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Author: Amanda Mahon
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Students have different learning styles and preferences to help them learn and understand course material. Current course structures in education create restrictions on how a class session can be designed, which makes it difficult, if not impossible, to create a course that encompasses all of these students needs because of the complexity of accounting for each of these differences. To help overcome this intricacy, this research attempts to understand how competency-based courses related to application development and programming can utilize a more personalized approach. This was explored by using an application called eAsel. To understand competency and personalization, interviews were conducted with university instructors and students to understand how students learn, how teaching is handled in the classroom, and how programming course within the college could transition to implement a personalized course flow in eAsel. During these interviews, the participants were able to interact with eAsel through a guided walkthrough. Observations of students were also conducted in a two-hundred level programming course as well as during common tutoring hours hosted by the college to test eAsels student activity record page which helps to score student understandings of course competencies based on a five-point scale. Overall, at the conclusion of this research study, there were positive comments toward implementing the application into the classroom for programming courses in the College of IST. Through eAsel, both professors and students are able to more easily understand the structure of the course, identify resources that they can use to learn the material they are still having a difficult time understanding, and demonstrate how well students understand course material through a rating system. By being able to assess students in real-time, both the students and professors can have faster feedback of how students can improve to master a certain competency. However, there are also challenges identified within eAsel. For instance, class size can affect the efficiency of recording data and the ability to individually communicate with each student to build a personal connection. The effectiveness of the application also varies based on how it is implemented in the classroom, including how many and which resources are available to students, how much time is devoted to the application in and out of the classroom, and how professors are able to motivate students to reach mastery of each course competency. Although eAsel can be implemented into these classes, there are still some looming questions surrounding what this would look like within the classroom and how it would affect the current course structure. These questions must be answered before implementation can take place.
Author: Amanda Mahon
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Students have different learning styles and preferences to help them learn and understand course material. Current course structures in education create restrictions on how a class session can be designed, which makes it difficult, if not impossible, to create a course that encompasses all of these students needs because of the complexity of accounting for each of these differences. To help overcome this intricacy, this research attempts to understand how competency-based courses related to application development and programming can utilize a more personalized approach. This was explored by using an application called eAsel. To understand competency and personalization, interviews were conducted with university instructors and students to understand how students learn, how teaching is handled in the classroom, and how programming course within the college could transition to implement a personalized course flow in eAsel. During these interviews, the participants were able to interact with eAsel through a guided walkthrough. Observations of students were also conducted in a two-hundred level programming course as well as during common tutoring hours hosted by the college to test eAsels student activity record page which helps to score student understandings of course competencies based on a five-point scale. Overall, at the conclusion of this research study, there were positive comments toward implementing the application into the classroom for programming courses in the College of IST. Through eAsel, both professors and students are able to more easily understand the structure of the course, identify resources that they can use to learn the material they are still having a difficult time understanding, and demonstrate how well students understand course material through a rating system. By being able to assess students in real-time, both the students and professors can have faster feedback of how students can improve to master a certain competency. However, there are also challenges identified within eAsel. For instance, class size can affect the efficiency of recording data and the ability to individually communicate with each student to build a personal connection. The effectiveness of the application also varies based on how it is implemented in the classroom, including how many and which resources are available to students, how much time is devoted to the application in and out of the classroom, and how professors are able to motivate students to reach mastery of each course competency. Although eAsel can be implemented into these classes, there are still some looming questions surrounding what this would look like within the classroom and how it would affect the current course structure. These questions must be answered before implementation can take place.
Author: Amanda Mahon
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Students have different learning styles and preferences to help them learn and understand course material. Current course structures in education create restrictions on how a class session can be designed, which makes it difficult, if not impossible, to create a course that encompasses all of these students needs because of the complexity of accounting for each of these differences. To help overcome this intricacy, this research attempts to understand how competency-based courses related to application development and programming can utilize a more personalized approach. This was explored by using an application called eAsel. To understand competency and personalization, interviews were conducted with university instructors and students to understand how students learn, how teaching is handled in the classroom, and how programming course within the college could transition to implement a personalized course flow in eAsel. During these interviews, the participants were able to interact with eAsel through a guided walkthrough. Observations of students were also conducted in a two-hundred level programming course as well as during common tutoring hours hosted by the college to test eAsels student activity record page which helps to score student understandings of course competencies based on a five-point scale.Overall, at the conclusion of this research study, there were positive comments toward implementing the application into the classroom for programming courses in the College of IST. Through eAsel, both professors and students are able to more easily understand the structure of the course, identify resources that they can use to learn the material they are still having a difficult time understanding, and demonstrate how well students understand course material through a rating system. By being able to assess students in real-time, both the students and professors can have faster feedback of how students can improve to master a certain competency. However, there are also challenges identified within eAsel. For instance, class size can affect the efficiency of recording data and the ability to individually communicate with each student to build a personal connection. The effectiveness of the application also varies based on how it is implemented in the classroom, including how many and which resources are available to students, how much time is devoted to the application in and out of the classroom, and how professors are able to motivate students to reach mastery of each course competency. Although eAsel can be implemented into these classes, there are still some looming questions surrounding what this would look like within the classroom and how it would affect the current course structure. These questions must be answered before implementation can take place.
Author: Northrup, Pamela
Publisher: IGI Global
ISBN: 1799819299
Category : Education
Languages : en
Pages : 357
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Book Description
Despite the promise of competency-based education (CBE), learner-centered issues related to support, retention, and program completion rates remain problematic. In addition, the infrastructure for higher education, including issues related to faculty (intellectual property, workload, and curriculum), pose barriers and challenges in the design, development, implementation, and delivery of CBE. In response, administrators, faculty, designers, and developers of competency-based experiences must incorporate innovative strategies that are foreign to the traditional institution. A strong emphasis on retention and graduation rates must surround the student with support, starting with the design and development of the CBE system. There are few resources that can help prepare instructional designers, advisors, academic administrators, and faculty to meet the many challenges of designing, developing, implementing, and managing CBE. Career Ready Education Through Experiential Learning is an essential reference book that includes strategies for design and development of competency-based education (CBE) programs, as well as administrative and delivery strategies as examples of how CBE can be implemented. Through a strong theoretical framework, chapters present the best practices, strategies, and practical tips as examples and scenarios that can be used in higher education settings. While highlighting education courses, programs, and lessons across various institutions and educational domains, this book is ideal for higher education administrators and policy designers/implementors, instructional designers, curriculum developers, faculty, public policy leaders, students in curriculum and instruction and instructional technology programs, along with researchers and practitioners interested in CBE and experiential learning in higher education.
Author: Larry McClure
Publisher: Teachers College Press
ISBN:
Category : Education
Languages : en
Pages : 252
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Book Description
Leading educators explore the meaning and development of competency and the competency-based approach; review complex problems and issues pertaining to program development; examine the role of instruction in achieving competency-based education; describe school and non-school programs being implemented; probe evaluation issues; and examine implications of competency based education for secondary school practice.
Author: Richard W. Burns
Publisher: Educational Technology
ISBN: 9780877780618
Category : Education
Languages : en
Pages : 184
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Book Description
Abstract: Performance-based, or competency-based education (CBE) is a concept for teaching which applies to all learning levels, as presented in a collection of papers written by educators who support its theory, implications, and practical application. CBE evolved from a philosophy of education that specifies behavioral objectives for which criterion levels of performance, or competency, are defined; an instructional plan aims the learner toward achieving these minimum expectancies. CBE and traditional educational systems are compared from a psychological viewpoint. Topics explored in this sourcebook for the CBE program include empathy-competence, affective behaviors, instructional techniques, curriculum design, achievement testing, and teacher certification. The special issues of communications technology, the open classroom, and urban children examine the implementation of competency-based learning in the schools. An annotated bibliography reviews research efforts in performance-based teacher education.
Author: JoAnne Ferrara
Publisher: IAP
ISBN: 1648021360
Category : Education
Languages : en
Pages : 225
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Book Description
This book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners. We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.
Author: W. Robert Houston
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 456
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Book Description
Author: Eric C.K. Cheng
Publisher: Taylor & Francis
ISBN: 1040001688
Category : Education
Languages : en
Pages : 276
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Book Description
Drawing from a comprehensive collection of university-funded teaching development projects, this edited volume explores the theories and practices behind developing pedagogies through Lesson Study for a 21st-century curriculum. It encompasses various aspects such as lesson observation, assessment literacy, online teaching pedagogy, values education, STEM education, language education, and mathematics education. The chapters investigate the application of Lesson Study in diverse contexts, highlighting its use in ICT-based teaching and learning environments, the development and refinement of e-pedagogies, as well as the integration of AI in education. Through these cases, the content demonstrates how Lesson Study empowers teachers to craft pedagogies that enhance student learning, while emphasizing its pivotal role as an innovative approach to address the evolving landscape of education in this digital era. Implementing a 21st Century Competency-Based Curriculum Through Lesson Study is the first to address the academic discussion of using Lesson Study to develop pedagogies for effective curriculum implementation to tackle the impact of Industry 4.0 on school education. It offers valuable insights, reflections, and practical guidance to policy makers, school leaders, teacher educators, and teachers who are dedicated to enhancing student learning and nurturing the essential skills required for success in the 21st century.
Author: Brian M. Stack
Publisher: Solution Tree
ISBN: 9781943874897
Category : Education
Languages : en
Pages : 0
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Book Description
Foreword by Chris Sturgis Shifting to a competency-based curriculum allows educators to revolutionize education by replacing traditional, ineffective systems with a personalized, learner-centered approach. Throughout the resource, the authors explore how the components of PLCs promote the principles of competency-based education and share real-world examples from practitioners who have made the transition to learner-centered teaching. Each chapter ends with reflection questions readers can answer to apply their own learning progression. By reading this book, K-12 administrators, school leaders, and teacher leaders will: - Evaluate the qualities of true competency-based schools and the flaws in traditional schooling. - Consider the foundational role that PLCs have in establishing the competency-based approach and promoting learning for all. - Gain tips for successfully implementing student-centered practices for learning competencies and performance assessment and grading. - Explore real school experiences that highlight the processes and challenges involved in moving from traditional to competency-based school structures - Access reproducible school-design rubrics appropriate for the five design principles of competency-based learning. Contents: Introduction Chapter 1: Understanding the Components of an Effective Competency-Based Learning System Chapter 2: Building the Foundation of a Competency-Based Learning System Through PLCs Chapter 3: Developing Competencies and Progressions to Guide Learning Chapter 4: Changing to Competency-Friendly Grading Practices Chapter 5: Creating and Implementing Competency-Friendly Performance Assessments Chapter 6: Responding When Students Need Intervention and Extension Chapter 7: Sustaining the Change Process References and Resources Index
Author: John Burke
Publisher: Routledge
ISBN: 1135387885
Category : Education
Languages : en
Pages : 224
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Book Description
A selection of papers from the first symposium devoted to competency based learning held in March 1989. The book provides an historical backdrop for anyone coming new to the study of Competency-Based Education and Training CBET.
