At 11:00am On 11/11/16 I attended How to Use Your LMS to Capture CBE Data for Your Online Program’s Accreditation presented by Ms. Georgianna Laws & Dr. Amanda Barefield at the 2016 USCA NDLW Virtual Conference.
How to Use Your LMS to Capture CBE Data for Your Online Program’s Accreditation
To better prepare the next generation of health management and informatics professionals and more closely align the curriculum with profession-specific accreditation standards, the design team at Augusta University used LMS-embedded analytical tools to map 100+ program-level learning outcomes. Could this solution work for your program?
CAHIIM: Commission on the Accreditation of Health Information and Information Management. CAHIIM publishes curriculum competency standards with which all HIIM programs must comply.
HIA: Health Information Administration. HIA is the name of a program of study at Augusta University.
HIIM: Health Informatics and Information Management. HIIM is the profession in general.
LMS: Learning Management System. As an example, the University System of Georgia uses Brightspace by D2L as its LMS.
SLO: Student Learning Outcomes. “Objectives” and “Outcomes” or “SLOs” are sometimes used interchangeably. In the context of accreditation, (program-level) SLOs refer to what students will be able to do as a result of the learning experience in their program.
In response to how the rapid growth in technology has drastically reshaped the HIIM profession, CAHIIM recently published a new curriculum that doubles the SLOs graduates need to demonstrate (from 49 to 102) and introduces a variety of new content.
As the HIA program at Augusta University prepares to implement the new CAHIIM curriculum by August 2017, it has to use its lean resources to:
streamline course offerings to meet CAHIIM standards in the most effective way
empower faculty to do their work in a way that generates rich, actionable data
analyze with ease the vast amount of course- and program-specific data generated for program evaluation and accreditation purposes.
In order to accurately track SLOs at the program level, every course faculty must use the LMS to deliver activities/grades and attach each activity/grade to the appropriate competency structure in the LMS.
The training covers all aspects of the tasks needed:
1. before the semester begins:
building and linking activities, rubrics, grades
linking to the existing SLOs
2. during the semester:
identifying which SLOs are met/not met.
- DO: Creating or modifying activities and grading rubrics with the instructional designer
- SHOW: Using instructional-designer made templates to create or modify activities/rubrics
- DO: Asking the instrutional designer to post-produce the activities and the gradebook in the LMS
- SHOW: Using video tutorials to post-produce the activities and the gradebook in the LMS
- TROUBLESHOOT: Hands off; Call the instructional designer as needed
Before the Fall 2016 Semester (Pilot 1) courses needed to be prepared, as follows:
-Support levels 1 and/or 3, the faculty and designer chose a timeline for their collaboration.
-Support levels 2 and/or 4 (using templates and training videos) were responsible for building their own course components, consulting the templates and videos available, as needed.
-The designer copied all the prep course shells into the live semester shells before students gained access to their Fall 2016 courses.
-The designer also assisted with support level 5 (helping as needed).
During the first pilot, assignments need to be completed/graded and an SLO-mastery support process initiated whenever students are unable to meet the SLOs. The instructional designer continued to troubleshoot on request (support level 5) and maintains contact with all faculty to offer just-in time support or training.
After the Pilot
At the end of each semester, the program director generates end-of-semester reports to determine if SLOs are met/not met. If SLOs are identified as not met, the program director will consult with the respective faculty member(s) to determine the need to modify the instructional materials and/or clarify the activity instructions to ensure success on those specific SLOs.
This stage of the pilot will include review of the results from the Fall 2016 pilot phase and courses will be modified based on the formative feedback obtained. The project team will then repeat the same stages of the project for the Spring semester.
This phase will begin with the review of all feedback generated during the pilot stages of the project.
Modifications to course or processes will based on the results of the D2L analytics reports and feedback from HIA faculty.
Once these modifications are complete, the program will implement the new curriculum in all HIA courses in Fall 2017.
All in all, this session was a good one, outlining how CBE might be worked with. Frankly, I’m a bit worried about how CBE may eventually work its way into our area. We’re running a CBE pilot here soon, and its been a herculean effort.