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| NMC Learning Object Initiative |
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Competency-Based Systems and the Delivery of Learning Content Gena Tuso and Warren Longmire The authors begin this article by distinguishing competency-based models of learning from those that are knowledge-based and course-centric. Noting the benefits of competency-based models, the authors emphasize the role of learning objects in enabling "truly adaptive, competency-based learning." The challenge, they note, is to extract learning objects from closed systems or independent systems, e.g., a proprietary course. Two hurdles regard accessing third-party content and adapting that content to fit a specific competency model and need. The authors focus most of their attention on a process model for reconfiguring "existing course content for electronic delivery on a competency-based system". Four stages are noted. First, developing competency models requires that "a competency-based system define and validate appropriate competency models for desired learning areas". The second stage focuses on the evaluation of content for appropriateness in deploying the defined competency-based system. Two questions that should guide evaluation of content are noted: How well does the learning material correlate with the competency model, and does the learning material contain performance-based content? The third stage includes the creation, chunking, and tagging of learning objects derived from content areas. Questions about the size of chunks and the kinds of tags that should be attached to the objects are raised but not explored. Discussion of the last stage focuses on the need for sophisticated and relational object databases that facilitate access to objects. Here, the authors point out that accessibility will not only make it possible for instructional designers to add, delete, or edit content and tags, but that having multiple tags attached to objects will make it easier to assemble them for multiple learning purposes and electronic delivery. In the last section of the paper, the authors look at how a knowledge-based system of content may compliment or augment competency-based learning. What it is important to remember, they argue, is that the learning objects "should ultimately work to improve actual performance…". For the full text, see http://www.learnativity.com/download/LwoL3.pdf,
pages 31-38. |