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Establishing Measurable
Instructional Technology
Competencies for FacultyJune 11, 2015
AgendaPropose 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
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?
Benefits of Articulation
• Backwards instructional design (Wiggins & McTighe)
• Self-regulation of learner (Pintrich, Zimmerman)
• Clarity, accountability and transparency in higher education (Banta, Ewell)
Align Competencies and Offerings
New faculty orientation
Brown bag lunch series
Website FAQs
Workshop
Use Email & voicemail
x x
Maintain data security
x
Use shared file services
x x x
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 email 1 2 3 4 5
Upload my syllabus to the LMS 1 2 3 4 5
Record a lecture 1 2 3 4 5
Play a video during class 1 2 3 4 5
• Design programs around competencieso Publicize the list
• Align list to programs and offeringso Publicize the framework
• Assess faculty strengths/weaknesseso Publicize the documented improvements
Review of Uses/Benefits
DiscussionHow would these benefits be helpful to you at your
institution?
What challenges might you encounter in developing the list of competencies?
AgendaPropose 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
Types and Examples 1
Not Measurable Measurable
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.
Communicate effectively with technology
Teach with technology
Commonly used words in non-measurable competency statements
Know Think Appreciate
Learn Comprehend Remember
Perceive Understand Be aware ofBelieve Become Develop
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 employillustrate interpret operate prepare practice schedule solve use
Types and Examples 2Objectives Outcomes
• 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.
Types and Examples 3Mastery Developmental
• 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.
AgendaPropose 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
Method1. 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
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
When thinking about broad areas taxonomies can help
Educational domains Job/Task Domains
• Cognitive• Psychomotor
o behaviors
• Affectiveo values, dispositions
• Knowledge• Skills• Abilities
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.
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
Refining Statements
• Refiningo Replace unclear or ambiguous words o Be as specific as possibleo Use terms that require minimal
interpretation
• Example:o Original: Faculty should be able to use classroom
technology effectivelyo More specific: Faculty should be able to use the
classroom technology with minimal disruption to the class.
Editing Statements
• Editingo Go for concise statements that lend themselves to
bullet lists o Cut out any extra wordso Break apart statements that contain more than one
ability – each one should be distinct
• Exampleo 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.
AgendaPropose 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
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
AgendaPropose 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
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!
Questions/Comments
Time to Practice!
• Draft a measurable competency statement. • Find 1-2 people nearby and ask for feedback. • Refine your statement based on feedback.
