The purpose of this session is to discuss a competency-based blended and online learning model to address trends in preparing the future workforce. We will discuss the development of competencies, and the implementation of a required core curriculum for all majors within a College of Health Solutions.
The Chronicle of Higher Education just published a monumental report titled: “2026 The Decade Ahead: The Seismic Shifts Transforming the Future of Higher Education” (2016). The report cites three (3) key trends for the future including the impact of massive open online courses (MOOCs), the demand for higher education to provide information about “return on investment,” and the increasing use of lifelong and personalized learning pathways (i.e., competencies) towards college credits. The report also focuses on students and faculty of the future, as well as learning strategies of the future.
Given the important role of higher education in meeting the needs of our evolving society, and innovations occurring in teaching and learning, the purpose of this session is to discuss a competency-based blended and online learning model developed for a college-level curriculum implemented at a 4-year university to address these trends. More specifically, we will discuss the development of competencies and the implementation of blended and online course formats within the context of a required core curriculum for all majors within a College of Health Solutions.
According to a 2010 report published by the National Research Council, what have been called “21st Century Skills” are those considered important for future professionals. These include a combination of intrapersonal, interprofessional, and cognitive skills such as teamwork, communication, critical thinking, and problem-solving. In other words, preparing students to be thinkers with a holistic perspective capable of collaborating and solving problems is key. This has become especially important given the prevalence of emerging technologies replacing jobs, making the “human” thought process a critical aspect to its invaluable asset, a productive and creative workforce. The proposed session will address these important 21st Century Skills by providing an example of the development and first-year implementation of a college-level core curriculum utilizing a blended and online learning model with high enrollment. The rationale, challenges, process, and future directions of this approach will be discussed, with specific time allowed for a collaborative brainstorming session regarding best practices and ways to address challenges. The balance of including faculty input, serving a larger goal of alignment with national health trends and the evolving workforce, student credit hour production and its corresponding budgetary benefits, enrollment, course format, scalable grading practices, and resource challenges, as well as flexibility/options for the diversity of students inherent in a large College will be considered. We will also consider the primary goal of competency-based learning, which is for students (many of whom are non-traditional and ethnic minorities) to embrace the ability to move at their own pace and showcase what they know online, in addition to in a classroom. Developing a meaningful curriculum that meets learners where they are in terms of flexibility, broad appeal, and engagement is critical to a successful competency-based learning model.
Overall, this emerging idea session addresses the development of a contemporary college-level core curriculum that directly aligns with the workforce innovation track. While many curricula are at the university or program level, we have adopted a college level core in order to tie various aspects of health and career preparation together in an interdisciplinary fashion, while implementing best practices for blended and online learning. We believe that the development and implementation of this curriculum has been a unique and challenging process, but addresses the important topic of how to optimally prepare the future health workforce in a dynamic field, all of which others in OLC could benefit.
References
Pelligrino, J.W., & Hilton, M.L. (Eds.). (2010). National Research Council. Committee on Defining Deeper Learning and 21st Century Skills; Center for Education; Division on Behavioral and Social Sciences and Education.
The Chronicle of Higher Education. (2016). 2026 The Decade Ahead: The Seismic Shifts Transforming the Future of Higher Education.