instructional designer support model faculty development model - competency-based education
TRANSCRIPT
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Instructional Designer Support Model
Curriculum Development Mary Kohls — Department Chair, Computer Studies
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Structure: Building competency based education
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Course Development: Faculty designer compensation
• Stipend per course developed • MOU signed by faculty • Paid in installments
• Final payment upon course acceptance
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• Competency definition
What: Developing competency based education
• Flexible entry
• Develop competency based, distance learning education with substantial interaction
• Usage of multimedia to include:
ü Video – short, responsive design
ü Adobe connect – faculty interaction
ü Social media – peer interaction
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The Competency
What: Detail of competency based education
Industry Required Skills
Measurable Statement Assessment Entry Level
Position
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Mapping the Competencies: Working with industry
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Mapping the Competencies: Working with industry
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Pathways: Stacked and latticed certificates and degrees
Marketable Skills Award
Web Programming Specialist AAS
Computer Programming AAS
User Computer Support
Industry Certifications
Java Certificate
C++ Certificate
Software Testing
Database Certificate
Marketable Skills Award Foundation
a. Intro to Computing — COSC 1301 b. Fundamentals of Networking — ITNW 1325 c. Programming Fundamentals I — COSC 1336 d. Web Design Tools — ITSE 1401
Computer Support AAS
Software Testing AAS
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1. COSC 1301 – Intro to Computing
2. COSC 1336 – Programming Fundamentals I – Python
3. ITNW 1325 – Fundamentals of Networking – Prepares students to
take Net+ Cert.
4. ITSE 2309 – Database Oracle Programming
5. COSC 1337 – Programming Fundamentals II – C++
6. ITSE 2321 – Object Oriented Programming – Java
7. ITSE 1401 – Web Design
8. ITSE 1411 – Web Page Programming Offered as Distance Learning with sections designated as DOL starting in 16, 12 and 8 weeks.
The first eight courses: completed by July 31, 2013. Offered fall 2013
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1. ITSC 1425 – PC Computer Hardware
• Prepares the student to take the
certification exam
• Hybrid – Lecture by Distance Learning
and Lab at the campus
2. ITSC 1307 Unix Operating System I
3. ITSE 2317 Object Oriented Programming —
Java
4. ITSE 1345 Intro. to Oracle SQL and PL/SL
5. ITSE 1331 Visual Basic
6. ITSE 2402 Intermediate Web Programming
7. ITSW 1304 Spreadsheet
The second seven courses: completed by December 15, 2013. Offered spring 2014
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1. ITSE 2339 PC Help Desk
2. ITSE 1394 Ruby on Rails
3. INEW 2338 Advanced Java
4. ITSE 1393 Mobile Device Programming
5. ITSE 1394 jQuery
6. ITSE 1391 Automated Software Testing
7. ITSE 1450 System Analysis & Design:
Project Management
8. ITMT 1400 Implementing & Supporting
Microsoft Windows
9. ITSE 1356 Extensible Markup Language
“XML”
The third nine courses: completed by May 31 2014. Offered fall 2014
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1. ITSC 2335 Application Problem Solving
2. ITSE 1330 Introduction to C# Programming
3. ITSE 1359 Intro to Scripting
Language:Python
4. ITSW 1307 Intro to Database: Access
5. ITSE 2356 Intro to Database Administration
6. ITSE 1392 Special Topic: Automated
Software Testing
7. UXUI 1471 Prototyping 1
8. UXUI 1472 UI Design 1
The third nine courses: completed by Nov. 30 2014. Offered spring 2015
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Course Development: Components
Realign Course Content
Re-engineer Courses using New Distance
Learning Template
Program Evaluation
Assess and Retool with Data-Driven
Results
Program Development
Determine Industry
Competencies
Redesign Courses
with Competencies
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Course Template
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• Lead by faculty content experts. • Assessment measures course
competencies and learning outcomes.
• Developing Rubrics for assessment
• Short term: Student Success, mastering the course competencies.
• Long term: Feedback from employer and students. Passing certifications.
Course Development: Assessments
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Course Development: Quality Analysis
• Track students use of learning resources in Blackboard.
• Measure students ability to apply knowledge and skills using assessment tools including exams and projects.
• Check student success and modify accordingly.
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Retention: Student support specialists
• Advocate for student concerns
• Assist with course selection and enrollment
• Monitor student progress toward degree
• Record student activity and contact on a regular basis
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• Stacked and latticed credentials • CBE allows student to
accelerate • Course design allows for more
interaction and project-based learning
• Student Support Specialists • Tutoring • Internships • Graduation • Job placement assistance
through industry partnerships
Retention and graduation: Summary
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Instructional Designer Support Model
CBE Course Design Dr. Ninghua Han – Instructional Design Specialist, APT program
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Course Offerings
Fall 2013
Spring 2014
Fall 2014
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CBE Course Design Model
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Instructional Design Service Options
Consultation Partnership: • Help faculty member to begin
competency-based course design • Provide consultation and best
practices on course design and online teaching pedagogy
• Assist in creating effective learning materials
Production Partnership: • Weekly contacts until all
competency modules are completed
Assistant Partnership: • Weekly contact until the course
framework and first competency module is completed
Design Consultation Partnership
Design Production Partnership
Design Assistant
Partnership
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1. ID team support
2. Course design
guidelines
3. Organization
4. Course template
5. Course evaluation
6. Best practices
Course Development Process
Organization Course
Evaluation
ID Team
Support
Best Practices
Course Development
Course Design
Guidelines
Course Template
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• 14 steps to produce a competency based course
• Course structure matrix
• Course schedule
• Course design progress
Course Design: Guidelines
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APT Course Template
Sample APT Course Interface Video
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ITSE 1411 Beginning Web Programming UXUI 1472 User Interface Design I
Sample APT Courses
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Camtasia Videos Standard Videos Open Source Videos • Course Introduction • Demonstration • Hot Topics • Difficult Knowledge Points
Sample APT Learning Resources
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• Learning Objectives
• Learning Activity
• Learning Assessment
Course Alignment
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Course Alignment
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Bloom’s Taxonomy Wheel
Course Alignment
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Blackboard Assessments in Bloom’s Taxonomy Wheel Created by APT ID team
Course Alignment
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Sample Course Alignment
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Sample Course Alignment
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CBE Module Model
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Learning Sequence
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Learning Sequence
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• APT QM Internal Course Evaluation Process
• APT QM Course Evaluation Review Team
• Course Revise Process
Course Evaluation
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• Access the Accessibility of Word Documents
• Access the Accessibility of PowerPoint Documents
• Access the Accessibility of PDFs Tutoring
• Access the Accessibility of Videos / images
• Access the Accessibility of technologies in the course
Accessibility
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• Blackboard Usage
• Assessment Rubric
• Camtasia
• Adobe Connect
• Respondus
• CBE Assessments
• Introduction Video
• ADA
Best Practices
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Next steps
1. Optimize Course Review Process 2. Research online proctoring tool 3. Increase interaction 4. Optimize ADA implementation
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#AIcbe
Philadelphia, PA | May 18 - 20, 2015
DEVELOPING AND MANAGING COMPETENCY-BASED EDUCATION
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Course Design
Yi Zhang, Broward College Instructional Designer
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• Defining your program structure • Learning Management Systems • Course framework • Issues and improvements
AGENDA
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DEFINING PROGRAM STRUCTURE Course Design
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• Course level – Units
• Modules – Competencies – Learning resources
• Assessments • Competency level
– Competencies • Learning resources • Assessments
Program Structure
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Program Acceleration
Naviga4on Tools • Videos • Syllabus • Welcome Le=er • Pace Chart • Resources • Instructor
Availability Calendar
• Course Checklist • Course Cafe
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• Units – Unit Evaluations must be
proctored • Section
– Proctored Evaluations are optional – Can contain Modules
• Modules – Module Assessments and
Evaluations are for practice only – Must have required elements for
course consistency
Program Framework
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• Competencies listed • Training & Learning Resources
– Links – Embedded content
• Practice – Labs – Assignments
• Discussions – Optional
• Assessments/Evaluations – Self-assessments to prepare for
Final Assessment
Program Framework
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• Units – Unit Evaluations must be proctored
• Section – Proctored Evaluations are optional – Can contain Modules
• Modules – Module Assessments and Evaluations are for practice only – Must have required elements for course consistency
Course Policy
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Units -‐ Modules
Course Layouts
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Units – Sec4ons -‐ Modules
Course Layouts
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Module Content InstrucAons Content
• Instruc4ons • Training & Learning • Assignments/Prac4ce/Labs • Discussions
• Assessment/Evalua4ons • Module Checklist
Recommended Content
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Content Examples Instruction
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Content Examples Learning Resources & Discussions
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Content Developers • If you are assigned in the Content Shell, you should not
be in the Assessment Shell Assessment Developers: • If you are an Assessment developers you will not have
access to the Content Shell
Separation of Duties
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• Too many roadblocks (manual releases) • Lacking faculty / student interactivity • Student confusion about CBE course
• Assessments do not 100% fit for CBE
Issues
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• Remove un-necessary course components – Discussion – Course unavailable – Challenge option
• Automate student progress by using release condition
• Use intelligent agent to notify faculty about student progress
• Re-design assessment questions • Use industry certificate exam to replace
evaluation assessment
Improvements and course structure change
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Future changes
• Convert all course to be one unit course • Adding navigation video for student
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COURSE DESIGN
CBE4CC Yi Zhang, Instructional Designer
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Accelerated IT Training Programs (ATP) • Competency-based delivery model (flipping traditional model) • Independent study for self-directed learners • Opportunities for acceleration utilizing prior learning assessment
options
Program Overview
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CBE Educational Mindshift
TRADITIONAL CREDIT-‐HOUR
FOCUS ON TEACHING
INNOVATIVE COMPETENCY-‐BASED FOCUS ON LEARNING
Time is CONSTANT, but
Learning is VARIABLE
Time is VARIABLE, but
Learning is CONSTANT
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• Course development – WGU models
• Competency mapping • Assessment development
– LMS selection • Frameworks
– Learning Resources • OER • Publisher materials
– Challenges • Breaking traditions • Faculty roles
Subject Matter Experts
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• Uncoupling the instructional/teaching role – Facilitating the mastering of
competencies – Assessing the mastery of
competencies – Team approach to supporting
students and the learning process • Recruiter • Instructor • Academic Coach
Faculty
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Learning Module Content: • Competencies listed • Training & Learning Resources
– Links – Embedded content
• Practice – Labs – Assignments
• Discussions – Optional
• Assessments/Evaluations – Self-assessments to prepare for
Final Assessment
Faculty Students work through the learning modules independently and on a self-determined pace
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Program Acceleration
Naviga'on Tools • Videos • Syllabus • Welcome Le8er • Pace Chart • Resources • Instructor
Availability Calendar
• Course Checklist • Course Cafe
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• Course level – Units
• Modules – Competencies – Learning resources
• Assessments • Competency level
– Competencies • Learning resources • Assessments
Program Structure
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• Units – Unit Evaluations must be proctored
• Section – Proctored Evaluations are optional – Can contain Modules
• Modules – Module Assessments and Evaluations are for practice only – Must have required elements for course consistency
Course Policy
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Units -‐ Modules
Course Layouts
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Units – Sec'ons -‐ Modules
Course Layouts
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Module Content InstrucAons Content
• Instruc'ons • Training & Learning • Assignments/Prac'ce/
Labs • Discussions
• Assessment/Evalua'ons • Module Checklist
Recommended Content
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