Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
1. Chari Leader Kelley, LearningCounts
Ellen Marie Murphy, Ivy Bridge College
David Shulman, Broward College
June 11, 2013
Competency-based Learning
and OER
3. Welcome
Please introduce yourself in the chat
window. Tell us how you heard about
today’s webinar?
– Una Daly, moderator
• Community College Outreach Director at
OCW Consortium
4.
5. Agenda
• CCCOER Introduction
• LearningCounts Project at CAEL
• Personalized Learning and OER at
Ivy Bridge College AltiusEd
• Broward College’s Competency-based
MOOC and OER Initiatives
• Q & A
6. CCCOER Mission
• Promote adoption of OER to enhance
teaching and learning
–Expand access to education
–Support professional development
–Advance community college mission
Funded by the William & Flora
Hewlett Foundation
8. Competency-based Learning & OER
e-Portfolio
Assessment
Mastery-
based
Learning
Open
Online
Courses
Personalized
Learning
Transfer
Degrees
Prior
Learning
Credit
OER-
based
Degrees
9. Prior Learning Assessment & OER
Dr. Chari Leader Kelley
Vice-president LearningCounts.org
Council of Adult & Experiential Learning (CAEL)
10. OER + PLA = Student Success
T O D AY ’ S P R I O R L E A R N I N G
A S S E S S M E N T A N D H O W T O
L E V E R A G E I T W I T H O E R
J U N E 1 1 , 2 0 1 3
11. Council for Adult and Experiential Learning
A 501(c)(3) non-profit, international organization with nearly
40 years of lifelong learning experience
National leader in PLA best practices, research, and writing
Dedicated to removing barriers to adult learning
Recognized by regional accrediting bodies
L E A R N I N G C O U N T S . O R G 11
13. WHAT IS PLA and ACC?
Prior Learning Assessment and Advanced College
Credit
Processes for evaluating and demonstrating
knowledge and skills in order to award college credit
for learning from:
On-the-job
learning
Employer &
Workforce
Training
Independent
study, such
as OER
Military
service
Volunteer
service
13
14. WHY CPL/PLA?
o Degree/credential completion initiatives
o Focus on retention and persistence
o Leverage learning toward credentials
o Reduce time to completion
o Reduce student debt
o Maintain academic standards and integrity
o Greater availability of free learning
opportunities
o Technology to enable scaling
14
15. HOW PLAHELPS: Graduation Rates
Associate
Degree
students are 2
times more
likely to persist
to graduation.
The PLA Effect:
Equal benefits
for all students
Fueling the Race to Postsecondary Success, CAEL, March 2010
15T H E C O U N C I L F O R A D U L T & E X P E R I E N T I A L L E A R N I N G
16. TWO CHOICES FOR SCALE
D O I T Y O U R S E L F
1. Task Force with
faculty
representation
2. Departmental
decisions
3. Faculty training
4. PLA Coordinator
5. Define/price
process
6. Train staff
7. Market service
L E A R N I N G C O U N T S
1. Task Force with faculty
representation
2. Partner with
LearningCounts
3. NCCRS Policy
4. Free training webinars
5. Market service
6. Refer students
7. Receive transcripts and test
scores from PLA sources
16
CAEL can help you with either choice to ensure PLA quality.
17. THE PERFECT COMBINATION
17
Students who learn from free web
content, like the Saylor
Foundation courses, MOOCs,
Khan Academy, and the
thousands of other learning
resources on the web, can earn
college credit for their college-
level learning at the most
innovative, only online “at scale”
prior learning assessment center
adhering to CAEL’s
Quality Principles for
Prior Learning
Assessment!
18. OVERVIEW
www.LearningCounts.org Free PLA Credit Predictor
Complimentary student guidance on all forms of PLA
Courses to teach students how to discover their own college-
level learning and build portfolios online.
One portfolio per subject matter, 1-12 credit hours can be
requested per portfolio.
Portfolios are routed electronically to CAEL-trained faculty
assessors with appropriate subject matter expertise
Students find out within 2 weeks if credit is recommended or
denied.
Credits are transcribed on a CAEL/NCCRS Transcript or
directly by colleges and universities
18T H E C O U N C I L F O R A D U L T & E X P E R I E N T I A L L E A R N I N G
21. LEARNINGCOUNTS PORTFOLIO
21
USING COURSE MATCH – Prove Learning Outcomes attained are equivalent
to a student taking the course in the traditional college classroom
L E A R N I N G C O U N T S . O R G
23. PORTFOLIO SUCCESS RATES
L E A R N I N G C O U N T S . O R G 23
6%
7%
87%
No Credit Earned Partial Credit Earned Full Credit Earned
24. A NEW MODEL
Saylor Foundation free online courses
Working to embed a portfolio template for students
who “opt in” for earning college credit through
documenting their learning for a faculty assessor’s
review
Templates will be evaluated every month (more
frequently if more students participate.
Students find out if credit is awarded within 2 weeks
of the evaluation date, likely within days!
LearningCounts transcribes the credit on an
NCCRS-validated transcript and students submit
the transcripts to their colleges.
24
25. BECOME A PARTNER!
It’s easy! We do all of the work for you.
Refer students to us.
We guide your students in choosing
exams, requesting ACE, NCCRS, or military
transcripts; and through portfolio development and
assessment.
Our credit recommendations are determined by
faculty assessors trained by CAEL with subject
matter expertise to determine if credit can be
awarded.
Make sure your transfer policy includes acceptance
of NCCRS credit recommendation.
We work with TAACCCT Grants! 25
30. Previous experience
• Degree Planning
• Education Planning
• Planning and Finalizing Your Degree Program
• Independent Studies—can include OERs
• Assessment of Prior Learning (PLA)—assessment
of badges and use of OERs
38. •Currently in the process of looking to hire an
individual whose main job will be to provide
advanced OER sourcing capabilities
•Job title: Materials Liaison
On OERs
40. In the beginning…
1990’s Miami-Dade County Public Schools
Competency Based Curriculum Correlated to
the Sunshine State Standards and the Grade
Level Expectations
IBM Learning Village & MDCPS
OERs for district teachers, aligned with grade
level and competencies
Competency-based
and OER Initiatives
41. Example: Competency Based Curriculum
8th Grade Mathematics
Competency-based
and OER Initiatives
COMPONENT OBJECTIVES COMPETENCY
Number Sense,
Concepts, and
Operations
Identifies and explains
the absolute value of a
number.
The student
understands the
different ways numbers
are represented and
used in the real world.
42. Fast Forward to 2013 Broward College
MOOC
Competency-based
and OER Initiatives
43. Example of Broward College MOOC
Competency for Math
Competency-based
and OER Initiatives
COMPONENT OBJECTIVES COMPETENCY
Absolute Value &
Ordering Numbers
The student
understands the
different ways numbers
are represented and
used in the real world.
Knows that the distance
between two numbers
on the number line is
the absolute value of
their difference.
44. Why a competency-based MOOC?
- Supports a personalized approach for each
student
- No need to take a linear path covering all
content
- Student time is devoted to only those
competencies requiring remediation
Competency-based
and OER Initiatives
45. Why a competency-based MOOC?
- Three subject matter expert faculty can
assist students (over 760) at any point in
their progress
- No textbook is used, only OERs specific to
each competency
Competency-based
and OER Initiatives
46. New Course Development with OERs
- Where applicable, OERs are replacing
textbook in new online course development
- Pending contract with Flatworld Knowledge
to supplement existing OER sources (we
will absorb Flatworld costs)
- January 2014 rollout of OER-based A.S. in
Business Administration
(Version 1. traditional, Version 2. Competency-based)
Competency-based
and OER Initiatives
47. TAACCCT* Grant for Competency-based I.T.
Degrees (NOTE: Creative Commons Licensing)
- Broward College, Sinclair CC, Austin CC
- Training from Western Governors University
to develop competency-based degrees
- Launches Fall 2013
- Competency-based, with OERs
*Trade Adjustment Assistance Community College and Career Training
Competency-based
and OER Initiatives
48. Future Directions
- Increased use of OERs where possible
- Further development of competency-based
certificates and degrees
Competency-based
and OER Initiatives
49. Join Us at
OCW Consortium
• Information: Stay in the loop on
issues in open education.
• Collaboration: Participate in
community, attend webinars, join our advisory
board.
• Collective Visibility: Gain global exposure
through OCWC’s website and shared media
• Direction: Provide direct input to OCWC’s
focus on community colleges.
50. Help us choose fall webinars …
A. Finding open textbooks
B. Going mobile with OER
C. MOOCs at Community Colleges
D. Universal Design and OER
E. TAACCCT and other OER Projects
F.Other (please type in chat window)
51. Stay in the Loop
• Upcoming Conferences
- Online Teaching Conference (June 20-21)
- Open Education Conference (Nov 6-8)
• CCCOER Advisory group meets monthly
– http://oerconsortium.org
52. Thank you for attending!
Please type your question in the chat window or
raise your hand to speak
Contact Information
Una Daly unatdaly@ocwconsortium.org
Chari Leader Kelley cleader-kelley@cael.org
Ellen Marie Murphy murphy.ellenmarie@gmail.com
David Shulman dshulman@broward.edu
ELLUMINATE/CCC Conference Opening Script [Start recording…] Welcome to the ________ Webinar for DAY, MONTH, YEAR [sponsored by]. [If applicable] Today’s guests come to us from _______ in ____, ___. I will introduce them shortly, but first I want to go over a few details about this [Elluminate/CCC Confer] session for those who are new to [Elluminate/CCC Confer].DetailsAt the upper left of your screen, you should see the Participants window, which lists the participants in this session. You can use the icons underneath this window to:Raise your hand if you have a question or comment and you wish to speakThere are also happy and sad faces and an applaud icon Below the Participants window is the Chat window to the center-left of this screen where you can type a question or comment into the box at any time. You can also send a private message to another participant at any time, but please be aware that moderators can see all private messages.Below the chat area is the Audio window in the bottom left of the screen. Click on the raised your hand button to let us know you would like to speak. You can use a head set or your phone for audio chat. If you are using a microphone and have been recognized to speak, Click the button with the microphone on it and begin speaking. Remember to click the button again when you finish speaking so that someone else can have a turn. You can control your mic and volume levels with the sliders. And if you are having trouble with your headset or microphone, you can access the Audio Setup Wizard from the Tools menu on the top toolbar. From Tools, select Audio, and then Audio Setup Wizard, and follow the on-screen instructions.[CCC Confer ONLY] If you are using the telephone to speak, Click on the phone handset below the microphone and audio volume sliders. The call-number and pin will then appear in a dialog box.
College Credit predictor tool link for quick demoDiscuss the lead gen, aspects of it.# of Partner Plus/Partners, Affiliatedenhanced image for caelreinforcing leadership position
STEP 3 - Whichever course is chosen, both lead to the same portfolio process and high quality assessment. Emphasize the attainment of learning outcomes, skills and competencies at the college-level. Make sure we mention the small pilot on competencies and we are moving toward the dual transcript, competencies.
Explain what a difference this makes for students. One portfolio can be up to 12 credit hours in the same subject area, $250 per portfolio. The student saves time and money and is validated.
Talk about LearningCounts assessors, all with appropriate faculty credentials, trained by CAEL, use a common rubric. Talk about how we assure quality. Inter-rater reliability checks. We welcome faculty from our Partner institutions.
Prior to coming to Ivy Bridge/Altius, I was at ESC. Una asked that I speak a bit about competency-based learning at ESC as well as Ivy Bridge…
Students pick their own English when they place Positive response from students. Choices are Eng100, Eng140, Eng141 (which is the equivalence of Comp I)
Though technology-facilitated, relies heavily on faculty for adaptation.The basic course components will be as follows:Diagnostic pre-test and initial writing assignment to determine skill building focusLive weekly 1-on-1 meetings with the instructor where adaptive path is assigned leveraging pre-determined course adaptation guidelines, based on performance on diagnostic, previous assignments, and metacognitive assessmentSkill builder modules – assignments adapted weekly for personalized, targeted skill development Adapted assignment pace - If previous week’s writing assignment is successful, student will move to next assignment. If not yet showing targeted skill mastery, supporting skill building exercises will be assigned, and student will instead work to revise the previous assignment Skill building support - adapted in level of scaffolding, including self-study, supplemental resources, and tutoringMetacognitive assessments – students rate level of effort and level of confidence as part of the diagnostic and feedback process analyze data on a weekly basis to direct students on an individual pathway through the course. All instructors will also participate in a course feedback loop to bring to light class improvements and effective adaptive strategies.
Allows students to move more quickly through material they already knowUse storytelling—provides the learning in a real world contextCourses that are not time dependent—choice of paceDiscuss Discussion board—students must choose if their reply is contributing more information, agreeing, or disagreeing… develop metacognition, and critical thinking. Analytics are gathered…Rubric developed to measure competencies across the students program (horizontal). One way is with multiple rubrics (teaching professor assess core content, but another professor may be sent the material to use another rubric to grade the writing) Developing grading workshops for faculty for norming expectations.Big data and new types of analytics allow us to track competencies, and analyze course