1. Establishing Measurable Instructional Technology Competencies for Faculty June 11, 2015

2. Agenda Propose uses and benefits of competency lists Review types and examples of competency statements Propose a method for establishing a usable list Suggest some criteria for evaluating competency lists Practice developing and revising competency statements

3. Imagine you have a clear and concise description of the instructional technology competence you are committed to developing in all faculty How might this be useful? What would be the benefits of having this?

4. Benefits of Articulation Backwards instructional design (Wiggins & McTighe) Self-regulation of learner (Pintrich, Zimmerman) Clarity, accountability and transparency in higher education (Banta, Ewell)

5. Align Competencies and Offerings New faculty orientation Brown bag lunch series Website FAQs Workshop Use Email & voicemail xx Maintain data security x Use shared file services xxx

6. Assessment of Competencies How confident are you that you can do the following Not at all confident Not sure Extremely confident Attach a file to an email12345 Upload my syllabus to the LMS12345 Record a lecture12345 Play a video during class12345

7. Design programs around competencies o Publicize the list Align list to programs and offerings o Publicize the framework Assess faculty strengths/weaknesses o Publicize the documented improvements Review of Uses/Benefits

8. Discussion How would these benefits be helpful to you at your institution? What challenges might you encounter in developing the list of competencies?

9. Agenda Propose development of competency list and uses Review types and examples of competency statements Propose a method for establishing a usable list Suggest some criteria for evaluating competency lists Practice developing and revising competency statements

10. Types and Examples 1 Not MeasurableMeasurable General statements using abstract verbs, like know or understand. Example: Faculty know how to record a screencast. Statements using observable verbs and specific content. Example: Faculty can produce original screen recordings with voice narration.

11. Communicate effectively with technology Teach with technology

12. Commonly used words in non-measurable competency statements KnowThinkAppreciate LearnComprehendRemember PerceiveUnderstandBe aware of BelieveBecomeDevelop Verbs often used in measurable statements arrange define duplicate label list name order recognize relate reproduce classify describe discuss explain express identify indicate locate select sort tell translate apply choose employ illustrate interpret operate prepare practice schedule solve use

13. Types and Examples 2 ObjectivesOutcomes Describe what competency is intended or expected as a result of programming. Example: The program is designed to enable faculty to perform basic functions in the LMS. Describe competency that is actually gained Example: After completing the program, participants are able to create a quiz in the LMS.

14. Types and Examples 3 MasteryDevelopmental Statements describe a minimum performance level and are “pass/fail” Example: Faculty can change their voicemail password. Statements describe a complex ability that can be performed at various levels of proficiency Example: Faculty can effectively use presentation software.

15. Agenda Propose development of competency list and uses Review types and examples of competency statements Propose a method for establishing a usable list Suggest some criteria for evaluating competency lists Practice developing and revising competency statements

16. Method 1.Start with a search for existing competency lists 2.Get a diverse, representative group together with a common vision for the list 3.Spend time drafting and revising

18. Drafting Competency Statements Pose reflective questions like, “What should all faculty be able to do with information technology?” Consider first writing general statements that describe the broad areas of competence and then developing the measurable, specific statements for each area

19. When thinking about broad areas taxonomies can help Educational domainsJob/Task Domains Cognitive Psychomotor o behaviors Affective o values, dispositions Knowledge Skills Abilities

20. When you get to writing specific measurable competencies, templates can help Writing competencies isn’t creative writing Fill in the blanks: o Form #1: Action verb – object – target – modifiers Example: Create assignment rubrics in the LMS with guidance from the Director of Assessment. o Form #2: [Actors] will [Behavior] to [Degree] when provided [Conditions]. Faculty will create slides that generate simple charts of results from clickers given our quick help guide.

21. Revision Steps Seek feedback from everyone in the group as well as a few people who haven’t looked at the statements yet General goal of revision is to refine and edit to get clear and concise statements

22. Refining Statements Refining o Replace unclear or ambiguous words o Be as specific as possible o Use terms that require minimal interpretation Example: o Original : Faculty should be able to use classroom technology effectively o More specific: Faculty should be able to use the classroom technology with minimal disruption to the class.

23. Editing Statements Editing o Go for concise statements that lend themselves to bullet lists o Cut out any extra words o Break apart statements that contain more than one ability – each one should be distinct Example o Original: Faculty should be able to foster student learning by engaging students through multiple diverse technologies and medias o More concise: Faculty should be able to: Select media that are likely to engage today’s students Recognize technologies that complement each other.

24. Agenda Propose development of competency list and uses Review types and examples of competency statements Propose a method for establishing a usable list Suggest some criteria for evaluating competency lists Practice developing and revising competency statements

25. Criteria for a Good Competency List Includes all of the distinct core competencies you work to develop in faculty Does not include abilities that are extraneous (outside your departmental mission) Does not include competencies that are so “easy” that all faculty already have mastered them Does not include competencies that are so advanced that most faculty will never attain them Includes competencies that are feasible and reasonable for all faculty to attain

26. Agenda Propose development of competency list and uses Review types and examples of competency statements Propose a method for establishing a usable list Suggest some criteria for evaluating competency lists Practice developing and revising competency statements

27. Web Resources for writing competency statements University of Connecticut Assessment website http://assessment.uconn.edu/primer/goals1.html Mager’s Tips on Instructional Objectives http://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html#Overt/Covert%20Practice And many more!

28. Questions/Comments

29. Time to Practice! Draft a measurable competency statement. Find 1-2 people nearby and ask for feedback. Refine your statement based on feedback.

30. Thank you! Contact info: o Abigail (Lau) Cahill o lauar@jmu.edu