Craft Category: Artifacts

Leaders and innovators in competency education convened at the 2011 Competency-Based Learning Summit to explore how state policy can loosen its regulatory handcuffs from educators attempting to move toward competency-based learning models. This paper is designed to answer the following 4 questions:

• What is performance-based learning?
• What are states doing to advance performance-based learning?
• What type of policy framework can guide state leadership in advancing a performance-based education system?
• What are the emerging issues in redesigning the education system around performance-based learning?

By drawing on insights and innovations across the country, these leaders seek to expedite the process of constructing policies that promote innovative competency-based education systems.

From Anchorage, Alaska, to Orlando, Florida, and from Gray, Maine, to Yuma, Arizona, one hundred competency-based innovators gathered at the Competency-based Learning Summit in March 2011. Because pockets of innovation were operating in isolation, these leaders set out to expedite capacity-building to meet the growing demand for competency-based approaches. This paper highlights the following three goals of the Summit:

• Sharing expertise across and among innovators and policy leaders.
• Building a common working definition of competency-based learning.
• Enhancing the strategies and skills for advancing the establishment of competency-based education.

Through the thoughtful generation of ideas, these leaders provided the building blocks to expedite competency-based approaches to education.

Starting an online learning program is a daunting task, which often can be overwhelming. The information and resources provided here have been compiled and organized to help you feel less overwhelmed.

The majority of content on this site is intended for program administrators — the people that are either investigating the possibility of creating an online learning program or have already been assigned this task. The site also contains useful information for policy makers — state legislators, staff members at the state department of education, and district administrators who wish to establish a positive policy environment for online learning.

In times of great economic challenge, citizens look to policymakers for solutions that lay the foundation for a brighter tomorrow. In K-12 education, one of the most promising and cost-effective solutions is quality online learning. Many states have made an important initial investment in online learning. Since every dollar spent this year must count even more than ever, now is the time to preserve and expand investments in online learning.

This report introduces a thorough taxonomy to the field of blended learning, based on feedback from the field and new innovations. To define blended learning and identify emerging models, the authors observed over 80 programs in the K-12 sector.

In addition, roughly 100 educators met during a pre-conference at the iNACOL Virtual School Symposium in November 2011 to critique the taxonomy. Browse this paper now to investigate innovative definitions and new learning models in the field of blended learning.

Online and blended learning has the potential to be a disruptive force capable of transforming today’s monolithic, factory-like education system into a new, student-centered, highly personalized model of education. Authors Michael B. Horn and Heather Staker define blended learning, outline six blended learning models, assess the potential of blended learning, and provide policy recommendations to support blended learning’s transformational promise.

This report provides guidance on creating competency-based approaches for over-age, under-credited students that have fallen off the track toward graduation.

Drawing on a wide range of expertise, this paper explores how states can create space for innovation, including design principles, minimum policy conditions and options for moving forward. Read this report and learn how competency-based innovations can move beyond the time-based system, improve services for at-risk students, and create greater customization.

Digital Learning Now’s Roadmap For Reform provides lawmakers, Governors, and policymakers with tangible steps to transform education into a model for the world, a system where every student graduates from high school with the skills and knowledge to succeed in college and careers. The 10 Elements of High Quality Digital Learning are organized around the three following areas:

• Customization and Success for All Students
• A Robust Offering of High-quality Options
• 21^st Century Infrastructure

This comprehensive framework of actionable state-level policies is designed to advance the integration of technology into K-12 public education.

No two virtual schools are alike. There is vast complexity and uniqueness in what these virtual schools do, how they do it, and the stages of growth and progress they have experienced. This report analyzes the dynamic models, progress, and pitfalls of this field’s pioneers. Obtain a copy of this book to learn more about the existing opportunities, challenges, problems, and solutions across supplemental programs and virtual schools.

This paper provides an introduction to competency-based pathways, a necessary condition to realizing the potential of next generation learning. Significantly, this report finds that competency-based pathways are re-engineering our education system around learning – creating a system where failure is no longer an option.

Look for other papers in this series, and review this report now to discover ways to design competency-based pathways for next generation learning.