Chris Sturgis, MetisNet Susan Patrick, iNACOL Liz Glowa , Glowa Consulting

1. Re-Engineering Information Technology Design Considerations for Competency Education Chris Sturgis, MetisNet Susan Patrick, iNACOL Liz Glowa, Glowa Consulting

3. Stay Up-to-date Wiki Resources Blog posts

4. Competency Education: Working Definition • Students advance upon mastery. • Competencies include explicit, measurable, transferable learning objectives that empower students. • Assessment is meaningful and a positive learning experience for students. • Students receive timely, differentiated support based on their individual learning needs. • Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions

5. Introducing our Panelists Susan Patrick is the President and CEO of the International Association for K–12 Online Learning (iNACOL) Liz GlowaPh.D. is a national expert on the design and pedagogy of K–12 online learning with an emphasis on 21st century instructional strategies and the use of instructional technology for diverse groups of learners.

6. What It Looks Like • Every student with a personalized learning plan: “map” • Competencies for each level - academic+ • Data systems to support teachers and students clearly indicating level of progress on each academic standard and efficacy standards (to monitor student progress) • Rubrics to help teachers understand what proficiency looks like • Students know their targets; collaborate w/each other • Adults shifting roles • Personalization, grouping, teacher specialization • Classroom, online, expanded learning opportunities • After school, museum, NASA, formal & informal learning • Individual growth models for accountability

7. In a proficiency system, failure or poor performance may be part of student’s learning curve, but it is not an outcome. • ----- Proficiency Based Instruction and Assessment, Oregon Education Roundtable

8. Competency Education Requires New IT Solutions: Problems with Current IT Design • Student learning isn’t always linear. • SIS and IT systems are designed for accountability compliance. Compliance is school-based, not student learning-based. • School factory models of time, bell schedules and school calendars (and batching of students by birthday) constrains innovation and responsiveness.

9. New IT for Competency Education: 4 Basic Elements • Competency Education IT systems are designed with student profiles and standards-based, personalized learning plans at the center. • Rich data on student learning enables robust continuous improvement. • Student-centered systems require student-centered accountability systems focused on progress in learning. • IT enterprise architecture requires interoperability, accessibility and interfaces. Enables data to measure individual student learning, competency-based student profiles!

10. Competency Education Requires New Student-Centered Learning Designs • Competency education requires IT systems to be organized around student-centered learning, competency attainment, multiple pathways, and systems of assessments. • With student profiles of standards, competencies, skills and proficiency levels in the center, an IT system can enable schools, districts and states to roll student-level data up to monitor progress and fulfill state, district and school accountability functions.

11. Questions?

12. Designing a Product

13. Competency Education Scenarios

14. Competency Education Focuses on Student Mastery of Competencies

16. Current Practice and Information Systems • Inclusion and Use of Content Standards • Tracking and Reporting of Student Progress • Reporting and Analytics • Search and Retrieve Content Resources Aligned with Taxonomy of Standards • Communities of Learning • Integration with Other Data Systems • Single Sign-On Entry Point for Users

17. Competency Education Requires Robust Data Systems

18. Continuing Development and Evolution of Systems • Standards and Interoperability • Information Technology Standards for Competencies • Learning Progressions and Adaptive Systems TOWARDS ADAPTIVE E-LEARNING USING DECISION SUPPORT SYSTEMS Towards Adaptive E-Learning using Decision Support Systems http://dx.doi.org/10.3991/ijet.v8iS1.2350 MaryamYarandi, HosseinJahankhani, Abdel-Rahman H. Tawil University of East London, London, UK International Journal of Emerging Technologies in Learning (iJET) http://online-journals.org/i-jet/article/view/2350/2462

19. Continuing Development and Evolution of SystemsStandards and Interoperability Adapted with permission  and input from Jim Goodell’s presentation, “Leveraging ‘Big Data’ to Support Digital Age Learning” at the October 15, 2012, SETDA Leadership Summit.

20. Continuing Development and Evolution of Systems • Information Technology Standards for Competencies • Learning Progressions and Adaptive Systems TOWARDS ADAPTIVE E-LEARNING USING DECISION SUPPORT SYSTEMS Towards Adaptive E-Learning using Decision Support Systems http://dx.doi.org/10.3991/ijet.v8iS1.2350 MaryamYarandi, HosseinJahankhani, Abdel-Rahman H. Tawil University of East London, London, UK International Journal of Emerging Technologies in Learning (iJET) http://online-journals.org/i-jet/article/view/2350/2462

21. Questions Comments Reflection

22. Upcoming Events • Thursday, March 21st 3:30p – 4:30p ET, The Learning Edge: Supporting Student Success in a Competency-Based Learning with Nicholas Donohue, Laura Shubilla and Chris Sturgis • Stay Tuned -- Necessary for Success: Building Mastery of World-Class Skills – A State Policymakers Guide to Competency Education • Next paper on Grading/Scoring Progress in Learning

23. For more Information, Contribute a Post, and share ideasChris@metisnet.net