1. Design Competency-Based
Courses
with Desire2Learn and other tools
Yi Zhang
EDIT 692
Prof. Linda Gutterman

2. INTRODUCTIONOFRESEARCHPROJECT
This project will utilize the Learning Management System,
Desire2Learn (D2L), its tools and functions (release condition,
assessment, intelligent agent, etc.) and other add-on technology to
accommodate Competency-based Education (CBE) with minimal
interruption.

3. PROJECT GOALS AND OBJECTIVES
Goals:
• Create D2L courses template fit for accelerated
and competency-based learning
• Training for instructors and students on D2L
• Customized and specialized course design for
different subjects
• Monitor and streamline student learning process

4. Objectives:
• Design concept for accelerated competency based courses
• Create templates according to agreed protocols
• Course development by subject matter expert and instructional
designer
• Individual development of course content and course
competency assessment
• Quality assurance for finished course using QM standard
• Student enrollment and orientation
• Instructor training and weekly updates
• Student progress monitoring and student support
• On-going and future modification, adjustments and
enhancement for online courses

5. HISTORYAND BACKGROUND
OF COMPETENCYBASEDEDUCATION(CBE)

6. History
• Date back to 1920s.
• Recent increased interest and government grant
support

7. Broward College TAACCCT program
• 2012 Broward College received $3.2 million TAACCCT grant.
• Accelerated IT Training Program is a Competency-based Education
program.
• Degree and Certifications are offered through this CBE program.
• A.S. Computer Systems Specialist
• Technical Certificates: IT Analyst, IT Support Specialist
• A+, Network+, Server+, Microsoft Office Specialist, CIW Internet
Business Associate, CIW Site Development Associate, and more.

8. Information technology industry
• Bureau of Labor Statistics from 2010 to 2020:
• Applications software developers is projected to grow 57%
• System Software Developers is projected to grow 72%
• High demand, short supply, need to fill the gap

9. CBE Model
• Course –based model
• Direct assessment model

10. Features of CBE
• Competency-Based Learning: Independent study for self-
directed learners.
• Accelerated Pace: Use prior learning and work experience to
demonstrate competency for what you already know through a
series of assessments.
• Supported: Dedicated Academic Coach contact and motivate
students each week.

11. Features of CBE
• Student-Driven: Put students in the driver's seat. Fit learning into
their schedule as time permits and set their own pace for
completing assignments and taking tests.
• Flexible: Mini sessions allow students to begin more classes each
semester, students can take one course at a time, or up to 4
courses simultaneously.
• Cost effective: Students can pay as low as $21.00 per course when
competency can be proven through assessment.
• Certificates are embedded as part of the Associate of Science
Degree

12. Traditional Classroom
Learning vs. Competency-Based Learning
Registration for
class
Little to no restrictions,
can self-register
Requires understanding of CBE, must register
through the TAACCCT Grant Office.
Advising Students are responsible
for obtaining advising.
Advisors are responsible for helping students
through the program.
On-campus
requirement
Courses may require
students to be on-
campus.
Fully online: Students can complete the program
without having to be on-campus. Hybrid online:
Optional weekly meetings for Instructor led
lecture and individual support.

13. Traditional Classroom
Learning vs. Competency-Based Learning
Course sequence Courses must be taken in
any order as long as pre-
requisites are met.
Courses must be completed in the prescribed order.
Students must advise Faculty Advisor of any
add/drop/withdrawal activity.
Course start and
end dates
Prescribed start and end
dates.
Multiple start dates, and students can accelerate and
complete as quickly as possible.
Course length Regular Term Sessions: 8,
12 or 16 week.
Fall/Winter - 4 and 16 week Sessions Summer - 4, 6
and 12 week Sessions

14. Traditional Classroom
Learning vs. Competency-Based Learning
Due dates Assignments, Assessments
and Discussions have due
dates.
No due dates. Students submit work at their own pace
to gain feedback on skills/competency acquired.
Final Grade All work in a course
submitted for grade may
count toward Final Grade.
Only Unit Evaluations in a course count for the Final
Grade and all Unit Evaluations in a course must be
passed to pass the course.
Grade Scheme A, B, C, D, F Satisfied/Unsatisfied (81% or greater to pass)

15. Use Desire2Learn to design CBE course and
initial course development:
• Desire2Learn(D2L) is an e-learning platform that provides
a learning repository, mobile access, and data analytics all
aimed at providing personalized pathways toward
mastery.

16. • Each course has a START HERE folder
• Syllabus, Welcome Letter, Pace Chart, Resources, Instructor Availability
Calendar, Course Checklist, and Course Café
• Course materials are organized as Units
• each unit has a Challenge Assessment (pre-test) and an Evaluation
Assessment (exit exam)
• Inside each unit, there are several modules
• Modules contain learning materials and activities. The required items for
each module are: Instructions, Training & Learning,
Assignments/Practice/Labs, Discussions, Assessment/Evaluations, and
Module Checklist.
• Course contents and course assessments are created individually by different
course developers

17. Quality assurance
• Quality Matters (QM) is the adopted standard for CBE course

18. QM standards sheet
1 The overall design of the course is made
clear to the learner at the beginning of the
course.
Course Overview and Introduction
1.1 Instructions make clear how to get started
and where to find various course
components
1.2 Course takers are introduced to the purpose
and structure of the course
1.3 Etiquette expectations (netiquette) for online
discussions, email, and other forms of
communication are stated early
1.4 Course, institutional, or organizational
policies with which the course taker is
expected to comply are clearly stated, or a
link to current policies is provided

19. 1.5 Prerequisite knowledge in the discipline
and/or required competencies are clearly
stated.
1.6 Minimum technical skills expected of the
course taker are clearly stated.
1.7 The self-introduction by the
instructor/facilitator is appropriate and
available online.
1.8 Course takers are asked to introduce
themselves to fellow learners.

20. 2 Learning objectives are measurable and are
clearly stated.
Learning Objectives (Competencies)
2.1 The learning objectives are appropriately
designed for the content and level of the
course
2.2 The course learning objectives describe
outcomes that are measurable
2.3 Learning objectives are stated clearly and
written from the learner's perspective.
2.4 The module/unit learning objectives
describe outcomes that are measurable and
consistent with the course-level objectives.
2.5 Instructions to learners on how to meet the
learning objectives are adequate and stated
clearly.

21. 3 Assessment strategies are designed to
evaluate learner progress by reference to
stated learning objectives and to be integral to
the learning process.
Assessment and Measurement
3.1 The types of assessments selected measure
the stated learning objectives and are
consistent with course activities and
resources.
3.2 Course information specifies how successful
completion of the course will be recognized.
3.3 Specific and descriptive criteria are provided
for the evaluation of learner's work and
participation and are tied to the course policy
for determination of successful course
completion.
3.4 The assessment instruments selected are
sequenced, varied, and appropriate to the
learner work being assessed.
3.5 Learners have multiple opportunities to
measure their own learner work being
assessed.

22. 4 Instructional materials are sufficiently
comprehensive to achieve stated course
objectives and learning outcomes
Instructional Materials
4.1 The instructional materials contribute to
the achievement of the stated course and
module/unit learning objectives.
4.2 Both the purpose of instructional materials
and how the materials are to be used for
learning activities are clearly explained.
4.3 The instructional materials are current and
authoritative.

23. 4.4 The instructional materials have sufficient
breadth and depth for the course taker to
learn the subject.
4.5 All resources and materials used in the
course are appropriately cited.
4.6 If appropriate, the instructional materials
present a variety of perspectives on the
course content.
4.7 The distinction between required and
optional materials is clearly stated.

24. 5 Forms of interaction incorporated in the
course motivate learners and promote
learning
Learner interaction & Engagement
5.1 The learning activities promote the
achievement of the stated learning
objectives.
5.2 Learning activities provide opportunities for
interaction that support active learning.
5.3 The instructor's plan for classroom
response time and feedback on
assignments is clearly articulated.
5.4 The requirements for learner interaction are
clearly articulated

25. 6 Course navigation and technology support
learner engagement and ensure access to
course components
Course Technology
6.1 The tools and media support the course
learning objectives.
6.2 Course tools and media support learner
engagement and guide the student to
become an active learner.
6.3 Navigation throughout the online
components of the course is logical,
consistent, and efficient.
6.4 Learners can readily access the
technologies required in the course.
6.5 The course technologies are current.

26. 7 The course facilitates learner access to
support services essential to learner
success
Learner Support
7.1 The course instructions articulate or link to
a clear description of the technical support
offered and how to access it.
7.2 Course instructions articulate or link to the
institutions or organization's accessibility
policies and services.
7.3 Course instructions articulate or link to an
explanation of how the institution or
organization's course-support services and
resources can help learners succeed in the
course and how they can access the
services.

27. 8 The course demonstrates commitment to
accessibility for all course takers.
Accessibility
8.1 The course employs accessible
technologies and provides guidance on how
to obtain accommodation.
8.2 The course contains equivalent alternatives
to auditory and visual content.
8.3 The course design facilitates readability and
minimizes distraction.
8.4 The course accommodates the use of
assistive technologies.

28. COURSE STRUCTURE CHANGE AND ENHANCEMENT
WITH TOOLS

29. Issues
• Too many manual releases
• Instructors don’t know student progress
• Competencies are not mapped
• Assessments do not 100% fit for CBE

30. Remove unnecessary manual releases

31. Re-designed Course Flow Chart

32. Remove course components
• Remove Course Unavailable
• Remove Challenge Assessment Option

33. Intelligent agent
• send notifications to instructors and academic coaches

34. Release condition
• Automate course process
• Accelerate student learning experience

35. Remove discussion
• Students no long required to communicate with their
classmates

36. Intergrade industry certification exam
• Use industry certification to replace Evaluation
Assessment
• More marketable competency

37. Adding hybrid session
• Add optional class session for students in need

38. Competency Mapping
• D2L is not designed for competency mapping and analysis
• Partnership with Education Online to create customized
competency management tool

39. Reduce to one unit course
• Reduce the number of proctored assessment to
one
• Add proctor U as an option for online test
proctoring

40. EVALUATION OF CBE PROGRAM AND COURSES

41. Growing number of student enrollment

42. Student survey results for CBE program

49. CONCLUSION

50. • CBE course design can be accomplished through D2L by
customized course structure
• Internal and external tools are very important parts of CBE course
• Keep course automation as propriety
• Non-traditional education model need non-traditional thinking

51. Works cited
• Adelman, Clifford. "Principal Indicators of Student Academic Histories in Postsecondary Education, 1972-2000
." January 2004. U.S. Department of Education . 3 April 2015
<https://www2.ed.gov/rschstat/research/pubs/prinindicat/prinindicat.pdf>.
• Book, Patricia A. "ALL HANDS ON DECK:TEN LESSONS FROM EARLY ADOPTERS OF COMPETENCY-BASED
EDUCATION." May 2014. WICHE Cooperative for Educational Technologies (WCET) . 10 April 2015
<http://wcet.wiche.edu/wcet/docs/summit/AllHandsOnDeck-Final.pdf>.
• Burke, John. "Competency Based Education And Training." Burke, John. Competency Based Education And
Training. The Falmer Press, Taylor & Francis Inc., 2005. 224.
• "Competency-Based Learning or Personalized Learning." n.d. United States Department of Education. 9 April
2015 <http://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning>.
• Schaffhauser, Dian. "Technologies that Unlock Competency-Based Learning." 5 February 2014. The Journal. 2
April 2015 <http://thejournal.com/articles/2014/02/05/technologies-that-unlock-competency-based-
learning.aspx>.
• "Trade Adjustment Assistance Community College and Career Training Grants Program (TAACCCT)." n.d.
Higher Education Grants Info. 8 April 2015 <http://www.higheredgrants.info/GrantDetails.aspx?gid=30308>.