CES

Continuing Education Services

The Emerging Blend of the Degree, the Certification, and Professional Development: The overview

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We often hear that change is constant. In yesterday’s issue of the Washington Post was an article on education, “An alternative to high-cost college?" A major focus of the article was about how start-up companies are providing free or low priced programs are designed to compete against the expense of a college degree program. This article is yet another statement about the current assault on the expense of obtaining a degree in higher education and the perceived value of that degree. While the Post article focused mainly on higher education, this is just the tip of the transition. There is a related larger issue that needs our attention, the emerging blend of college degrees, certificate and certification programs, and continuing professional development.

In their book, Nine Shift that was published in 2004, the authors William Draves and Julie Coates introduced to us the changes that were beginning to occur in our society because of the acceptance and use of the internet. They described changes that were just beginning to occur in our approach to work, in our life styles, and in our approach to education. As the Washington Post article describes the situation, we are now well into the middle of the transition described in Nine Shift. So, where are we now? What'€™s the current landscape?

Related to formal education MIT, Harvard and others have used the internet to design a new education landscape. The Washington Post article sited MITalong with other universities as pioneers for offering open courseware. To date there are more than 15,000 online open courses provided by more than 250 institutions. Suddenly, what had been the exclusive domain of courses for the purpose of receiving college degrees become part of anyone'€™s opportunity for continuing professional development (CPD). In their association'€™s official publication, Training + Development, the American Society of Training and Development (ASTD) indicated that in 2010 more new online courses were being developed by companies than traditional classroom courses. Online companies such as Ron Blank, RedVector, AECDaily, Saylor.com, P2PU are using college faculty to develop and on offer online CPD. And don'€™t forget McDonald'€™s Hamburger University or the Disney Institute.

Throw into the mix a few online certificate or certification programs offered by associations, community colleges and technical schools. Suddenly the lines between degrees, certifications, and professional development begin to blur. You now have a real conundrum. How do you sort through what I refer to the "€œterrible T's" - Turf, Trust and Tradition. Who is supposed to offer what to whom? Who can you trust? And, who are these people – have they ever offered education before?

So, what’s next? What can we expect? In the upcoming series of the “emerging blend of college degrees, certificate and certification programs, and continuing professional development” we will offer papers specific to the impact on higher education, associations, firms, product manufacturers and the workforce.

Virtual Curriculum: A program design solution for A/E/C firms.

Photo by by azwaldo

The responses were interesting and varied when last month I submit this series of questions to more than a dozen online professional discussion groups.

“Does anyone have an example of a virtual curriculum based upon an individual’s subject matter interest rather than group subjects or topics? Is success measured based upon the participant’s mastery of the subject or some type of norm scores? Are the results tied to work performance, pay, or certification?

Quickly, a definition of “virtual” needed to be established. It was generally agreed in most of the discussion groups that “virtual” meant “online.” Bill Brunk, Ph.D asked the question on the CLO Magazine discussion group, “ I wonder if you might not be confusing two concept here: self-directed learning and virtual (online) learning.” Dr. Brunk brought up a good point and I thought we were beginning to address the question but the largest number of immediate responses came from consultants and schools who obviously were trying to market their online courses. If they bothered to look, I too offer online classes on my website– but that did not really address the questions.

To clarify I stated that I wanted to explore the curriculum definition that relates to a set of courses constituting an area of specialization, where curriculum is built around the individual’s interest rather than the institutions offerings. I was looking for more than simply saying we (the association/consultant/university) give online degrees or provide certification in...(fill in the blank).

From the TED discussion group Donald R. (Chip) Levy, a former Senior Director of Professional Development at the AIA responded with, “In common practice, many think of a curriculum as a generally linear, organized learning path to some goal (degree, certification, specialist credential, etc.). For me, the interesting twist has less to do with getting one's ticket punched at the end of a process, and more to do with building a thoughtful, if idiosyncratic, learning program that continually moves each learner toward evolving performance excellence and (career) success. The resources can be from a variety of sources, focused on a variety of KSAs, employing a variety of delivery channels and media, and uniquely aggregated for each person. It is an ongoing, evolutionary prospect -- a "lifelong curriculum" that guides "lifelong learning" as we progress through our careers.”

In conclusion, I believe that technology allows us to expand our learning options in a format where we can pick the one that works best for us. If I take courses at my own discretion I would be reluctant to call that a curriculum. In order for the learning to become a curriculum I would suggest that the process follows a guided path, such as one outlined by a negotiated contract. I would advocate however that the curriculum options are greatly expanded when the learning process is not limited or restricted to just the courses offered by the school, the association or a business. The instructor or consultant thus becomes a learning adviser - guiding the learner toward agreed upon learning goals.

Use of the International Learning Unit (ILU) at WVA

Flickr photo by Alan Cleaver_2000

The International Learning Unit (ILU) is an excellent standard to use as a measurement for learning. It has proven to be extremely well suited for online education. While at the American Institute of Architects we used the ILU as the baseline of measurement of learning for the online education that we offered. We found that it was more useful, flexible, accurate, and defendable when we wanted our continuing education credits to apply for mandatory continuing education credits for the architect’s licenses.

Sherry Kuehn, is the Senior Program Coordinator at West Virginia University (WVU). Sherry works in the office of Continuing and Professional Education (C&PE), a Division of WVU Extended Learning. Sherry shared with me that WVU adopted the ILU into their Forensics Program in 2008. She stresses that it works particularly well for that program as forensic professionals do not have a standard, mandated requirement to take continuing education classes in order to continue working in their field – no matter the specialization. Sherry stated that the entire WVU forensic program is completely online which to date includes 25 courses. These courses utilize a pre- and post-test as well as discussion boards, quizzes, and interactive projects to assist students in learning the material. Sherry stated that the instructors of the forensic courses assign the ILU value based on the criteria set forth by the Learning Resource Network (LERN) which is 50 content items = 1.0 ILU. Every activity within each course is set at an 80% mastery level before the student can proceed to the next unit or module. In the past year, the American Board of Criminalistics (ABC) has approved this training and the use of the ILU for mastery of content. Sherry added that while the ABC won’t print its endorsement on any publications at this time, this is not necessarily specific to just ILUs.

What Are the Differences Between the CEU and the ILU?

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The Continuing Education Unit (CEU) was developed by the International Association for Continuing Education and Training (IACET).
The International Learning Unit (ILU) was developed by the the Learning Resources Network (LERN).

The CEU has been widely used for several decades.
The ILU has been used since the early 2000’s

The CEU was designed to address issues of the industrial age.
The ILU was designed to address issues during the “Age of the Internet.”

The CEU is a measurement of education units based upon time, specifically - seat time in class.
The ILU is a measurement of education units based upon based upon competency to measuring learning.

The CEU emphasizes that the professional/participant/student is in the classroom while a qualified instructor delivers his/her presentation.
The ILU emphasizes that the professional/participant/student learns the material while a qualified instructor delivers his/her presentation.

The CEU measures the length of the class, the time from start to finish.
The ILU requires an outcome based competency with a minimum result of at least 80% or better.

The CEU has difficulty measuring time on some eLearning platforms.
The ILU accommodates all platforms when measuring competency and skills.

Remember, not that one is good or bad but there are differences between the CEU and the ILU. And now it is your turn to add to the list:

The CEU is different from the ILU in that….?

The ILU is different from the CEU in that….?

The International Learning Unit (ILU) holds new relevancy in the age of the Internet

Flickr Photo by by epSos.de

As almost everyone who works in the field of continuing education, professional development or organizational development knows - the continuing education unit (CEU) was the model for measurement most frequently used during the 20th century. This time based model worked well in the industrial age. Unfortunately the CEU model hasn’t changed, nor has it kept up to date while our global cultures have changed. So what can improve, update or replace the CEU? The International Learning Unit (ILU) developed in the 21st century to address the changing needs of continuing and professional education in the age of the Internet.

According to Wikipedia the “International Learning Unit (ILU)” is an outcome based measurement of learning designed for lifelong learning activities. The ILU is a competency based approach to measuring learning education courses. The ILU is an alternative measurement and standard to the time based measured courses. The ILU measurement can be used to provide evidence of completion of continuing education requirements mandated by certification bodies, professional societies, or governmental licensing boards.

The ILU was designed for the needs of the 21st century. Instead of recording seat time in class the ILU measures the knowledge and skills of the participants. The ILU adopts well to web based education that has begun to warp, change, and reshape time as it relates to learning. Unfortunately all of the rules and laws are currently written measuring the professionals success in time spent at the event. Does this still make sense in your continuing education or certification program to measure seat time – when there might not even be a seat used? Isn’t it time to adapt the International Learning Unit?

Is the CEU losing relevancy in the “Age of the Internet?”

Lowther7 Photo - August 2011 Conference Session

For more than half a century the Continuing Education Unit, or as it is more commonly known the CEU has been the standard bearer of measurement for continuing education and professional development. This time based measurement has become such a common term that it is now frequently misrepresented, regardless of some good intentions. So to respect the intent, according to Wikipedia the CEU is a measurement used in continuing education programs, particularly those required in a licensed profession in order for the professional to maintain the license. Examples of professionals in need of annual or bi-annual CEUs; architects, educators, engineers, interior designers, nurses, mental health professionals, physicians, and social workers. Wikipedia goes on to state that the “CEU records are widely used to provide evidence of completion of continuing education requirements mandated by certification bodies, professional societies, or governmental licensing boards.” Licensing boards and certification boards feel some comfort knowing that someone was watching to ensure that the professional/participant/student was in the classroom while the qualified instructor was delivering his/her presentation. Even our laws are written measuring the professionals success in time spent at the event.

The CEU as a standard for measuring continuing education is based upon time, or to be more precise - seat time in class. This means that someone measures the length of the class, the time from start to finish. For decades this system of measurement has worked. But was during the mid 1900’s that the International Association for Continuing Education & Training (IACET) worked with universities and the Department of Defense to promote this industrial age standard of measurement. Around the turn of this century the “Age of the Internet” came in like a storm. Suddenly the web began to warp, change, and reshape time. The CEU has not yet adjusted to keep up with the changes.

Consider of all the changes in technology over just the past five years. We now need to include blended learning, YouTube, iPod, the iPad, the iPhone and a host of mobile devices when we consider an education delivery system. Look at the differences in access speeds of the various platforms, the hardware and software. The hardware and software affected the “time” people spend accessing and participating on, online and mobile courses. People are challenging the importance of time on the web – instead – replacing that with results. Related to continuing education, concerns for competency based learning have returned to the forefront. To tie this together, the CEU is a time based measurement, not necessarily a competency based system. So I ask - has the CEU lost its relevance in the age of the Internet?

Evaluation and Improvement – The 7th key to quality continuing education for product manufacturers

For the product manufacturer the 7th key towards providing quality continuing education is to evaluate each course upon completion and use the results to continually improve the course. Michael D. Perry, Hon. AIA,is the Vice President Government Sales and STAMP and is currently with Simon Roofing/SR Products. Michael has been a long time advocate of holding the product manufacturer accountable to the highest standards of developing and providing continuing professional education to design professionals. In an effort to improve continuing education quality standards for the design industry Michael was the first to support the AIA Continuing Education System Award for Excellence. He was also responsible for launching the AIA/CES Firm Symposium which assisted firm leaders in the establishment of industry standards for internal professional development programs that relied heavily on support from product manufactures. According to Michael, “professional development and continuing education is all about constant improvement. The only way to measure the impact of the message you are delivering is to conduct an evaluation at the end of a program. This process is essential not only for the content of your message but also for the quality of the presentation. Without good feedback from the course attendees you will never know if the information is beneficial and if your methodology of delivering the information is leaving the audience at the altar.”

David deBear, CTC, CSI, is the National Construction Service Manager and works for Custom Building Products a product manufacturer and a long time registered continuing education provider. Under David’s leadership Custom Building Products was a multi – time winner of the AIA/CES Award for Excellence. When I recently asked David to reflect back on contributing factors to winning the award he share this story with me related to what he called a more technical related course. David stated that he received one evaluation where the participant thought the topic was relevant but that the course was confusing. David indicated that the course had been receiving mixed reviews and not consistently delivering the intended message. This one evaluation was more critical and more specific. In summary the participant stated that they could not follow the story the topic was covering and that it was confusing. With the specifics provided by this particular participant as well as comparing statements from previous evaluations, David realized that the company needed to bring in a curriculum specialist to restructure the story line. The curriculum specialist reorganized the content and to follow the story line so that it was not confusing. The curriculum specialist added a summary of key points so regardless of the knowledge level of the participant, information was received. David said that after the adjustment, participant satisfaction with the course increased dramatically.
A Product manufacturer that offers continuing education in any industry needs to build a system that continually evaluates all of their courses. Catch the evaluations immediately on-site, do not rely on the internet for feedback for on-site courses. Focus on items such as content, instructor delivery and methodology. Use the information you collect to continually improve your program and courses and to build upon your reputation as a product manufacturer that offers reliable quality education.

Evaluation and Improvement – The firm’s 7th key to quality continuing professional education

The question that I like to raise, "what does your firm do with the information collected after having employees evaluate each course upon completion?" Does your firm require course evaluations from each participant before certificates or credit is awarded? Does your firm use a competency based learning approach that ties into performance and bonus pay? Does your firm use a systematic approach to annual or semi-annual review of the overall education program? Does your firm integrate the results of the evaluations into the firm’s business plans? In order to establish a quality education professional education program you should have answered either “yes,” or answered, “We are working on all of these questions.”

It is amazing that firms spent time and effort to provide some type of an evaluation form for their employees and clients at the end of a training session and then do not use the results for improvement of the either the courses, instructors, staff performance, or business improvement. The opportunities for improvement within the firm are great. The collected information can be used to improve future course offerings, content, instructors, and delivery methods. Forward thinking firms can use the results to improve their firm’s product or services. They can also improve their firm’s marketing and promotion by having clients participate in select sessions.

Your firm could build a system that continually evaluates all of the courses and the employees upon completion of the courses. Curriculum could be developed from the results of the evaluations. Faculty or instructors could be developed from a selection process involving high performing employees. Performance improvement could be measured, evaluated and adjusted according to the business needs of the firm. Internal instructors, staff and human resources/training department staff could receive instantaneous feedback on what needs to improve, and maybe even how to improve. Use the information you collect to continually improve your continuing professional education courses and your business. Who knows, it might even help in the firm’s recruitment efforts when emerging professionals discover that the firm is serious about professional development.

Evaluation and Improvement – An association’s 7th key to quality continuing education

Does your association have participants evaluate each of courses upon completion? Does your association provide evaluations because it is expected? Does your association require course evaluations from each participant before certificates or credit is awarded? Does your association have a systematic approach to annual or semi-annual review of the overall education program? In order to establish a quality education program you should have answered either yes, or working on it to all of these questions. And, if your answer is yes to any of these questions, what do you do with all of that information once it is collected?

I am amazed at how many associations go through all the time and effort to provide some type of evaluation form for participants at the end of the session then do little to even collect the results. At a minimum, the collected information should be used to improve the course content, format, instruction, delivery, and promotion. It should not be used just to determine if participants liked the food, liked the instructor, and that the temperature of the room was OK.

Your association should build a system that continually evaluates all of the courses upon completion. At a minimum you should share all of the information in a detailed summary with your education advisory committee, your faculty, and your staff. Use the information you collect to continually improve your program and courses and to build upon your reputation as an association that offers reliable quality education.

Closing the Loop: Evaluation and Improvement – the 7th key to quality continuing education

Flickr photo by azwaldo/3256080624

You are almost finished – but not yet. You have completed the assessment and followed through with your planning. You designed the curriculum and developed the course content. You developed your marketing plan and promoted the course(s). You finished up on the delivery of the course(s), so now what? You don’t just want a good program you want an outstanding program, built upon high quality course content and delivery. To do this you included an evaluation and feedback process. You build a system that continually evaluates all of the courses upon completion along with an operational work flow process for each year. Set up a system that will evaluate each course, service or product against (Key 3) measurable short and long-term educational goals with performance projections. Most of all don’t let this valuable information collect dust. I have watched too many organizations evaluate each of their courses because it was expected or required, and then do nothing with the information they collected. Share all of the information, in a summary and detail where appropriate with your education committee members, your faculty, and your staff. Use the information you collect to continually improve program and courses, to build upon your reputation as a quality organization, and to become more profitable.

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