Competency-Based Curriculum Development

Law schools should develop TRUE tech competency, not just familiarity with specific tools. This demands a a competency-based curriculum that focuses on digital problem-solving skills rather than solely specific software training. Students should learn to adapt to changing technologies through: • Integration across ALL courses - Faculty should incorporate relevant tech components into traditional subjects, starting with the first year doctrinal foundation. For example, civil procedure professors can require students to develop e-discovery protocols. Constitutional law classes can explore how algorithms impact due process. • Skills assessments tied to real-world scenarios - Present scenario-based challenges that require students to identify appropriate technological solutions for complex legal problems. • Collaborative learning environments – Establish, if possible, cross-disciplinary projects with computer science and business students to develop solutions to access-to-justice challenges. The shift requires focusing on the evaluation of students' ability to leverage technology TO solve legal problems and not just awareness OF specific tools. Technology must be treated as a core part of professional identity formation, not an add-on skill. #legaltech #innovation #law #business #learning

The AACN (American Association of Colleges of Nursing) defines competency-based education (CBE) as "a system where students demonstrate mastery of specific knowledge, skills, attitudes, and motivations as they progress through their education." Key aspects: 1- Demonstration of Mastery: instead of just completing coursework 2- Outcome-Focused: shifts focus from inputs (like class time) to outputs  3- Integrated Competencies: a combination of knowledge, skills, and attitudes 4- Student Progression: advance is based on proven ability to meet competency standards 5- Support for Learning: provide individualized, timely support to help students overcome barriers 6- Alignment with Practice: bridge the gap between education and professional practice

How can we create a dynamic and flexible learning environment that fosters personalized, competency-based learning, maximizes student engagement, and nurtures creativity and innovation both indoors and outdoors? #1 Learner-Centered Approach As Eric Sheninger states more emphasis on the “who” we are teaching than the “what” we are teaching! - Emphasize the individual learner's strengths, interests, and needs, shifting from a focus on content delivery to personalizing learning experiences. This includes fostering student agency and choice, where learners have a voice in shaping their educational journey. #2 Interdisciplinary Competencies What learning habits do we want life long learners to possess? - Develop transferable, whole-learner competencies that integrate content knowledge with real-world skills and dispositions. Move from teaching discrete grade-level standards to fostering higher-level competencies that prepare students for diverse challenges. #3 Mastery-Based Progression How are we moving from accountants of points to mentors of young people? Right Devin Vodicka! - Shift from traditional seat-time measures to proficiency-based progression. Students advance upon demonstrating mastery of key learning outcomes, allowing for personalized pacing and ensuring genuine understanding before moving forward. #4 Flexible Learning Environments How are we making education more geographically fluid? - Create adaptable learning environments that support individual learning paths. This includes flexible seating, schedules, virtual courses, and self-paced mastery, promoting a more engaging and accommodating educational setting. #5 Effective Pedagogy and Data-Driven Personalization How do we know if what we are doing is working? - Employ effective pedagogical techniques such as cooperative learning, differentiation, scaffolding, and innovative assessments like portfolios to empower learners. SpacesEDU uses evidence of learning data not just for collection, but to personalize and celebrate learning to meet each student's unique needs. Sierra Holtzheuser These five principles collectively create a personalized, competency-based learning environment that is flexible, engaging, and focused on the individual learner's growth and mastery. What would you add? What does your ideal learning environment look like? Your Friend, Danelle Almaraz InnovateEd #onthemove

While many professionals assume that exam-based certifications and theoretical knowledge alone suffice for success in Enterprise Architecture, the reality is more nuanced. Traditional credentialing approaches - relying on multiple-choice assessments and essay-based evaluations - often result in a echoing an "encyclopedia of knowledge" without actionable strategies or measurable business outcomes. These methods fail to equip architects with practical frameworks and methodologies for generating tangible organizational value or achieving consistent ROI from architectural initiatives. The Enterprise Architecture Center Of Excellence (EACOE) Practitioner Workshops differentiate themselves by emphasizing applied competency over passive learning ending with an exam. Unlike conventional training programs that prioritize slide-based lectures and abstract concepts, EACOE’s curriculum focuses on hands-on engagement with real-world enterprise challenges. Participants develop R.E.A.L. (Realistic, Enabling, Actionable, Logical) Architectures through iterative practice across all methodology phases, bridging the gap between theoretical models and operational execution. Certified EACOE practitioners demonstrate mastery in creating human-consumable Enterprise Architecture artifacts and roadmaps that resonate with both business stakeholders and technical teams. This competency-driven approach not only enhances organizational alignment but also positions architects for career advancement through demonstrable impact related to strategic objectives. By transcending the limitations of exam-centric certifications, EACOE practitioners distinguish themselves in a saturated exam-based field, leveraging proven methodologies to deliver architectures that drive innovation, efficiency, and competitive advantage. Learn more about delivering, developing, and managing Enterprise Architecture on our website: https://lnkd.in/eCxMbMKH #RealTalkWithSamHolcman #TipsFromSam #EACOE #BACOE #EnterpriseArchitecture #BusinessArchitecture

I am impressed by this new resource from WHO and UNICEF, Foundational Helping Skills Training Manual: A Competency-based Approach for Training Helpers to Support Adults. For those of you involved in competency-based training, assessment, and education, this training uses an evidenced-based, standardized competency assessment tool – ENACT (Enhancing Assessment of Common Therapeutic factors) – alongside structured role-plays to assess competency in each of the 15 skills taught. The competencies taught in this training are useful for anyone working with adults and the program can be adapted and modified for use within an existing training. I think this approach could be very useful in addressing ACOTE standards related to training and supervision of others. From pp 11-12 "About This Manual": This training manual is a resource from the joint WHO/UNICEF initiative on Ensuring Quality in Psychosocial and Mental Health Care (EQUIP). The manual is for trainers and supervisors (1, 2).a and explains how – using the EQUIP competency-based approach – you can teach foundational helping skills to helpers working with adults. Foundational helping skills include communication skills, empathy, collaboration, promoting hope, and other behaviours that are relevant to any helping role. Competency refers to how well each skill is performed. This manual has three sections: Foundational helping skills and a competency-based training approach. This section gives background information on foundational helping skills, on competency-based training, and on how to use the EQUIP competency-based approach and the ENACT tool. Preparing and setting up training. This section discusses your responsibilities and qualifications as a trainer, and how to prepare for and run the course. This section also discusses how you can adapt the material for context, including for use within an existing training course 3. The training modules. This section covers 15 foundational helping skills that are grouped within eight taught modules. You can choose to train in as many or as few of the skills as needed depending on the situation and context. You will also find notes for an introductory session, a mid-training reflection, and the final session in which trainees are individually assessed. Each skill is cross-referenced to its ENACT assessment item, which is reproduced at the end of each session. Please read all three sections in preparation for delivering competency-based training or supervision, and use the manual alongside the other resources that are available through the EQUIP platform https://lnkd.in/eHvxyC2s Suggested citation: World Health Organization (2025).Foundational helping skills training manual: a competency-based approach for training helpers to support adults. Geneva: World Health Organization and the United Nations Children's Fund