Competency-Based Education Systems

I wish I could have been there, but I read the evaluations and it sounds like most of you enjoyed the topic and the exercises.  For many of you who were educated in a traditional norm-based, knowledge-centered educational systems, CBE may seem very different and perhaps an unnecessary change in focus.  For example you might ask "What is so wrong with knowing a lot".  The fathers  (and mothers) of CBE would answer that question..."Nothing, as long as you are able to use that knowledge to solve a problem, help a patient, communicate better, etc.  What do you think about the rise of CBE in medical and health science education?

DESIGNING INSTRUCTION

Well, Here we go again. 

Last Semester, a few of you voiced the opinion that my opening post with a specific question limited  options for online discussion.  In response, I will try to write an opening post that brings up several issues that are on my mind, but will not expect that any of you will respond directly to those issues unless they are of interest to you as well. 

Today we had the second section of the "Instructional Design" mini-retreat.  Both Lily and I made small adjustments that gave our learners more time in the exercises that we prepared.  That seemed to work well and the evaluations were very positive.  When I think about how I plan instruction, I find that the theories I draw upon are now leaning more toward constructivism.  I still give some information, but now spend more time planning exercises that allow the learner to consult others in the group as they form their own opinions and apply the new understanding to problems. Of course I am always their to consult and clarify.  I don't think I ever will change my direction completely, but a good pre-reading with questions and purposeful discussion and exercises seem to give better results for my area of expertise.  Now is medicine different; as Lily pointed out in her discussion of Cognitive Load, the sheer density of the information shared in the medical lectures that I have heard makes one think that the lecture with high intrinsic load and low germaine and extraneous load makes sense......or does it?

Technology and Learning

That was one freewheeling session!  We covered a lot of ground from Bandura's self-efficacy to Vygotsky's scaffolding to Shirky's filter failure and finally to Seimen's Connectivism.
While we all would agree on the need to be life-long learners, it does not come easy.  The soccer coach who tells the wannabe soccer player to juggle the ball 100 times without letting it hit the ground risks creating a very frustrated kid.  Even the most passionate person needs to believe that s/he can achieve "mastery".  Telling the soccer player to instead count the number of attempts s/he took to reach 100 is a way to avoid that disappointment.  [Read here for a more on this story].

What has technology got to do with this?

When used appropriately technology can make the task just a little bit easier, a bit more efficient, (possibly) a bit more fun, just enough to overcome those doubts about self-efficacy.  So what do you think about using Google Reader to stay up to date with biomedical literature in your area of interest?  What about using Google+ or Twitter to create your personal learning network?
Do you see potential?  Anyone ready to bite the bullet?

What about connectivism?  How does it fit with your concepts of learning and knowledge?

Self-Regulation, Goal Setting and Mastery

I was not at the session, but did talk with Lily afterwards.  She was really impressed with the group's grasp of the concepts.  One concept however that seemed more difficult was the difference between Mastery and Performance Goals.  For what it is worth, this is the way I make the distinction. Excuse my use of sports metaphors but it is in my DNA.  A runner with "Performance Goals" would look at the results of each race individually "a win is a win and a loss is a loss".  To a runner with "Mastery Goals" their personal time would be most important.  A win with a slower time would not be viewed as positively and a loss with a "personal best" time would be viewed more positively.  

Let's see if I can translate this into an educational example....hmm.  OK  The student with Performance Goals would receive a 92 on an exam and be happy for his/her "A".  The student with Mastery Goals receiving the same 92 would want to know what he/she missed so that she could correct mistakes and better understand.  We want to encourage a "Mastery Perspective" because this orientation should lead to a life-long learning habits so vital to the health professions.  I believe "grades" promote a "performance orientation". that is why I really like CCLCM assessment system

Performance Goals are not bad.  They are perfectly appropriate for casual interests or discreet challenges.  It would be exhausting needing to master everything!!!!  Do you know anyone like that?