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ETUG Unconference 2014 - Competency to credential

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ETUG Unconference 2014 - Competency to credential

  1. 1. ETUG Fall Unconference Competency Based EducationMS
  2. 2. Competency Based Education 2 Fill in your definition here…
  3. 3. Competency Based Education Traditional Academic Programs with a New CBE (Pedagogical) Approach • flexible option • personalized learning • focus on direct assessment (and PLA?) rather than credit hours 3 • bachelor of business degree • etc Traditional CBE Programs with a New (Educational Technology) Approach • health care education and training • apprenticeship and trades training • “Competency to Credential” approach
  4. 4. Traditional Academic Programs Implementing the “new” CBE Approach • see ‘7 Things You Should Know About CBE’ at https://net.educause.edu/ir/library/pdf/ELI7105.pdf (February, 2014) 1. What is it? Competency-based education (CBE) awards academic credit based on mastery of clearly defined competencies. 2. How does it work? CBE is built around clearly defined competencies and measurable learning objectives that demonstrate mastery of those competencies. 3. Who’s doing it? In recent years, a growing number of other CBE programs have been developed at all levels of instruction 4. Why is it significant? CBE replaces the conventionl model in which time is fixed and learning is variable with a model in which the time is variable and the learning is fixed. 4
  5. 5. Traditional Academic Programs Implementing the “new” CBE Approach • see https://net.educause.edu/ir/library/pdf/ELI7105.pdf (February, 2014) 5. What are the downsides? Ensuring the learning objectives are measurable and that the competencies can be demonstrated is not a trivial undertaking. 6. Where is it going? The value of CBE credentials must be widely accepted, both by consumers (students and employers) and by providers (institutions and accrediting agencies) 7. What are the implications for teaching and learning? Students emerge from CBE with a more consistent standard of learning, having met all of the competencies included in an educational program 5
  6. 6. Traditional Academic Programs 6 Implementing new CBE tools • see ‘7 Things You Should Know About CBE’ Tools at https://net.educause.edu/ir/library/pdf/ELI7110.pdf (June, 2014) “As competency-based education (CBE) programs become more prevalent, tools have emerged to support them, ranging from software utilities that enable a single type of student project to complex, custom-built, campus-wide solutions that accommodate multiple degree programs. These tools can help define and document learning outcomes, map competencies to the curriculum, track student progress, or certify prior knowledge. CBE and the tools that support it encourage a rethinking of pedagogy, assessment, and the concept of the credit hour.”
  7. 7. Traditional Academic Programs 7 Implementing new CBE tools • see ‘7 Things You Should Know About CBE Tools’ at https://net.educause.edu/ir/library/pdf/ELI7110.pdf (June, 2014) 3. Who’s doing it? To track competency-based learning in the trades and health care, the British Columbia Post-Secondary Education Office is using tools such as Totara LMS and IOMAD, which were designed to identify skills and competencies for enterprise employees. Individuals seeking a trade credential can complete an application and self-assessment, supplying evidence of competency in each area. Gaps are identified by human consultants, and the system generates a personalized education plan to address these gaps
  8. 8. Competency to Credential What is ‘Competency to Credential’? • A flexible and systemic approach to competency-based education, training and recognition using Totara LMS, a custom distribution of the Moodle LMS • part of a (much) broader flexible and online learning approach Topics • A quick word about Totara • Current Approaches • Competency to Credential Approach • (Totara demo shots time permitting…) 8
  9. 9. Totara LMS
  10. 10. Totara LMS • Totara LMS is an open source distribution of Moodle developed for the corporate and government sectors with a focus on competency-based education and training. • has primarily been used in corporate training • we’re applying to post-secondary education and training • The current version of Totara LMS is 2.4 and is based on Moodle 2.4. • Totara 2.5 is now/soon to be released • http://totaralms.com 10
  11. 11. Totara LMS Repositories Team Management Calendar Competencies & Organizational Roles Content Management User Management Messaging & Notifications Learning Activities & Types Course Management Integration w/ other systems Social Learning Audience Management F-2-F Training Support Individual Learning Plan Enterprise Reporting Dashboard (Learners & Managers) Totara Sync Program Management Badges 11
  12. 12. Totara LMS ACCREDITATION cycled scheduling course/ resource program HIERARCHIES organization positions competency f2f support audience user team USER MANAGEMENT badges 12
  13. 13. Totara LMS 13
  14. 14. Current Approach
  15. 15. Why a different approach? Current Approach • in competency-based education and training in areas such as health care and trades, methods and solutions for the following are considered and treated separately and independently • full program training • gap training • the challenge process for out-of-province and international trained candidates • practice education and work experience • however, these could be better dealt with more systemically using a competency database or repository as a foundation 15
  16. 16. Why a different approach? Current Approach – Complete Program • full training program • students admitted, take complete program, graduate, are certified and recognized as meeting provincial/national standards • tends to be: • closed materials, siloed approach with no open, common ‘library’ of materials and resources • lack of collaborative development and delivery • no competency repository in most cases • no cross referencing of competency frameworks to content at high and granular level 16
  17. 17. Why a different approach? Current Approach – Gap Training • gap training • addresses gaps in knowledge, skills, experience • if I’ve been trained elsewhere, why do I need to take the complete program? • tends to be: • re-creation or repurposing of resources, delivery and assessment • lack of consistent process for foreign credential recognition • inconsistent, labourious, time consuming and costly PLAR processes • lack of recognition tools • lack of process means learners opt for full program – disadvantage of length, cost 17
  18. 18. Why a different approach? Current Approach – Challenge Process • challenge process • an alternate pathway to credential, professional certification • if I have equivalent knowledge, skills and experience, why can’t I demonstrate that and be recognized as such without having to re-train? • tends to be: • re-creation or repurposing of resources, delivery and assessment • lack of quantitative or qualitative self-assessment as a predictor of success • lack of relationship for recognition between training organizations and professional associations 18
  19. 19. Why a different approach? Current Approach – Practice Education • practice education and work experience • educational component of education and training done in the workplace, e.g., clinical practicum, apprenticeship • tends to be: • a formal, well documented and assessed area for health care programs • informal or infrequent competency assessment in practice setting for trades areas 19
  20. 20. Why a different approach? Current Approach – are labour market needs addressed for skilled trades? • To better address: • labour market needs, • the BC Jobs Plan, • enhance labour market mobility and • re-skilling in a systematic and more expedient fashion, we propose that the comprehensive linking of professional or industry competency profiles and frameworks to an open library of common resources through a flexible learning approach can more efficiently address full program, gap training, the challenge process and practice education 20
  21. 21. Needs Need for ‘horizontal’ competency profiles across ‘vertical’ professions • became clear that a means of referencing competency profiles to content was required for: • tracking progress and achievement of ‘horizontal’ competency profiles • prior learning assessment • gap analysis and training • individualized learning plans • record book, log book • common modules of content • recognition (badging, reporting) • through BCcampus collaborative projects such as : • Care Management (MoH, AVED) • Health Care Assistant • Elder Abuse Reduction • go2 ITO Gap Training 21
  22. 22. Competency to Credential Pilot in Professional Cook
  23. 23. Government strategic priorities • Harmonization • Labour mobility • Innovative and flexible training delivery • Improved completion rates
  24. 24. Pilot Objective – go2hr • To identify the potential for using a blended learning model to address gaps in prior experience, particularly for those who gained most of their experience without formal training.
  25. 25. Strategic priorities - BCcampus Strategic priority on expanding collaborative program strategies across sectors includes: • Collaborative training and education • Collaborative processes for open educational resources, open education and program structures • Models for processes that improve access, completion rates and student success • Collaborative innovation to facilitate the design of new approaches to learning and teaching services
  26. 26. Pilot Objectives - BCcampus • Introduce a Competency-Based Flexible Learning Approach to support a wide range of candidates, trades and stakeholders • Apply this ‘Competency to Credential’ Flexible Learning Approach by means of a limited pilot, expanded pilot and systemic implementation • Consider the current approach to training and issues associated with it; contrast to a new flexible, systemic approach
  27. 27. “Competency to Credential” Approach
  28. 28. “Competency to Credential” Approach Labour Market Needs Learner Needs Government Priorities Learner Full Training Program PLAR + Gap training PLAR + Challenge BC Resident    Out of Province    (Canadian) International / New immigrant    Workplace Trained   New Apprentice  CURRICULUM LIBRARY (LMS or CMS) COMPETENCY LIBRARY (WEB-BASED)
  29. 29. Pilot – Professional Cook • True collaborative, blended learning model • Leverage existing resources and “unbundle” apprenticeship program • Create online portal to identify gaps • Match individual “lessons” with skill gaps • Provide activities and hands on training for practical skills
  30. 30. Resultss Bccampus.ca
  31. 31. Results
  32. 32. Results
  33. 33. Results
  34. 34. Results
  35. 35. Collaboration Gap Training Resource Library BCcampus go2hr Totara LMS Training Provider Content Government Funding User Feedback
  36. 36. Scalability
  37. 37. Mid-Term Goals 2014-2015 • New challengers offered use as support • Additional support for apprentices going through regular delivery • Tracking workplace activities through mentorship and logbook • Custom training programs linked to provincial standards • Build out resource library to include other related programs • Expansion to support all BC Cook program participants
  38. 38. Long Term Vision go2hr BCcampus Training Providers and Government Flexible training options that meet industry’s needs Collaborative, blended learning Innovative and efficient training delivery Better linkages between workplace and training system Central resource library linking competencies to curriculum Increased and clearer pathways to certification Improved support for industry skill development Systemic, scalable approach Improved success of students, apprentices, and challengers
  39. 39. Testimonials Pilot participant • “I was really happy to hear the news when this pilot came out. Great job and look forward to seeing how far this goes.” College instructor • “Going through the gap training , which I think is just brilliant, not only for students but also as a tool for instructors. It's just what has been missing for so long!”
  40. 40. Testimonials Employer • “This looks amazing. I see so much potential to bring my kitchen managers up to a Red Seal level using this tool.” College Dean • “This is one of the first things I’ve seen since coming to BC that gives me hope we are on the right direction in post secondary education. Thank You!”
  41. 41. Thank You Questions? Bccampus.ca
  42. 42. Sample Business Process 42
  43. 43. Competency Repository 43
  44. 44. GAC Framework 44
  45. 45. Competency 45
  46. 46. Self-Assessment 46
  47. 47. Evidence 47
  48. 48. Individualized Learning Plan 48
  49. 49. Review Gap Training Components 49
  50. 50. Review Gap Training Components 50
  51. 51. Workplace Components 51
  52. 52. Record of Learning 52
  53. 53. Validation 53
  54. 54. Validation 54

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