Citation

F130-D&D Competency-Based Education: Designing Instruction to Improve Student Learning

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

A clear focus on design methodology will produce cohesive, integrated academic programs, resulting in more competent graduates. In this presentation, we will share the design process for creating online degree programs at Western Governors University. Participants will leave with a framework that will assist in establishing desired student outcomes in their courses, determining how those outcomes are best assessed, and planning a structured path that leads students towards competence without teaching to the test.
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Association:
Name: AECT International Convention
URL:
http://www.aect.org


Citation:
URL: http://citation.allacademic.com/meta/p513315_index.html
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MLA Citation:

Barton, Rob. and Myers, Jaymes. "F130-D&D Competency-Based Education: Designing Instruction to Improve Student Learning" Paper presented at the annual meeting of the AECT International Convention, Hyatt Regency Jacksonville Riverfront, Jacksonville, FL, Nov 08, 2011 <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p513315_index.html>

APA Citation:

Barton, R. and Myers, J. , 2011-11-08 "F130-D&D Competency-Based Education: Designing Instruction to Improve Student Learning" Paper presented at the annual meeting of the AECT International Convention, Hyatt Regency Jacksonville Riverfront, Jacksonville, FL <Not Available>. 2014-11-25 from http://citation.allacademic.com/meta/p513315_index.html

Publication Type: Roundtable
Review Method: Peer Reviewed
Abstract: A clear focus on design methodology will produce cohesive, integrated academic programs, resulting in more competent graduates. In this presentation, we will share the design process for creating online degree programs at Western Governors University. Participants will leave with a framework that will assist in establishing desired student outcomes in their courses, determining how those outcomes are best assessed, and planning a structured path that leads students towards competence without teaching to the test.


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