AUTHENTICITY, EFFICIENCY AND AFFORDABILITY: HOW CBE HYBRID … · the Flex Choice hybrid program to...

AUTHENTICITY, EFFICIENCY

AND AFFORDABILITY:

HOW CBE HYBRID PROGRAMS

FOSTER STUDENT SUCCESS

David LungrenElisabeth Murfield

05.01.2016

Copyright © 2016 Collegis Education, LLC. Proprietary and Confidential.

INTRODUCTIONS

Elisabeth Murfield, Ph.D.

Curriculum and Instruction

Specialist

Rasmussen College

2

Dave Lungren

Vice President, Digital

Content Solutions,

Collegis Education


RASMUSSEN COLLEGE

Founded in 1900

Regionally accredited and career-focused

Public Benefit Corporation

– In 2014, Rasmussen College graduates filled more than

2,000 employment positions in their local communities.

Online, blended and residential learning

– 24 campuses in 6 states

– National Online Campus

Seven schools of study with over 78 programs

– Certificate, Diploma, and Associate’s and Bachelor’s degree programs

Over 14,000 students and more than 4,000 graduates over the last

12 months

Innovative 24/7 Personalized Support

3


Collegis understands every institution has

unique opportunities to achieve growth. We

use our deep higher education operational

experience to deliver highly customized

enrollment growth solutions through digital-

focused, student-centric marketing and

enrollment strategies.

COLLEGIS EDUCATION

THE FOUNDATION

5


RASMUSSEN COLLEGE MISSIONRasmussen College is an institution of higher learning dedicated to global enrichment and meeting the evolving needs of our diverse communities.

With an emphasis on innovative programs, dynamic curriculum, and general education skills, we are committed to being a pioneer in the field of career-focused education.

We empower our students, faculty and staff to exceed the expectations of society through academic excellence, community enrichment, and service to the public good.

6


FLEX CHOICE PHILOSOPHY The Flex Choice® option allows students to opt into a competency-

based experience in General Education and a few major courses.

These are learning assessments supported by interactive content,

supported by faculty coaches. They show up on students’ transcripts

as Test-Outs or Transfer.

Students have flexible time to finish these assessments. They are

able to show what they know as soon as they know it and move on to

the next skill. CBE works to put student learning first and clock hours

behind.

This is not solely about speed. It is about students showing what they

know as soon as they know it. But also making sure colleges are

doing a high-wattage job of identifying necessary skills, talking to

students about them, and assessing with accuracy and consistency.

7


FLEX CHOICE SUPPORTS MISSION Our mission motivates us to meet the needs of our

communities, and to do that we must innovate and

pioneer.

A competency-based education approach supports

the mission of a career-focused education.

The flexible nature of the CBE model helps

Rasmussen meet the needs of diverse

communities.

8

DEVELOPMENT APPROACH

9


RASMUSSEN AND COLLEGIS PARTNERSHIP Rasmussen College and Collegis have distinct roles and

responsibilities during the collaborative development process

Rasmussen College– Curriculum– Competency Creation– Subject Matter Expertise– Instructional Design

Collegis– Project Management– Media, Video, Web Development– Assembly in LMS– QA

10


CURRICULUM IMPACT OF PARTNERSHIP Implementing tenants of CBE design have had an

organizational learning impact:– Led to our outcomes-based approach to design

– Forced us to put a brighter spotlight on assessments

– Changed our vocabulary from objectives to competencies

– Made the shift to developing course content to support assessments

Required the two organizations to reexamine roles, responsibilities, and divisions of labor

11


EVOLUTION TIMELINE

The Beginning

– Late 2012 – Wish to provide a lower cost degree

– Early 2013 – Began developing CBE courses in autonomous

self-paced model

First Generation

– Fall 2013 – First course deployed

– 2014 – Flex Choice Option began with 1st generation courses

– 2014-2015 – Analysis of lessons learned, planning begins

Second Generation

– Late 2015 – Experimental sites

– Late 2015 – Design and pilot of 2nd generation of courses

– Summer/Fall 2016 – Regulatory approval and launch of new

programs (not guaranteed)


STORY OF THE EVOLUTION

Program Design

Curriculum

Course Design

Assessment Strategy

Faculty role

13

CURRENT STATE – 1ST GENERATION

14


1ST GEN – THE VISION

15

Lower the overall cost of degree through the

offering of self-paced CBE courses

Courses would leverage game-based learning to

ensure high levels of student engagement,

motivation, and student success

Courses would use Moodle as the LMS rather than

ANGEL


1ST GEN - PROGRAM DESIGN

CBE courses deployed as part of Rasmussen Flex Choice program

Courses offered as no-credit test-outs at no tuition cost

Students take sufficient coursework to qualify for financial aid and take the CBE courses on top of their regular curriculum

“Testing-out” of up to six courses in the curriculum provides opportunity for significant cost savings and speeds time to degree completion

16


1ST GEN - PROGRAM DESIGN

17

Copyright © 2016 Collegis Education, LLC. Proprietary and Confidential. 18

We leveraged what we already had

We used existing course objectives with minimal

editing

1ST GEN – DEFINITION OF COMPETENCIES


1ST GENERATION COURSES

19

Developed a total of nine courses:

– Microsoft Office

– Customer Service

– Career Development

– Total of six upper level general education courses

Courses were chosen to have wide applicability to

the maximum number of academic programs

In order to boost the course catalog for Associate’s

programs, Rasmussen partnered with Sophia to offer

a series of lower level general education courses


1ST GENERATION DESIGN APPROACH

20

Self-paced, autonomous learning experience to allow maximum flexibility

Course content a mix of readings, interactive online content, and audio/video presentations

Focus on game-based learning experiences for engagement and motivation:

– Custom games developed for first three Associate’s courses

– Upper level general education courses leveraged shorter gaming experiences created through an authoring tool rather than a single custom game

Purposeful lowering of cost of delivery

– Automatically graded summative assessments

– 24x7 Personal Support Center

– Academic Coach resource

Opportunity to directly access summative assessments


1ST GEN – COURSE DESIGN

21

Learning modules created by “natural” buckets of

competencies

Content of individual modules driven by SME/ID

collaboration on content resources and learning activities

Custom games designed to cover maximum number of

competencies in lower level courses

Short gaming experiences created with authoring tool

focused on specific competencies in higher level courses

Result of this approach was no consistency in design or

user experience across courses, or even across modules


1ST GEN – FACULTY COACH ROLE

22

Coach serves as a resource to students

Coach role is primarily “reactive” and coach responds

when students reach out for help

Over time, coach role has evolved– Initially, coach was not necessarily credentialed to teach the

course as coach was viewed as a support resource

– Coach is now a credentialed faculty member and operates in

a more proactive manner monitoring and managing students


1ST GEN – ASSESSMENT STRATEGY

23

Provide student the opportunity to demonstrate mastery

of competencies

Allow student multiple attempts at summative assessment

to support development of mastery

Automatically graded by the LMS

Course design must allow students to directly access

summative assessments


1ST GEN – FORMATIVE ASSESSMENT

24

Game-based learning provides main opportunity for

formative assessment

Provide students the opportunity to apply the learned

competencies in the context of real-life situations

Automatically provide feedback on student decision-

making and competency application

Real-life Game Situations– Career Development: Student plays role of hiring manager

– Customer Service: Student plays role of customer service

agent/supervisor


1ST GEN – SUMMATIVE ASSESSMENT Objective testing sole means of summative assessment

10 versions of summative assessment in each course

Passing score of 85%

Leveraged complex series of triggers in LMS– Pass pre-assessment with score of 90% before 1st version of

summative assessment opens

– Fail 1st version, 2nd version automatically opens

– After 4 attempts, student locked out until conference with

academic coach

– Coach interventions after attempts 6, 8, and 9

Failing version 10 of assessment constitutes failing of class

25


ASSESSMENT CHALLENGES

Formative:– Custom game experiences very expensive to build

– Games built with authoring tool time-consuming and

challenging for SME to understand

Summative:– Uncertainty on measuring mastery with objective test

– Challenge on developing questions to measure mastery at

correct level, particularly in general education courses

– Challenge aligning definition of mastery, learning content, and

test questions

26


1ST GEN – COURSE DEMO

Demo of live course

27


1ST GEN – CREDIT BY ASSESSMENT, STUDENT PROFILE CBA: These are learning assessments supported by

interactive content, supported by faculty coaches. They

show up on students’ transcripts as Test-Outs or Transfer.

On students’ transcript as Test-outs or Transfer

Student Profile: – Highest access and completion by Business and Nursing students

– No great demographic difference in who accesses and passes

CBA experience

– Students who successfully complete one CBA experience are

more likely to enroll and successfully complete another

– Students who fail one CBA experience are more likely to withdraw

from college

28


1ST GEN – RESULTS

Student consumption of CBE courses lower than

anticipated

Students who begin CBE courses don’t successful

complete at hoped-for rates

Program design of CBE courses “on top” of credit-

bearing courses is confusing for students and staff

Uncertainty about reliability of assessment strategy

Overall experience not integrated

29

FALL 2016 – 2ND GENERATION

30


2ND GEN – THE VISION

Make CBE courses part of scheduled course curriculum instead of being test-outs

CBE courses become credit-bearing and eligible for financial aid

Acceptance into the Experimental Sites Initiative of the DOE allows the Flex Choice hybrid program to qualify for financial aid

Accreditation and regulatory standards required changes to design and approach:

– Substantive and regular faculty interaction

– Documented proof of validity and reliability of assessments and assessors

Opportunity for a granular level of detail and mapping to individual competencies in the student progress reporting and transcriptingprocess.

31


2ND GEN – PROGRAM DESIGN

Opportunity to earn credit for their CBE courses

CBE courses scheduled as part of their quarterly course load

Draw financial aid against their CBE courses

New faculty model to support need for regular interaction and new assessment approach

32


2ND GEN – PROGRAM DESIGN


2ND GEN – DEFINITION OF COMPETENCIES

34

Level of Learning

CompetencyCore

ContextCompetency

Statement

Level of Learning

• Appropriately leveled Bloom’s Taxonomy verb

Competency Core

• What the student is demonstrating

Context

• Setting in which the competency is demonstrated

• Competency core’s relationship to the course/program/field of study

• Don’t dictate the

assessment

• Delivery/modality

agnostic


2ND GEN – LEARNING APPROACH Course modules organized around single

competencies

Each module follows a standardized design approach

More deliberate and impactful use of video instruction

Consistent use of interactive online content

Leverage game authoring tool for practice

Meet accreditation/regulatory needs to make courses credit-bearing and financial aid eligible

35


2ND GEN – COURSE DESIGN

36

Introduction

Diagnostic

Assessment

Video Instruction

Interactive Content

eResources


2ND GEN – FACULTY ROLE

Unbundled faculty model breaks traditional faculty

responsibilities into three separate roles

Faculty Coach – Provides proactive support and

direct instruction to students in the course

Faculty Evaluator – Grades students course

project and provides rich feedback

Faculty Subject Matter Expert – Works with

development team to build course

37


2ND GEN – ASSESSMENT STRATEGY Support the strategy of using the authentic

project-based assessment as the primary means of summative assessment for all courses.

Provide the student a final grade for the course.

Provide a score for each individual course competency that can be used in the competency transcript.

Provide a clearer set of expectations for the student by using a single rubric for each competency.

38


2ND GEN – FORMATIVE ASSESSMENT Formative Assessment may include:

– Diagnostic objective-based tests

– Short scenarios or case studies with application of content

– Real-life practice opportunities using the game authoring tool

– Interactive multimedia elements

Include two formative assessments of varied type per module of

content.

Formative assessments will incorporate rich feedback that:

– Is substantial in nature, will also be immediately provided to the

student via auto-grading and auto-feedback mechanisms

– Includes information or "tips" on where the student can go to

learn, review, or find additional information about a concept

– Allows for repetition of the concepts but also an opportunity for

students to learn from their mistakes

39


2ND GEN – SUMMATIVE ASSESSMENT Method is project-based/authentic assessments.

– Design should result in student creating/demonstrating real-life authentic deliverables.

– Mastery defined as comprehensive knowledge or skill as demonstrated through assessment.

– Deliverables should provide students the opportunity to demonstrate mastery.

Project-based assessments will have a maximum of 3 attempts. – After the 1st attempt, students meet with Coach before they can submit a

second attempt.

Objective testing used when the competencies are in direct alignment with a certification. – Student will have a maximum of 6 attempts.

– After 3 attempts, a student has mandated contact with their faculty member.

All summative assessments will contain feedback for students. – The project/authentic assessments should provide extensive feedback from

the faculty evaluator.

– Feedback can be used in discussions with the faculty coach.

40


2ND GEN – SUMMATIVE PROJECT ASSESSMENT

41

Each individual competency module is mapped to a single authentic deliverable that is narrowly focused on the identified competency.

For each module deliverable, a rubric is created that measures the level of mastery of the competency as demonstrated on the assessment deliverable.

Mapping of this approach is shown below:

In addition to the project deliverables mapped to each individual

competency, there will a final project deliverable which requires

students to synthesize multiple competencies in a comprehensive

manner.

Competency Definition of Mastery of

Competency

Authentic Assessment

Deliverable that

Produces Evidence of

Mastery

Rubric that

Evaluates Evidence

to Determine Level

of Mastery

Competency


2ND GEN – RUBRIC

42

Grade PercentageCompetency

Rubric Number

Competency

Rubric LevelDescription

A 100%-94% 4 Exemplary

Uses mastery of competency to devise

alternate solutions and create new

value

B 93%-85% 3 Advanced

Demonstrated mastery exceeds level of

comprehensive knowledge or skills

C 84%-78% 2Meets

Requirements

Demonstrates comprehensive

knowledge or skills

F Below 78% 1Below

Requirements

Does not demonstrate comprehensive

knowledge or skill


2ND GEN – COURSE DEMO

Demo of live course

43


2ND GEN – COMPETENCY-BASED EDUCATION, STUDENT PROFILE CBE: Self-paced, competency-based courses. Multiple faculty

provide regular and substantive interaction with students.

Assessments are project-based and authentic in nature. Much of

the content is asynchronous; however, students have the

opportunity to meet weekly with faculty and peers around specific

competencies.

Student Profile:

– Most of the CBE leaders are in the graduate and Bachelor’s

space, and we will be in those as well as in the Associate’s

space

– Students value the flexible learning experience, speed to

completion, as well as a faculty-led experience

44


2ND GEN – ANTICIPATED RESULTS Significantly greater consumption of CBE

courses

Increased student success in CBE courses

Increased student satisfaction

Increased levels of faculty satisfaction

45

FUTURE

46


FUTURE – TECHNOLOGY IMPROVEMENTS

47

Since student progress in CBE courses are determined by

competency mastery as measured by assessment, validity

and reliability of assessments and assessors is critical

Anticipate increased regulatory scrutiny in the very near

future

Assessment functionality currently supported by the LMS

is not sufficient to properly support a CBE program

Need greater ability to capture, analyze, and report on

outcome data, increase visibility of student faculty

interaction, and greater measures of validity and reliability


FUTURE – PILOT OF TASKSTREAM Taskstream’s Toolset provides the following

functionality:– Integration into LMS

– Design and delivery of assessments

– Mapping of assessments to curriculum

– Support rich faculty feedback

– Student portfolio and peer review

– Validity and Reliability (Inter-rater reliability)

– Faculty activity

– Reporting (standard, custom, and dashboards)

– Enhanced student view of progress

48


FUTURE – FULL CBE PROGRAMS Current plans are to submit two full CBE

programs for regulatory approval

Two programs would build off the Flex

Choice model and be credit-mapped

programs

Future programs being considered

include a possible direct assessment

program

49


FUTURE – FULL CBE PROGRAM

50

Flex Choice® 2.0:

Students can take up to

50% of their program

with CBE courses. Test

out still available.

FULL CBE PROGRAM:

Students take 100%

competency-based

courses

traditional

course

CBE

course

CBE

course

traditional

course

CBE

course

traditional

course

traditional

course

CBE

course

traditional

course

traditional

course

CBE

course

CBE

course

CBE

course

CBE

course

CBE

course

CBE

course

CBE

course

CBE

course

CBE

course

CBE

course

RASMUSSEN

CREDENTIAL

FLEX CHOICE® 1.0:

Traditional courses with

Test Out and Transfer

opportunity

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

courseTEST

OUT/ TR

TEST

OUT/ TR

TEST

OUT/ TR

TEST

OUT/ TR

TEST

OUT/ TR

No

Financial

Aid

Financial

Aid avail

Financial

Aid avail

ON LINE/TRADITIONAL:

Traditional courses

delivered online or

residentially

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

course

traditional

courseFinancial

Aid avail

Two known differentiated colleges in

the market: Rasmussen College and

University of Wisconsin Extension


FUTURE – COMPETENCY MODULE LIBRARY


FUTURE – MAKE COURSES OUT OF MODULES

Competency LibraryCourse at

Rasmussen

Course at

College X


FUTURE – ALTERNATIVE CREDENTIALS

53

Module library supports alternative approaches:– Micro-credentials

– Certifications

– Boot camps

– Corporate training

QUESTIONS?

@CollegisEdu

#CBEplaybook

THANK YOUConnect with us:

[email protected]

@CollegisEdu

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