This is where community colleges can be so valuable!
The competency-based courses in Computer Information Technology are offered through ACC’s Accelerated Programmer Training (APT). During the past year, 55 students earned a degree or certificate through APT, a 50 percent increase in the completion rate for Computer Information Technology/Computer Science students. In fall 2014, 89 percent of program graduates either found jobs or were continuing their education.
Quality assurance alternative credentialing.
More news about federal aid for alternative credentials.
A lot of the IT CBE programs are using this. Cengage
Test engine (practice)? For IT classes. A lot of the CBE programs use this.
Sinclair and two partner colleges, working in collaboration with Western Governors University, were awarded a $12 million grant from the Department of Labor today to create a revolutionary change in how information technology (IT) training is conducted. This grant is the largest in Sinclair College's history and will be focused in part on retraining displaced workers in the high-demand area of IT.
"In a talk at HighEdWeb 2013 titled “The Great Unbundling” Greenfield, of the University of Buffalo, laid out a startling case detailing how online learning is busting the Higher Education business model wide open.
Massively Open Online Courses are poised to steal (and in many cases already are) revenue from colleges that use big lecture hall classes to generate millions in revenues,” Greenfield said. And he questions whether lecture halls are becoming obsolete.
“I will argue with anyone that a well constructed MOOC is a better learning experience than a psych 101 class taught by a TA that doesn’t have any credentials to teach,” Greenfield said."
"If colleges and universities are the next object of the Great Unbundling, many in higher education will see a dystopic future. For television networks, popular programs support new, innovative and struggling shows. For universities, we might see popular courses and programs thrive, while the rest are left to wither on the vine and institutions are less willing to take risks on new programs. In addition, in the world where the higher education consumer is king, it will be challenging to insist on gen ed. requirements, distributional requirements, and the precepts of a liberal arts education."
"With the explosion of online learning, a disruptive innovation, there has been significant attention paid to the likely unbundling of higher education (see Michael Staton’s AEI piece and this University Ventures Fund piece, for example).
We’ve written about unbundling ourselves. In every industry, the early successful products and services often have an interdependent architecture—meaning that they tend to be proprietary and bundled. The reason for this is that when a technology is immature, in order to make the products reliable or powerful enough so that they will gain traction, an entity has to wrap its hands around the whole system architecture so that it can wring out every ounce of performance."
With the explosion of online learning, a disruptive innovation, there has been significant attention paid to the likely unbundling of higher education (see Michael Staton’s AEI piece and this University Ventures Fund piece, for example).
We’ve written about unbundling ourselves. In every industry, the early successful products and services often have an interdependent architecture—meaning that they tend to be proprietary and bundled. The reason for this is that when a technology is immature, in order to make the products reliable or powerful enough so that they will gain traction, an entity has to wrap its hands around the whole system architecture so that it can wring out every ounce of performance.
"Data is confirming what we already know: recruiting is an imprecise activity, and degrees don’t communicate much about a candidate’s potential and fit. Employers need to know what a student knows and can do.
Something is clearly wrong when only 11% of business leaders — compared to 96% of chief academic officers — believe that graduates have the requisite skills for the workforce. It"
Data is confirming what we already know: recruiting is an imprecise activity, and degrees don’t communicate much about a candidate’s potential and fit. Employers need to know what a student knows and can do.
Something is clearly wrong when only 11% of business leaders — compared to 96% of chief academic officers — believe that graduates have the requisite skills for the workforce.
85 items | 20 visits
Competency-based education is coming to Higher Ed - check out new resources.
Updated on Nov 11, 15
Created on May 20, 14
Category: Schools & Education
URL: