Understanding the Meaning of Competency-Based Learning
By Prof. Jonathan
Acuña Solano
Sunday, October 11,
2015
Twitter: @jonacuso
Post 194
What is competency-based learning? Though CBL can be
defined as the “demonstration of skills and knowledge in required subject areas
through a series of carefully designed assessments” (Competency Based
Learning, n.d.) ,
it still lacks the core of its real essence. “The competency-based education
(CBE) approach allows students to advance based on their ability to master
a skill or competency at their own pace regardless of environment” (Competency-Based
Education, n.d.) ,
but still no real definition is fully provided here. The real meaning of CBL is
still elusive.
Competency-Based
Learning, from a neophyte’s stance, is the development of competences in a learner.
Thus, a competence must be understood as “the quality of being competent of
performing an allotted function” and “the quality or condition of being legally
qualified to perform an act” (Competence, n.d.) . Based on these two denotations
of competence, it is important to
state here that competency-based learning is an instructional approach that intends
to provide learners with knowledge aiming at producing in them a skill. However,
being skillful is not enough to be legally entitled to perform a given working
task; that skills, -whatever it is-, must then be transformed into a competence,
a quality that will allow students to perform competently at work.
As pointed out by Laureate Education (An Overview of
Competency Based Learning, 2013) , “due
to the nature of this model and its widespread use in everything from formal
academic settings to workplace trainings, little consensus exists on how to
formally define competency based learning.” And when my personal definition of CBL
is compared to Laureate’s, I sense a lot of discrepancies but more similarities
on what I believe. Our main difference is in the fact that “competencies are
met or achieved when students demonstrate mastery of content through a valid
and reliable assessment” (An Overview of Competency Based Learning, 2013) , yet the chronological
sequence to test this “mastery of content” is not visualized in the acquisition
of knowledge, the subsequent development of skills, and the ulterior creation of
competencies.
No matter what definition
of CBL is held, the traditional model of learning in higher education is miles
away. As Laureate Education posits (An Overview of Competency Based Learning, 2013) , “With a traditional
learning model, students are essentially given knowledge; teachers tell
students what they need to know. With the competency based learning model,
teachers provide active learning opportunities so students can create their own
transferrable knowledge.” In the traditional style of teaching, instructors are
“essentially” conveyors or transmitters of knowledge but with no end purpose; learners
are just told what they need to “learn” for a test, not how to apply it in meaningful
contexts for their field of study. CBL is a door to produce deep learning among
students and a way to move away from surface learning or mere memorization of
facts that will not guide learners towards the development of competencies.
Trying to visualize
the transition between the traditional way of teaching at my workplace and a
real competency-based learning environment, I see reluctance in the horizon. Traditional
teaching does not imply much planning
for an instructor; they just show up to class and basically follow the metaphor
of the granny feeding her hens, some of them will approach to get their corn,
but others will stay away and get just a few ears. But there will be some who will
simply not get near and will not profit from the instruction provided by the faculty
member and consequently will not develop neither skills nor competencies.
Learners must be
empowered with their learning but giving them chances to apply the theory the
professor is providing them. “The one problem
with this curricular orientation [the traditional way] is that though the
purposes are praiseworthy, nothing guarantees that autonomy in learning can be
attained by every single individual who has been exposed to it” (Acuña, 2015) . Learners are meant
to work at their own pace and learning styles, to be engaged and motivated into
what they are studying, to apply what they are learning in real-life situations,
to acquire teamwork, collaboration, and communication skills, and to be
prepared to function competently in their current or future workplaces. All of
these can be attained by means of competency-based learning.
References
Acuña, J. (2015, January). The Academic Rationalism: A Curriculum Model.
Retrieved from https://www.dropbox.com/s/y1swpuomb22dt5t/The%20Academic
An Overview of Competency Based Learning. (2013). Retrieved from Faculty Development Laureate
Education: https://lnps.elearning.laureate.net/bbcswebdav/institution/LPS1/FD/
Competence. (n.d.).
Retrieved October 11, 2015, from Dictionary.Com: http://dictionary.reference.com/cite.html?qh=competence&ia=ahsmd
Competency Based Learning.
(n.d.). Retrieved from Western Governors University: http://www.wgu.edu/why_WGU/competency_based_approach
Competency-Based Education. (n.d.). Retrieved from Educause: http://www.educause.edu/library/competency-based-education-cbe
Sunday, October 11, 2015
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