Competency Based Learning

What is Competency Based Learning?

     One in five people in the United States have some college credit but have not completed their degree. Students stop attending post-secondary institutions for a number of reasons but do not stop learning. They likely have participated in on-the-job training and have had life experiences that have resulted in learning. Competency based learning is beneficial to this type of student because it is designed to recognize and acknowledge previous experiences, which have resulted in learning (CAEL, 2014). Students enrolled in these programs demonstrate what and how well they know something through multiple means of assessment including performance-based tools (Competency-Based Education Network, 2014). Methods of assessing this type of learning can be similar to those in traditional classrooms including written papers, tests or projects (Krause et al., 2015).

How does it compare to a traditional model?

      Most institutions of higher education depend on the amount of time a student spends in the classroom as a means of moving them forward in their program (ie. how many credit hours that they have earned). This means that within the current model how long an individual has spent trying to learn something is measured versus measuring what an individual has actually learned (Kamentz, 2014). With competency based learning, time is variable but learning is fixed, meaning a student can progress through a course or topic at whatever pace that they are able to prove their understanding of the material covered (Weise, 2014).

Benefits

     In North America the number of traditionally aged students is shrinking (18 to 22 year olds). Instead there are many adults in their early 20s through to middle-aged individuals who need to complete their first degree or are seeking to pursue a second degree. Educators believe that competency based learning will best serve this group of individuals (Kamentz, 2014). This is because adult learners learn at different rates and come with increased life experiences that have resulted in learning. Adult learners are able to reengage in education, apply what they have previously learned and move more quickly through content that they already know (Mendenhall, 2012). This saves both time and money. Additional benefits include; a student’s demonstrated ability to do and know the content, learning is student-centred and personalized and it is an affordable option to those who could not previously afford to engage in further education (Krause et al., 2015; Competency-Based Education Network, 2014).

     Competency based learning acknowledges learning rather than time spent in classroom and because of this it more accurately measures student learning compared to traditional teaching methods (Mendenhall, 2012). It is believed to be a ‘true workforce solution’ as it has the potential to bridge the gap between postsecondary education and the workforce (Weise, 2014). It will require input from industries to assure that the learning outcomes and competencies created will meet the needs of the changing workforce. Competency based learning applied to mainstream higher education would require an overhaul to current models but potential improvements in student learning and affordability would be worth it (Mendenhall, 2012). It would be safe to bet that competency based learning will increase its presence in higher education in the near future (Kamentz, 2014).

References

CAEL - Competency-Based Education. (2014). Competency-based Education. Retrieved from http://www.cael.org/what-we-do/competency-based-education

Competency-Based Education Network. (2014). What is Competency-based education. Retrieved from http://www.cbenetwork.org/competency-based-education/

Kamentz, A. (2014, October). Competency-Based Education: No More Semesters?. Retrieved from http://www.npr.org/sections/ed/2014/10/07/353930358/competency-based-education-no-more-semesters

Krause, J. et al. (2015). Competency-Based Education: A Framework for Measuring Quality Courses. Retrieved from http://www.westga.edu/~distance/ojdla/spring181/krause_dias_schedler181.html

Mendenhall, R. (2012, September 5) What is competency based education?  Huffington Post. Retrieved from http://www.huffingtonpost.com/dr-robert-mendenhall/competency-based-learning-_b_1855374.html

Weise, M. (2014, November). Got Skills? Why Online Competency-Based Education Is the Disruptive Innovation for Higher Education. Retrieved from http://www.educause.edu/ero/article/got-skills-why-online-competency-based-education-disruptive-innovation-higher-education

Mobile Learning: Learning-On-The-Go!

Learning-on-the-go!



It is near impossible to go anywhere today without seeing a person with a mobile device. People are using their mobile devices for everything from paying bills, recording favorite t.v. shows from anywhere, to learning on the go. Technology is transforming training to offer ample learning opportunities - mobile learning is just one of the many that students can avail in this e-Learning era. E-Learning “encompasses all computer and internet based activities that support teaching and learning both on campus and at a distance” (Naidoo, 2012, pg 1). “The evolution of handheld portable devices and wireless technology has resulted in radical changes in the social and economic lifestyles of modern people” (El-Hussein & Cronje, 2010, pg. 12). Mobile devices puts access to several learning applications specific to education directly in the hands of learners, allowing learning on the go a reality.  In a 2013 survey, "mobile learners showed that 99% believed mobile format enhanced their learning, 100% said they would complete more training in a mobile format, and an overall improvement in motivation, engagement and quality of work was found" (Ivec, 2014, pg. 1). Bottom line is students want to learn with devices they are comfortable with.

What is Mobile or M-Learning?

“Learning by means of wireless technological devices that can be pocketed and utilized wherever the learners device is able to receive unbroken transmission signals” (Hussein & Cronje, 2010, pg. 12).

Advantages of M-Learning:

• Increase learner empowerment
• Accelerated learning
• Not bound by physical environment "untethered learning" (Morrison, 2014, pg. 5).
• Improved management of education systems e.g. Massive Open Online Courses (MOOCS), Open Educational Resources (OER) (Naidoo, 2015, pg.1)
• Add value to formal education 
• Easily accessible and user friendly
• Cost effective
• Innovative
• Improve productivity
• Transformative- reshapes education
• Competitive 
• Expand global reach
• Support access video tutorials, tutoring, study resources
• (Wentworth, 2014).

Disadvantages to M-Learning:

• Slow to embrace (especially for those who are not tech savvy)
• Not everyone has a mobile device or internet access
• Most people learn best in instructor led teaching/ lecture style
• Works best as resource not comprehensive teaching tool
• Instructors are hesitant to let students use their mobile devices in class, think they are disruptive 
• (Wentworth, 2014). 

Who uses M-Learning?

M-Learning appeals to those non-traditional students looking for flexible, accessible, user friendly learning that fits into their busy schedules. In 2010, the top four countries that have adopted m-learning were “U.S, Japan, South Korea and Taiwan and accounted for 70% of the m-Learning market. In 2015, these countries only account for 40% with China, India, Indonesia and Brazil having highest growth rates in m-Learning. While access to internet maybe low in developing countries due to high cost etc., the use of mobile devices is still high” (Naidoo, 2015, pg. 2). Brandman University recently launched a competency based degree on a mobile platform whereby students could access over 30,000 pages of course material from a tablet or smart phone (Morrison, 2014).

 Many other degree programs are available fully online with mobile friendly resources. While instructor led- lecture learning is still the most popular type of training style, mobile learning is growing at phenomenal rate. Mobile learning is best suited to use as an additional resource to complement training (Morrison, 2014). 

References

        El-Hussein, M.O.M, & Cronje, J.C. (2010). Defining Mobile Learning in the Higher Education Landscape. Educational Technology & Society, 13(3), pp. 12-21.

Ivec, Stephanie. (February 13, 2014). Top Trends in Mobile Learning for 2014: eLearning Industry. Retrieved June 02, 2015 from http://elearningindustry.com/the-top-trends-in-mobile-learning-for-2014.

Morrison, Debbie. (December 30, 2014). Three Trends That Will Influence Learning and Teaching in 2015. Online Learning Insights. Retrieved June 03, 2015 from http://www.onlinelearninginsights.wordpress.com/2014/12/29/three-trends-that-will-influence-learning-and-teaching-in-2015/

Naidoo, Vis. (April 20, 2015). Trends in Technology Enabled Education. The Education Partners. Retrieved June 02, 2015 from http://www.theeducationpartners.com/articles/2015/04/trends-in-technology-enabled-education/ 

            Wentworth, David. (August 28, 2014). 5 Trends for the future of learning and development. Training magazine. Retrieved June 02, 2015 from http://www.trainingmag.com/5-trends-future-learning-and-development

Gamification in Education

Technology is rapidly changing the way in which we learn at home, school and at work. Gamification is an important trend that allows students to engage with content through repetition and practice to clarify understanding of complex and critical processes (Kunkel, 2014). Gamification was first invented in 2002, but it wasn’t until 2010 that it began to be used in a wider context. Gamification originated in domains like business and marketing but it is making its way into education, expanding beyond eLearning and training. It is a “shorter, more engaging, accessible and effective learning experience” when adopted successfully (Zamir, 2015, pg. 2). Allen Communication Learning Services, Chief Learning Officer Michael Noble says in Zamir's 2015 paper, 
"learner types are a myth...we are all visual and auditory learners. Everyone learns better when they are all able to associate visual with other media like text and sound. Good design find ways to incorporate different media, and decreasing cost of rich media make expanded use of video, animation & interactive graphics a no brainer (p.1)." 

According to Entertainment Software Association’s 2013, “Essential facts about the Computer & Video game industry, 58% of Americans play video games” (Hsin-Yuan Huang & Soman, 2013, pg. 6). “Gamification will be the new problem solving tool-not just a tool to enhance learning” (Kunkel, 2014, pg.4). Researchers concluded gamification in an e-Learning platform has great potential for increasing motivation, emotional and social support for students (Petit et al, 2012).

What is Gamification in Education?

MacMillan (2011) defines gamification as the “use of game mechanics, dynamics, and frameworks to promote desired behaviors, has found its way into domains like marketing, politics, health and fitness, with analysts predicting that it will become a multi-billion dollar industry by 2015”(Lee & Hammer, 2011, pg.1).

“Educational approach to motivate students to learn by using video game design and game elements in a learning environment. The goal is to maximize enjoyment and engagement through capturing the interest of learners and inspire them to continue learning” (http://en.wikipedia.org/wiki/Gamification_of_learning). 

Advantages	Disadvantages
Cost effective & easily accessible	Viewed by some as a fad
Easy to use (children can play and learn)	Less serious approach to education
Global trend	Useless to those who do not like games
Most people love games	Time availability
Competitive	Technological problems
Track improvement, beat personal  records e.g. FitBit technology	Unrealistic with too many students
Blended learning = better outcomes	Ineffective for some learning content
Chance to bring fun & joy into classroom	Should not replace comprehensive curriculum
Makes learning visible, learn from failure	New learning tool, more research needed
Immediate feedback, auto grading
Creative way to learn, use problem        solving skills
Allow players to collaborate and connect
Inspires, engages, and motivates  students to learn
Increases autonomy and competence

Gamification in Higher Education?

“Educational gamification proposes the use of game-like rule systems, player experiences and cultural roles to shape learners behavior through cognitive, emotional and social interventions” (Lee & Hammer, 2011, pg.3-4). Companies and education institutions are using games to develop creative solutions and training such as instructional design, 3D animation, business strategy consulting and course marketing. Games can be used in almost every field of study- engineering to nursing. In March 2011, Siemens Industry Inc. launched a very successful online game called Plantville to build brand awareness, recruit new engineers etc. This game challenged engineering students and professionals to become a plant manager, maintaining operation of their plant while improving productivity, efficiency and facility health” (Johnson, 2012, pg. 1). The game was a great success and since that time over 23,000 engineering professionals have spent approximately 14 minutes with the game every time they visit the site. Increasing prospects, customers, engineering recruits from more than 600 universities and colleges, with more than 3,500 employees. Excelsior College, Center for Game & Simulation based learning and the University of Minnesota School of Nursing introduced web based interactive games to engage nursing students in real life health care scenarios with great, positive student feedback. Lapkin et al. (2010) states “Simulation mannikins showed to significantly improve knowledge acquisition, critical thinking and ability to identify deteriorating patients” (Petit et al., 2012, pg. 4).

 

References

         Hsin – Yuan Huang, W., & Soman, D. (December 10, 2013). A Practioner’s Guide to Gamification of Education. Rotman School of Management-University of Toronto. Retrieved June 02, 2015 from http://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09GuideGamificationEducationDec2013.pdf

  

Johnson, Andrea. (December 10, 2012). Gamification: How Siemens got 23,000 engineers to learn about its brand. B2BLeadRoundtableBLOG. Retrieved June 12, 2015 from http://b2bleadblog.com/2012/12/implement-gamification-strategy.html

Kunkel, V. (2014). Top 8 e-Learning and Ed Tech Trends for 2015. Retrieved June 03, 2015 from http://elearningindustry.com/top-8-elearning-and-edtech-trends-2015.

Lapkin, S., Levett-Jones, T., Bellchambers, H., & Fernandez, R. (2012). Effectiveness of Patient Simulation Mannikins in Teaching Clinical Reasoning Skills to Undergraduate Nursing Students: A Systematic Review. Clinical Simulation in Nursing, 6 (6), 207-222. Retrieved June 3, 2015 from http://www.academia.edu/6566698/Developing_the_Serious_Games_potential_in_nursing_education  

Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15 (2). Retrieved June 12, 2015 from http://www.academia.edu/570970/Gamification_in_Education_What_How_Why_Bother

MacMillan, J. (2011). Gamification: A growing business in invigorate stale websites. Retrieved June 11, 2015 from http://www.businessweek.com/magazine/content/11_05/b4213035403146.htm.

Petit dit Dariel, J., Raby, T., Ravaut, F. & Rothan-Tondeur, M. (2012). Developing the Serious Games Potential in Nursing Education. Nurse Education Today, 33 (12), 1569-1575. Retrieved June 03, 2015 from http://www.academia.edu/6566698/Developing_the_Serious_Games_potential_in_nursing_education 

Wikipedia encyclopedia. (2015). Retrieved June 04, 2015 from http://en.wikipedia.org/wiki/Gamification_of_learning.

Zamir, Ron. (2015). Learning Trends Provide Better Business Results in 2015. Training Industry. Retrieved June 03, 2015 from http://www.trainingindustry.com/content-development/articles/learning-trends-provide-better-business-results-in-2015.aspx 

Engaging Learners Through Appreciative Pedagogy

The value of individual or group experience in an educational setting can often times be under appreciated for the value that it holds. Stuck in a classical mind frame of teaching and learning all too often teachers, trainers or professors are regarded as the sole source of knowledge that need be communicated or taught to the classroom of learners (Yballe, L., & O'connor, D., 2000).  A fresh perspective to teaching and learning that strays away from common practice can be coined by the term Appreciate Pedagogy, which is derived from the theory of Appreciative Inquiry. To gain a base understanding of Appreciative Inquiry, the term can be broken down into two working definitions as taken from the article entitled Appreciative Learning Approach: A New Pedagogical Option: 

http://static1.squarespace.com

[Ap-pre’ci-ate, v., 1. to value; recognize the best in people or the world around us; affirm past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems. 2. to increase in value, e.g., the economy has appreciated in value. Synonyms: value, prize, esteem, and honor] (Eow, Y., Wan Zah, W., Rosnaini, M., & Roselan, B., 2010, p. 607).

[In-quire’ (kwir), v., 1. to explore and discover. 2. to ask questions; to be open to seeing new potentials and possibilities. Synonyms: discover, search, systematically explore, and study] (Eow, Y et al., 2010, p. 607).

Appreciative Inquiry: Overview

According to David Cooperrider, founder of the theoretical approach, Appreciative Inquiry involves,  “systematic discovery of what gives life to a living system when it is most alive, most effective, and most constructively capable in human term” (Eow, Yet al., 2010, p. 608). The basics of Appreciate Inquiry are rooted in the transformational process as it relates to a business or organization and involves all employees and managers focusing on, “the desired objectives to achieve [as opposed to] the existing problems to be solved” (Eow, Yet al., 2010, p. 608). In essence, Appreciative Inquiry promotes the sharing of positive or valued experiences that directly correspond with a desired outcome or goal. It is from the sharing of these experiences that a company or business can find merit for building a vision and a plan for success.

Appreciative Pedagogy

As is derived from Appreciative Inquiry, Appreciative Pedagogy is a teaching theory that “involves the exploration and creation of positive realities in the classroom on a daily basis” (Yballe, L., & O'connor, D., 2000, p. 478). In other words, Appreciative Pedagogy involves classroom participation in the form of sharing information and experiences to aid in forming an all-inclusive viewpoint on a particular topic or focus area. For example, in exploring the topic of ‘effective teams’ students would be asked to describe, in their own words, team experiences where feelings of pride, joy, happiness and accomplishment were felt. Students would then share these experiences, first in small groups, drawing focus on the positive aspects of team structure as opposed to the negative. From this sharing exercise, students would be asked to build a list of positive team aspects that are essential to a successful team structure. The smaller groups would then share the compiled list with the entire class to form an all-encompassing view of an effective team (Yballe, L., & O'connor, D., 2000). During Appreciative Pedagogy exercises, the role of the professor or trainer is minimal, acting more as a facilitator of learning whom ensures the classroom discussion is positively framed. If conversation is to go astray, the professor or trainer acknowledges the negative and then redirects the conversation with a thought provoking question that alludes to, “the best of what is as opposed to what is not present” (Yballe, L., & O'connor, D., 2000, p. 479).

Benefits of Appreciate Pedagogy

A summary of some of the important benefits that come as a direct result of using Appreciative Pedagogy in the classroom or training room can be described as follows:

1.     Energized and sustained interactions amongst classroom participants as opposed to forced participation from students following a lesson;

2.     Increased sense of safety in participating in class discussion due to the fact that students are speaking to and from their own experiences;

3.     A fuller more positive view of a topic can emerge from discussion as the negative aspects are completely removed;

4.     Students develop a greater trust in themselves and in others as it relates to the value of knowledge being shared;

5.     A developed positive attitude towards the professor or trainer as a resource, guide and helper          
                                                  (Yballe, L., & O'connor, D., 2000, p. 481-482).

Appreciative Pedagogy is shown to be an effective alternative to the typical lecture style format where the teacher and the textbook are placed on a pedestal as it relates to information and knowledge sharing. Appreciate Pedagogy effectively knocks down this pedestal and gives the students the opportunity to be in the spotlight whereby creating a much more engaged and community based educational experience.

References

Eow, Y., Wan Zah, W., Rosnaini, M., & Roselan, B. (2010). Appreciative Learning

Approach: A New Pedagogical Option, 607-614. Retrieved June 12, 2015, from

http://www.icce2010.upm.edu.my/papers/c6/full paper/C6FP59.pdf

Yballe, L., & O'connor, D. (2000). Appreciative Pedagogy: Constructing Positive

Models for Learning. Journal of Management Education, 474-483. Retrieved June 12, 2015, from http://web.lemoyne.edu/oconnor/page6/assets/AP-jme.pdf