25 Matching Annotations
  1. Nov 2019
    1. The article explains the shift in military training to implement practices that align with Kolb's experiential learning theory. More specifically, Pierson discusses how competency-based education can best be used to improve Army training programs.


  2. Oct 2019
  3. Apr 2019
  4. Feb 2019
    1. Quality Principles and Standards for Competency-Based Education Programs

      Detailed standards and rubrics for competency-based education/learning programs.

  5. Jan 2019
  6. Nov 2018
  7. Sep 2018
  8. Jul 2018
  9. May 2018
  10. Jan 2018
    1. stablishing competency-based education components. According to the U.S. Department of Education, “transitioning away from seat time, in favor of a structure that creates flexibility, (competency-based learning) allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. Competency-based strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities...This type of learning leads to better student engagement because the content is relevant to each student and tailored to their unique needs. It also leads to better student outcomes because the pace of learning is customized to each student.” Competency-based education incorporates the knowledge and skills students acquired ata prior time of their lives. Examples of prior learning include prior military service, workplace training including apprenticeships, and approved certificates.

      prior learning

    2. Establishingcompetency-based educational opportunities that recognize a student’s prior learning and help a student advance toward a credential.
    1. his new, competency-based online college will be unlike any other public online education platform and will focus predominately on sub-associate degree credentials of value tailored to the needs of these working learners.
  11. Nov 2017
    1. The College of Education faculty and administrators needed an ePortfolio because of increasing demands from the Commonwealth of Virginia to demonstrate students’ and graduates’ competencies.
    1. An institution has implemented a learning management system (LMS). The LMS contains a learning object repository (LOR) that in some aspects is populated by all users across the world  who use the same LMS.  Each user is able to align his/her learning objects to the academic standards appropriate to that jurisdiction. Using CASE 1.0, the LMS is able to present the same learning objects to users in other jurisdictions while displaying the academic standards alignment for the other jurisdictions (associations).

      Sounds like part of the problem Vitrine technologie-éducation has been tackling with Ceres, a Learning Object Repository with a Semantic core.

    1. The IMS Global Competencies and Academic Standards Exchange™ specification (CASE)™ is used to exchange information about learning and education competencies. CASE also transmits information about rubrics, criteria for performance tasks, which may or may not be aligned to competencies.

      Interesting that they explicitly talk about tasks which may not be aligned to competencies. Leaves room for co-curricular activities and microcredentials.

    2. Thanks to @jeffgrann for the heads-up! Clearly, people have been waiting for this. We’ll have to wait for the concrete results (not all IMS Global activities make as big of a splash as the others). But it’s very interesting. And needed. For instance, Quebec uses a competencies model all the way to higher education (its Cégeps are post-secondary institutions for vocational training and pre-university education). Thing is, they lack consistent frameworks. CASE won’t make these magically appear, but at least it gives them room for impact.

  12. Feb 2016