Developing a Competency-Based Instructor Training Model of Professional Development

2019 ◽  
pp. 215-236
Author(s):  
Kenneth Browne Elazier
Keyword(s):  
Professional Development ◽  
Training Model ◽  
Instructional Programs ◽  
Faculty Professional Development ◽  
Instructor Training ◽  
Competency Based Education ◽  
Opportunities For Learning ◽  
Competency Based ◽  
Based Instruction

The purpose of this chapter is to provide a set of instructor competencies for faculty professional development when transitioning to competency-based instructional programming. This chapter details considerations when designing and developing a competency-based, instructor training model. A competency-based education (CBE) program ought to have instructors that are competent analyzing, designing, developing, and evaluating competency-based instructional offerings. If the purpose of competency-based instructional programs is to move beyond static and passive, knowledge-only based instruction, then instructors should also be capable of providing dynamic, active knowledge and skill-based opportunities for learning.

scholarly journals Moving Toward A Digital Competency-based Approach in Applied Education: Developing a System Supported by Blockchain to Enhance Competency-Based Credentials

2021 ◽  
Vol 10 (5) ◽  
pp. 33
Author(s):  
Ahmed Ghonim ◽  
Irene Corpuz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Gap Analysis ◽  
Learning Experience ◽  
Learning Gap ◽  
Competency Based Education ◽  
Development Processes ◽  
Competency Based ◽  
Digital Competency ◽  
Applied Education

A competency-based approach to education (CBE) has emerged in recent years, fostering curriculum by tracking and indicting students' acquired skills and competencies. Since applied education is moving away from a theoretical approach to its application, employers are eager to be empowered with graduates' full e-profiles, which demonstrate candidates' competency-based strengths and weaknesses. This study considered a new digital system for competency-based learning, enhanced by Blockchain and badge technologies, to improve and indicate practical classes' quality in applied programs. Our core objectives were to promote the digitalization of competency-based education and students' e-portfolios as a proposed system in applied education. We also assessed its implementation, beginning with a learning gap analysis and moving on to discuss the digital CBE to support employers' ability to validate graduates' competency-based credentials acquired through their signature learning experience. We found that the digitalization of skills and competency-based credentials should be enhanced to foster knowing-by-doing and practical capabilities, which should be incorporated in applied education to achieve optimum CBE results and support recruitment and professional development processes. Further research and study are recommended to develop and unify standards adopted by the Higher Education Institutions (HEIs), that are recognized by the industries.

scholarly journals Some Observations on Competency Based Instruction

1974 ◽  
Vol 40 (4) ◽  
pp. 260-265 ◽  
Author(s):  
Reuben Altman ◽  
Edward L. Meyen
Keyword(s):  
Special Education ◽  
Training Model ◽  
Training Needs ◽  
Student Response ◽  
Exceptional Children ◽  
Principal Mode ◽  
Competency Based ◽  
Areas Of Concern ◽  
Based Instruction ◽  
Level Training

This article summarizes the authors' observations derived over the course of 3 years of research and experimentation with competency based instruction. While the intent of this project has been the development of a prototype graduate level training model to prepare curriculum consultants for exceptional children, the model, processes, and experiences are generalizable to the range of training needs in special education. The primary goals of the project involve (a) the establishment of an empirical basis for the identification of competencies and (b) the design of instructional modules as the principal mode of training. The observations reported here are categorized into four areas of concern: developmental processes, module features, student response, and program concerns.

A culture of competence: A survey of implementation of competency-based education and assessment.

2016 ◽  
Vol 10 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Catherine L. Grus ◽  
Carol Falender ◽  
Nadya A. Fouad ◽  
Ashima Kapur Lavelle
Keyword(s):  
Competency Based Education ◽  
Competency Based

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

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