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Archive for the ‘Competency Based Education’ Category

CBEN’s [Competency‐Based Education Network] quality framework: A case study in its application to CBE curriculum quality standards at Walden University

This report explored enriched notions and dimensions of quality massive open online courses (QMOOCs). The purpose of this paper is to visualize the quality measures adjacent to MOOCs and understanding distinctive outlooks to approaching them. It was also of interests to envisage how and in what routines those notions and dimensions interrelated. The Journal of […]

Khan Academy Announces New Mastery Learning Features

As learners across academic levels return to school this year, there’s a good chance they’ll spend some down time watching Khan Academy videos to refresh or further the education process. And when they do, they’ll notice some new features in certain subjects. As each video winds down, they’ll be asked a set of questions. If […]

Understanding faculty training in competency‐based curriculum development

Background Competency‐based (CBE) programs have increased significantly over the past decade in response to a changing higher education environment. This dramatic increase in CBE programs has been supported by faculty tasked with developing curriculum composed of competency statements, assessment strategies, and learning content. Yet, little is known about the types of training and support provided […]

Microlearning: Knowledge management applications and competency-based training in the workplace

The focus of this article is a threefold discussion on microlearning 1) how microlearning best practices facilitate knowledge acquisition in the workplace by engaging and motivating employees through short, personalized, just-in-time learning, 2) ways microlearning integrates with knowledge management applications through situational mentoring, and 3) how competency-based microlearning, via subscription learning, is both an innovative […]

The Rhetoric and the Reality of Student Outcomes in Competency-Based Schools

The exploration of the rhetoric and the reality of student outcomes is a fascinating topic. We use the rhetoric of “college and career ready,” but few states and districts have actually taken the time to clarify what that means, how they will know if students reach it, and actually updated their graduation requirements to reflect […]

An Evaluation of Critical Thinking in Competency-Based and Traditional Online Learning Environments

Non-term, direct assessment competency-based education (CBE) represents a significant re-imagining of the structure of higher education. By regulating students’ progress through the program based on their mastery of tightly defined competencies rather than based on the time spent learning them, this learning environment affords students far greater flexibility than traditional programs. This focus on defined […]

Evolving roles of faculty at an emerging hybrid competency‐based transdisciplinary program

Abstract Background Faculty is inseparable from the design and implementation of competency‐based programs. Yet prior research on competency‐based education (CBE) has mainly focused on program design and implementation, paying less attention to the faculty roles and perception of their involvement. Aims This paper explores faculty perceptions of their own roles relating to the design and […]

Two professors’ experience with competency‐based education

In the autumn of 2015, to extend its leadership in science, technology, engineering, and mathematics (STEM) education and to reach a wider range of lifelong learners, Worcester Polytechnic Institute embarked upon a pilot program to assess the value of a competency‐based education (CBE) pedagogy. The authors converted two graduate‐level Systems Engineering courses to a CBE […]

Rethinking Learning & Teaching In The Digital Age: Ten Key Developments Changing The Dynamics Of Universities And Colleges

In documenting the key developments, we are not suggesting these are the only developments occurring or the order in which these are presented represents any kind of ranking or prioritization or each one applies in all contexts. Rather, these are developments which we see as having the potential to impact the strategic plans and actions […]

Teaching practices at a Chilean university 3 years after conversion to competency-based education

Background Over the last 10 years, most traditional Chilean universities have declared an institutional conversion to competency-based education (CBE). Objectives This study seeks to determine if those systemic changes are reaching a practical level by analyzing the conceptualizations that university professors have of their teaching practice and whether or not they are in line with CBE […]

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