Defining and Assessing Learning: Exploring Competency-Based Initiatives Report of the National Postsecondary Education Cooperative Working Group on CompetencyBased Initiatives in Postsecondary Education
MILWAUKEE (AP) -- The University of Wisconsin-Milwaukee will be the first school in the UW System to offer a so-called flexible degree, in which students will be able to earn college credit for knowledge already gained through work or life...
The University of Wisconsin-Milwaukee will be the first school in the UW System to offer a so-called flexible degree, in which students will be able to earn college credit for knowledge already gained through work or life experience.
There has been a significant amount of progress and interest in competency-based education, as Wisconsin has launched its Flexible Option program, federal legislators are pushing the concept, ‘patient zero’ has graduated from College for America, ...
University of Wisconsin will grant bachelor's degrees based on a person's knowledge as demonstrated in online tests, not on class time or credits, the first such offering from a public university system.
Competency-Based Learning Models: A Necessary Future Richard A. Voorhees
We are in the early stages of a learning revolution. New learning pathways have been forged by intense competition from organizations whose sole purpose is to deliver learning (anytime and anywhere) and by rapid advances in information technology. Forged by expediency, these paths no longer lead automatically to institutions of higher education. Instead they lead most directly to learning opportunities that are intensely focused and are populated by learners and employers who are chiefly interested in the shortest route to results. In this paradigm, learning products are defined explicitly, delivery options are multiple, and a level of granularity not captured by traditional student transcripts (which display only credit hours and course titles) drives assessment. Most postsecondary institutions have been slow to
Tom Vander Ark is an education advocate, advisor, and author of Getting Smart: How Personal Digital Learning is Changing the World. Tom is Founder and Executive Editor of Getting Smart and a partner in Learn Capital.
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