrators, instructors, and subject matter experts Assessments are secure and reliable 5. Content is aligned with industry expertise by subject matter experts
Typical Structures and Elements Cohort programs with fully online and hybrid courses Certificates; Associates, Bachelor s Degrees Self-paced with milestones Robust LMS with synchronous instruction capability Canvas, Blackboard, Brightspace, AdobeConnect Object repository and built-in CMS Affordable pricing structures Per Academic Year, Per Course, Per Program
Brandman University Course materials accessible 24 hours per day, from any device No print materials or textbooks Self-paced, open enrollment Capability to test out of program requirements Credit for experience and knowledge $5400 per Academic year Programs in arts and sciences, business, education, nursing Certificate and degree programs (Bachelor s and Master s Degrees)
Southern New Hampshire University: College for America Goals and competencies measured by assessment 20 goals and 120 competencies lead to accredited degree Project based learning incorporating several competencies at once No credit hour or grade points $2500 per year, all inclusive Associate s Degrees General studies for Business General Studies for Nonclinical Healthcare Bachelor s Degrees Bachelor of Arts in Communications Bachelor of Arts in healthcare management
Competency-Based Curriculum MAPPING STRATEGY
Four Phases of Program Creation (Woodhouse and King, 2009) Phase 1: Review update, and synthesize competencies Phase 2: Create a discipline-specific competency matrix Phase 3: Tie assessment practices to competencies Phase 4; Record gaps and overlaps revealed by assessments to improve curriculum
CBE Development Identify competencies for course or program Review of body of knowledge, focus groups, research to find competencies Develop a matrix of primary learning categories Group competencies under relevant categories Lays the groundwork for goal structuring and assessment
CBE Development cont Track student learning progression Align competencies with assessments Identify gaps and overlaps in curriculum Address both through updates and revision
Assessments Task-oriented assessments based on primary competencies Outcomes should be frequently tested for efficacy Effective assessment should include faculty, industry stakeholders, and administration Refinement of assessments based on institutional review and industry requirements
Competency-Based Barista Curriculum ACTIVITY
Instructions Form groups (nor more than 4 participants per group) and elect a recorder Name your faux-institution Work through the first three phases of the curriculum mapping model to create a course for your institution
Phases 1 - 3 Phase 2: Create a barista specific categories of competency (curriculum matrix) Phase 3: Develop assessments for each category ( specific task) Phase 1: Determine and List Competencies CBE Curriculum
References Cecil, A. and Krohn, B. (2012). The Process of Developing a Competency-Based Academic Curriculum in Tourism Management. Journal of Teaching in Travel and Tourism, 12, 129-145. Dubois, D. and Rothwell, W. (2004). Competency-Based Human Resource Management. Palo Alto, CA: Davis-Black Publishing. Ford, K. (2014). Competency-Based Education: History, Opportunities, and Challenge. UMUC Center for Innovation in Learning and Student Success.
