authenticity, efficiency and affordability: how cbe hybrid … · the flex choice hybrid program to...
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AUTHENTICITY, EFFICIENCY
AND AFFORDABILITY:
HOW CBE HYBRID PROGRAMS
FOSTER STUDENT SUCCESS
David LungrenElisabeth Murfield
05.01.2016
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INTRODUCTIONS
Elisabeth Murfield, Ph.D.
Curriculum and Instruction
Specialist
Rasmussen College
2
Dave Lungren
Vice President, Digital
Content Solutions,
Collegis Education
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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
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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
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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.
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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.
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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.
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DEVELOPMENT APPROACH
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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
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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
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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)
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STORY OF THE EVOLUTION
Program Design
Curriculum
Course Design
Assessment Strategy
Faculty role
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CURRENT STATE – 1ST GENERATION
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1ST GEN – THE VISION
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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
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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
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1ST GEN - PROGRAM DESIGN
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We leveraged what we already had
We used existing course objectives with minimal
editing
1ST GEN – DEFINITION OF COMPETENCIES
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1ST GENERATION COURSES
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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
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1ST GENERATION DESIGN APPROACH
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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
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1ST GEN – COURSE DESIGN
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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
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1ST GEN – FACULTY COACH ROLE
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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
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1ST GEN – ASSESSMENT STRATEGY
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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
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1ST GEN – FORMATIVE ASSESSMENT
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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
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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
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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
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1ST GEN – COURSE DEMO
Demo of live course
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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
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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
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FALL 2016 – 2ND GENERATION
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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.
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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
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2ND GEN – PROGRAM DESIGN
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2ND GEN – DEFINITION OF COMPETENCIES
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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
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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
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2ND GEN – COURSE DESIGN
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Introduction
Diagnostic
Assessment
Video Instruction
Interactive Content
eResources
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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
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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.
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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
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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.
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2ND GEN – SUMMATIVE PROJECT ASSESSMENT
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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
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2ND GEN – RUBRIC
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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
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2ND GEN – COURSE DEMO
Demo of live course
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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
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2ND GEN – ANTICIPATED RESULTS Significantly greater consumption of CBE
courses
Increased student success in CBE courses
Increased student satisfaction
Increased levels of faculty satisfaction
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FUTURE
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FUTURE – TECHNOLOGY IMPROVEMENTS
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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
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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
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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
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FUTURE – FULL CBE PROGRAM
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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
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FUTURE – COMPETENCY MODULE LIBRARY
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FUTURE – MAKE COURSES OUT OF MODULES
Competency LibraryCourse at
Rasmussen
Course at
College X
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FUTURE – ALTERNATIVE CREDENTIALS
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Module library supports alternative approaches:– Micro-credentials
– Certifications
– Boot camps
– Corporate training
QUESTIONS?
@CollegisEdu
#CBEplaybook