Leaders face many critical decisions when converting curricula from traditional course-based degree programs to competency-based learning paths. General ed classes weave through curriculums. Transfer courses encounter discrepancies in inequality between institutions. So, leaders need to establish criteria for CBL courses. Higher-ed leaders can follow these tips to create successful competency-based learning for college courses.
Institutional leaders can build a thriving, close-knit student community with online college courses. However, leaders need to set the stage for success. They can urge faculty to use proven instructional design elements when they author online college courses. But, this content needs to be more than face-to-face instruction delivered via a meeting link. Online college classes must meet the university’s rigorous academic standards. Leaders can consider these 10 points.
College attendance continues to decline. According to The Evolllution, an online newspaper, the enrollment for Spring 2002 dropped. Students face many challenges like student debt. Additionally, with the demand for workers, some students are putting off college for now and are working. Many companies like Google offer career certificates that compete against the traditional colleges that offer online courses. Thus, colleges continually face new competition. Higher-ed leaders can consider these 5 strategies for college enrollment.
Educational videos need to be more than recorded lectures to engage students. Still, video production seems easy. All the faculty needs is a camera and their lecture notes, right? No, compelling videos can make or break a course’s effectiveness. Read on for the best things to focus on when creating videos for college courses when using video production services.
Many products exist in the K-12 space. On the teaching level, enthusiastic school administrators promote the use of a new product or curriculum. Later, this product or curriculum does not resonate with the teachers. Essentially, the product becomes “shelved” because teachers fall back on what they know. Teachers rely on what works for their classroom. Also, when it comes to educational products, teachers and school administrators confront thousands of choices. Overall, these products boast similar features and benefits. K-12 publishers and providers consider these points to make successful educational products when selling to school districts.
While some SEL programs face criticism from states and parents, a need for them remains. For high schoolers, effective SEL materials and products lack focus for them. Many high school students use products geared for younger grades. Therefore, these products do not address the social status that high school students experience in their teen years. Ineffective products lead to poor results. Providers and publishers consider the methods below to integrate into your products and materials for social-emotional learning.
Spanish-speaking readers are complex and diverse. Yet, Spanish readers continue to wait for the range of English readers’ choices in digital products. Publishing leaders misunderstand the market when translating English-speaking content into Spanish. Publishing leaders can use these five ways to increase digital publishing products for Spanish language readers.
Experiential learning helps students to learn by doing. Thus, as online learning expands, schools must provide options for this type of learning. Students can work in groups, use project-based learning, and experience the arts to learn. Therefore, teachers and school districts can provide various ways to learn. Publishers can consider these four elements when supporting experiential learning for K-12.
Curriculum evaluation is much more than a content review. An evaluation must consider the nuances of the entire development cycle, from conception to maintenance. Still, content, instructor delivery, and student performance make the news. But, focusing evaluation only on those three areas fails districts and, more importantly, students. Curriculum evaluation relies on complex processes. Therefore, most evaluation models do not account for the nuances of the development process. Leaders consider these details when evaluating curriculum.
Nursing continues to be a vital profession globally. From pandemics to wars to everyday health, nurses help direct, support, and review the health of everyone, for humanity. An important step for any nurse is licensure. To obtain this license, current and future nursing professionals must pass the NCLEX test. The assessment determines the ability level of RNs and LPN/LVNs. The National Council of State Boards of Nursing (NCSBN) develops the NCLEX and updates its tests every 3 years. The revisions improve the passing standard and ensure nursing knowledge meets current standards, advancements, and future NCSBN goals.
Subject Matter Experts (SMEs), the oracles of knowledge, provide the expertise for curriculum and course development. They know the subject, perhaps taught it, made a course on their own before, or worked in an industry for many, many years. When developing the content, leaders, instructional designers (IDs), and other team members rely on them to ensure the content moves in the best direction; they review if the content is reliable. Yet, the curriculum development process may lack clarity. Team members may not know their role or not meet the expectations. Therefore, leaders should understand these situations when directing SMEs when developing courses.
Colleges, universities, and K-12 providers are seeing an increased need for curriculum development, especially for online course content. A majority of schools have been pushed into digital content to meet the needs of pandemic-related constraints. While these are positive transformations, they need to deliver content more quickly. Thus, schools face overworking current curriculum designers or hiring new employees. However, a more efficient solution is collaborating with experienced third-party content creators to design courses.