 Today we are going to be learning about OER and competency-based education from a wonderful team of experts. I would like to first orient you to the blackboard collaborate window. On the left you have access to the audio and video components of this tool. You can then see the list of participants. You can scroll up and down the list to see who we have online with us today. Then you have the chat area. If you have questions throughout the webinar please feel free to indicate those in the chat. Today we are going to start out with some introductions. I am going to provide an overview of the community college consortium for OER. Then we are going to hear from three experts on competency-based education, delivering improved learning outcomes, the knowledge to work project, and OER and competency-based education business degree. Then we will have some time for questions. I am going to be briefly introducing our presenters and then asking them to share a few words about themselves. During this time also please introduce yourself in the chat window. We are going to be hearing from Tom Tazel. He is the director of learning engineering at Learning Objects, a company focused on competency-based and personalized learning environment. He has over 15 years of experience in instructional technology and learning sciences. He is a director of community college and community college to work. A project at Lord Fairfax Community College in Virginia. Prior to joining Lord Fairfax, he was a librarian in Michigan. Mark Jenkins is the director of e-learning and open education at the Washington State Board of Community and Technical Colleges. Prior to joining SBCTC, Mark worked at a community college and a private university in Oregon. He will be introducing himself a little bit further. Thank you. First off, my name is Tom Caswell. I am excited to be able to share this webinar with you and to be co-presenting with Curie and with Mark. I will just say first off that I advance the slide. Is it okay if I thank you? I just wanted to add that I am excited to be co-presenting with individuals who work in the community college systems of Virginia and Washington State. I also work at the state board for community and technical colleges. Just a couple of years ago, I am thrilled to get to present with this group. One other thing I will add about my background. Just two years ago, I worked for Western Governors University and was director of instructional design there. As much as possible, I will share the perspectives there, lessons learned, and just kind of an introduction to competency-based education from my perspective. Thanks. Thank you so much, Tom. Curie, can you introduce yourself at the stage? As Lisa said, my background is in libraries. I am actually relatively new to the CBE and OER realm. My involvement with the Knowledge to Work project basically entails helping faculty members find learning materials for their program and working on the creation of the Knowledge to Work portal, which you will get to hear more about in my presentation. So I am very happy to be working with the project and excited to be here with you today talking about it. Excellent. We are really excited to have all of you here as well. Mark, how about you? Hi. Good morning, everyone. My name is Mark. I am currently the director of the Learning and Open Education at the State Board. I have actually a pretty significant background in competency-based and adult education all the way back to from the mid-90s pretty much. That being said, I am functioning today as kind of a spokes model for the team that actually did the work on this program, and that would be the amazing staff at Columbia Mason College who have really, really taken the lead in developing this program and driving it into the pilot phase in our system. And for Connie Broughton, my predecessor who did all the heavy lifting, getting this through system governance and established in our system. So I have to give a shout to those folks. And hopefully I present their work in a way that they would recognize. Excellent. Thank you so much, Mark. We're very excited to have all three of you here, and you'll be hearing from them in just a few moments. My name is Lisa Young. I am the faculty director for the Center for Teaching and Learning here in Scottsdale as Scottsdale Community College. And I am also the vice president of professional development for the Community College Consortium for OER. And this is our last webinar of the year, but we'll be having a number of them coming up in the winter and spring as well. So, of course, the Community College Consortium for OER is designed to expand access to high quality open materials and to support faculty choice and development in using OER and ultimately improve student success. We consist of over 250 colleges in 21 states and provinces. And we definitely have a great membership and a lot of wonderful resources available to Community Colleges across the nation and, of course, the world, including Canada and other areas. So what we're really here for is to learn about competency-based education and how we can leverage OER for that. And so Tom is going to start us out and really kind of provide an overview on competency-based education. So Tom, take it away. Great. So just to double check, can you hear me okay? I'm going to assume that you can hear me because if not, let me know. But yeah, I'm excited to have an opportunity to introduce competency-based education as part of this webinar. As I said, I currently work at Learning Objects and I'm excited about the various tools that are emerging to support competency-based education and personalized learning in general. So I can skip over this, but basically just wanted to throw a bunch of logos at you. These are some of the places that are near and dear to my heart. And as you can see, the state board in the lower left corner is definitely one of them. So it's exciting to see many of you in the chat, introducing yourselves, lots of familiar names there, and I'm excited to have an opportunity to be sharing back with this group. So let me just start with a question and really just to kind of kick things off and talk about what competency-based education really is. And I really like the definition that Sally Johnstone, a VP at Western Governors University uses. She says that competency-based education re-orients the educational process toward demonstrated mastery and the application of knowledge and skills in the real world. So I think that that is a great primer for competency-based education. And a good definition. Really, I think the focus, when we talk about CBE, it's really putting the focus on the demonstration of knowledge, skills, and abilities that we want to see from our students as they go through our courses. And I wanted to set up a little bit of a comparison. Now, obviously competency-based education comes in many shapes and sizes, and I feel like there is quite a spectrum of implementations of CBE. So in general, though, I feel like I can set up a bit of a comparison between what I would call traditional higher education and competency-based education. For starters, traditional education tends to focus more on theory and sometimes less on application. What I can say is that competency-based education is very focused on application and demonstration of knowledge and capability. Traditional education, where traditional education really sometimes has learning objectives and sometimes doesn't. And oftentimes they're not presented to the students. Competency-based education uses competency statements and other statements of what the student is aiming at, what they will be capable of, and puts those right in front and center so that the students understand what they're striving for. So competency statements are also mapped to each course activity, and they can also be mapped not only to the activities, the learning activities, but also to the measurement of those activities, so the different assessments. And it creates a really interesting relationship, which I'm going to touch on in just a minute. Finally, traditional education varies from competency-based in that where traditional education is often norm referenced, where students are being compared to students to arrive at an ordered grade, letter grade for each student. Competency-based education measures students against the set of competencies. So really it's criterion referenced, and I think that that's a very important distinction. So I wanted to just touch a little bit more on that, what I call the golden triangle. This relationship between outcomes or statements of capability, some call these competencies, and you can have a variety of levels here. So the relationship then is between the outcomes and the assessment of those outcomes, as well as the outcomes and the instructional content itself. And when you set up this relationship, it really can create an opportunity to personalize to the student, because if you consider an example where a student can demonstrate some level of prior knowledge, either through a pre-assessment or show what you know activity, assuming the technology can support this, you can use this relationship, this three-way relationship, to accelerate students when you can measure their achievement and their abilities for particular outcomes, you can accelerate them through the instructional content. And that's really why I think this is a very useful mapping of the three core elements of the course design. And while we're on the subject of mapping, I want to just show just kind of a brief example of what that mapping might look like. And this is really just a sample, so it's from the top of my head. But here you have, as you can see, various levels of competencies and sub-competencies within a domain, oral health in this case, and then each topic then has its own objectives, which are numbered and which are unique in their numbering so that they can be tracked. With each objective, you can also include links or page numbers to specific instructional content or readings or videos. And you can also include notes and unique identifiers to point the designer to specific assessments that are going to be used to measure that specific objective. So this is just an example of what that could look like. Finally, I'll just touch on the fact that a lot of community colleges are now very much involved in competency-based education. There's a sampling of both four-year and community colleges as well as for-profit and non-profit. You can see that a number of institutions, and it's certainly more than just what I'm representing here on this slide, but a large number of institutions with all shapes and sizes are exploring competency-based education. And I would submit that the exciting part about the combination of OER and competency-based education is that when you're working in a, when you have mapped and designed your competency-based courses, OER gives you the ability to improve that content as you're able to see which areas of the course are where students are performing well and perhaps other areas where they are not performing as well. It's so well organized with sort of a backward design process that you really have the ability to see where the course might have some gaps. And I think OER in particular gives you the ability to fill those gaps as you continue to improve the course's term after term. And finally, I just want to touch on a couple of ideas here in terms of student satisfaction. From WGU's NESI survey results, the National Survey of Student Engagement, students were rating their entire educational experience 60% higher than the average. And NESI is a cross-section of a large number of 600 institutions that participate. So that's really a significant, that's a significant amount over the average that students are rating their experience. Bearing in mind that this is, for WGU at least, this is a fully online experience. Secondly, when it comes to acquisition of job-related skills, again, students at WGU rate their competency-based education 13% higher than the 600 institution average of NESI participants. So it's really exciting to see this model of education not only being recognized by students as very satisfying, but also that they feel more prepared as they prepare to graduate. And then the other side of the coin is that employers are also seeing similar things. And this is from a survey that's about a year old, 300 employers in the Harris poll, and 99% of them said that WGU graduates met or exceeded expectations. 94% rated their job performance as good, as good or better than the job performance of other graduates, including those in face-to-face universities. So really there's something here that's, I think, compelling about the focus on abilities and capabilities that CDE brings. And finally, 96% of employers said that WGU graduates were prepared for their jobs, and even almost 90% said extremely well prepared, so very well or extremely well. So I'll just leave it there. I think my introduction is really to say that I think that we've come far enough in the experimenting and testing of these ideas to say that there really is something valuable about competency-based education that should be considered. And from its careful design to the opportunities to include OER, it's definitely a model that lends itself well to helping students be successful, especially as they enter the workforce. So I will now switch and turn it over to Curie. Tom, thank you so much. You provided a great overview of how competency-based education really differs from traditional education, the impact of competency-based instruction, and the potential role of OER. So thank you so much that really sets the stage for what Curie is going to share in the Knowledge to Work program and seeing how OER and competency-based education can work together. And so Curie, can't wait to hear from you. Thank you. So I would just like to start by providing some basic information about the Knowledge to Work program. We are a direct assessment competency-based education program, and what the direct assessment part of that means is that our programs are not course-based or tied to credit hours, so that kind of further differentiates our program from other CBE programs. We also use prior learning assessments, which means that we give our students credit for the things that they already know, and I'll talk about that more later. I also wanted to know that we do receive our funding through a tax grant, which is a grant through the Department of Labor, and those grants provide funding to community colleges and other higher education institutions for career training programs to help unemployed and underemployed individuals by preparing them for high-scale, high-wage careers. So this is the list of the programs that we offer. We have seven programs in three subject areas, health information management, information systems technology, and administrative support technology. All of these programs were already being offered by LFCC, but they were translated into the CBE components by K2W faculty members, specifically selected for K2W because of their relation to high-scale, high-wage industries and regional market needs. All of our programs are accredited by the SAC COC, which is our regional accrediting body. And I just wanted to give you a quick peek at what our competencies look like. So this is a copy of part of one of the pages out of our course catalog for our associate's degree in health information management. And just to put it basically, it's essentially a list of the skills that someone would need to be successful in health information management career. So some of the competencies are things like apply retention and destruction policies for health information and analyze clinical data to identify trends that demonstrate quality, safety, and effectiveness of health care. All of our competency frameworks for our programs are also aligned to national standards. So for this degree, the competencies are aligned to the AHIMA competency framework, which is the American Health Information Association. So we've created some student profiles to just give an idea of the type of situations that our students may be in and how our program is very helpful in these particular situations. So Stephanie is someone who wants to change careers. She has a lot of relevant experience, but she doesn't have a credential to show employers what she knows. Bob is not very comfortable in traditional classrooms. He prefers online classes, but he needs a lot of support. Zonker has been in school a long time. He's running out of money at this point, and he kind of needs to wrap up his education as soon as he can into a credential. And Dot owns her own company. She's very self-motivated. She wants to learn at her own pace and in her own ways. So all of these people already know a lot. They just need to be able to show what they know to employers. They're impatient with the traditional higher education system. They don't necessarily want to spend their time and money sitting in 16-week courses when they already may know a lot of the content being discussed. They're self-motivated. They want to learn at their own pace. So what these students would do in our program, essentially, it begins by meeting with a career coach, talking about our program. They apply for admission, complete financial aid forms. We're in the final stages right now of receiving Title IV financial aid for our students. And then they create a personalized learning plan with a faculty member. And I'll show you what that looks like on the next slide here. But the educational process for them, the way it works is basically they work through the list of competencies, learning at their own pace, using the learning materials that we provide them for each competency. And our learning materials, we use all free and low-cost learning materials, OER, wherever we possibly can. And then along the way, they're given lots of support by the faculty members and by our career coaches as well, who provide wraparound support services. And what that means is they basically go above and beyond to help our students be successful in their program. So they may help them with things like finding transportation or even childcare. So this is an example of what one of our personalized learning plans looks like for a student. Each student is given their own learning plan when they enroll in our program. So this student is enrolled in the certificate and office system assistant program. And the first step in the learning plan process is for the student to identify the competencies that they feel they already know how to do. So this is the prior learning assessment part of it. And then what happens is the faculty member kind of evaluates the student's abilities and those competencies so they may look at certificates that the student may already have or courses that the student has already taken that the faculty member knows address those competencies or the faculty member may themselves give the student an assessment to determine their abilities with those competencies. And then the next stage is for the student and faculty member to work together and kind of come up with a plan for the competencies that the student is going to start working on. So what you're looking at here is the competencies that this student is actually currently working on. And then further down on the page you'll see the section where it lists the competencies that the student thinks they have attained but they haven't been verified yet by the faculty member. And then the list below that is the list of competencies that have been verified by the faculty member for this student. The last two sections are something that we've developed in our learning plan specifically to meet the requirements for accreditation and with the Department of Education. So one of our requirements is that our students and faculty member have regular and substantive interaction. So we document that in the learning plan through the semester milestones and the weekly momentum points. So the milestones are basically goals that the student and faculty members set together about where they expect the student to be at the beginning, middle, and end of each term. And then the weekly momentum points just document the more frequent interactions. So discussions that the student and faculty member may be having around the competencies or additional guidance that the faculty member is providing whatever that communication may be. And then another big part of our program is that we have several employer partnerships. We have ten employer partners right now. We're partnered with three community-based organizations. And then we also have two national partners on competency frameworks. And what these partnerships help us to do is ensure that our competencies are aligned with actual workforce needs. So we started serving students with our programs in September. But that's actually only part of the Knowledge to Work project. We're also going to be taking everything that we've done and making it available online for free to adult learners around the world through what we're calling the Knowledge to Work portal. So students will be able to come to the portal. They can review the competency frameworks. They can create their own personalized learning plans. They can use our search engine to find learning materials, including OER, tied to competencies. They can sign traditional courses, credential providers, apprenticeships, employment opportunities, all sorts of different resources that they may need to help them get the career that they want. So we're working on the programs that we've developed first with an emphasis on health information management resources. But we do hope to expand to include competency frameworks and learning materials for other subject areas as well. So we're really excited about this piece of the project and to be able to promote the use of resources, particularly OER, tied to competencies. And I just wanted to take a minute and talk about why OER works so well with our CBE program. And the first reason is just that they're free for our students. And one of our main goals is to make education affordable for our students. So an extension on that is that some of our competencies require more in-depth understanding of concepts. And some may only require more cursory understanding and we end up sending students to all kinds of different resources so that we're providing them with the best content possible for each competency for them to learn that competency at the level that they need to understand it. And if we were using traditional resources and using a wide variety, it wouldn't help us be as affordable to our students as we are using open resources. And another reason is that another goal of our project is to provide personalized education to our students. So using OER allows us to give students materials in lots of different formats. So we can provide materials that will help match up with the learning styles of students so that they can learn in the way that works for them. And then it also allows us to more easily meet accessibility needs of our students. So I've got contact information here for myself. And John Myron, who is the executive director of our project, he wanted to be here today but he's traveling right now. But any questions or comments that you may have that we don't have time to address at the end of the webinar, please feel free to contact us. Thank you. Thank you so much, Kira. You provided a lot of great detail on how your program is structured. I love the scenario getting to know what the student characteristics are of who's participating in your program and the fact that everything's going to be available is fantastic as well as the role of OER. So you really provided some great information on your program. I know that there are a lot of questions that have come in. We're going to kick them at the end but I am keeping note of them. So thank you so much, Kira. Our next speaker is Mark Jenkins and he's going to talk to us about how OER and competency-based education have been combined for a business transfer degree. Mark, we're ready for you. We can't hear you yet. Sorry about that. I really appreciate the level of detail and the nuts and bolts work that Kira and Tom described because what it shows I think is that this is actually becoming kind of a mature field. I recognize what Tom says and I recognize what Kira describes in the process documents and everything like that. It also saves me kind of the hard work of describing that level of detail in our program. What I'm going to do today is more or less float up to the system level and talk about some of the opportunities and challenges that we face. We are currently facing in the state of Washington as we try to implement a shared system competency-based education so the state of Washington with 34 highly independent locally managed colleges, we operate as a system but I think we are many pieces more or less loosely joined in some ways and that provides a lot of benefits to the students of the state when you try to work at the system level it creates a very interesting environment with lots of interesting challenges. The opportunity of scale is always right out there and it's always something we want to take advantage of. The actual mechanics of doing that can be difficult. The concept of our CDE program is that every college in our system all 34 colleges share a business transfer degree there is minor numbering differences there is business process differences things like that but the basic degree is shared by all 34 colleges. The other concept is that we wanted to use OER we are committed as a system to OER generally speaking and so it was a natural for this program and part of the cost savings package that we hope to create leverage around in the CDE program we are supported by Lumen Learning some of you who know the people at Lumen know that that is more than a vendor-client relationship that can be much more interesting and wide ranging actually learning community. I think we have a lot of projects with Lumen currently going on some around mastery and competency based education and I think we are all learning about how to apply OER to CDE environments as we go along. Tom in theory described the basics of CDE that are in the following three bullet points so I'll just skip those for the time being. What caused this to happen in our state was the President's Council, Innovations Council got together and they were trying to solve a problem the way I understand it that there is a big demographic shift happening in the next 10 or 15 years and there are students that we are not, our colleges are not or have not yet access very effectively and the idea that came out of that driven by Rich Cummins the President of Columbia Basin College primarily is that we got to get those, we got to serve those students and those students are going to be in the 20 to 44 year old range they are going to have some college experience. So how do we create pathways that serve those students in the coming years? So after much interesting technical rigmarole in our governance system what we came up with was to offer this program, the program any college can join the consortium. Currently we have eight colleges in the consortium they are all listed there and there is actually quite a variety of colleges. Columbia Basin is the lead college and what that means in our system is that all, they are hiring the faculty, they are hiring the completion coaches, they are actually teaching the program and we have some other affordances in our system that I'll explain in a second to make that possible but currently we have eight pilot colleges, we had a very soft launch with just a handful of students at CVC in July and we are moving toward a slightly less soft launch in January and we are hoping to scale between January and July up to around maybe 250 students by July if all goes well. So the question of why build as a system obviously presents a lot of difficulties but we do have system assets in our state, we have strong transfer agreements, we have a technological system for sharing courses online, we've been able to share courses since the early 2000s and it's a natural for this kind of thing. Making that really fly is that every college in our system uses the same learning management system so students are all familiar with the Canvas LMS we have commonly learning tools that include Blackboard Collaborate and Panoptim for lecture capture we have in other words kind of a shared suite of tools and sensibilities that make this work and those are listed before. The idea behind our program is that the colleges, the pilot colleges are sharing initial development costs. Every college is essentially bought into the program CVC and Columbia Basin and the state board provided some seed funding, other pilot colleges are making contribution we hope as the program goes on that additional colleges in the system once they see how it works and understand whether or not and how it can benefit their students will also buy in. That allows us to centralize hiring staffing for the pilot program and the consortial model means that students enroll in the college their local college and that they belong to that college and that their grades and transcripts come from that college. The teaching and the completion coaching comes from the central location but the colleges still have a major role in recruitment, advisement, and enrollment. So we had some challenges. These are actually some of the easiest ones that were actually knocked off. We had to get a staffing model that supports student success in a self-paced program without breaking all our faculty contracts. How do we fund development as a system? I think I described how we did that. How do we keep the cost attractive to students? We're not doing this program very far outside our normal business processes across the system anyway. It was very important to keep things like financial aid intact, registration intact, the normal business processes as intact as possible. What that means is that we don't have a lot of wiggle room on tuition. The program is structured in six months terms. Students pay in a six month term basically the equivalent of two full-time quarters of tuition. A lot of the cost savings again comes from our using OER so that students never need to buy text for the program. Updating and validating the curriculum. That's definitely a work in progress. We work on that every day. I think one of our challenges moving forward is how we incorporate all our consortial colleges into that process because all faculty at all the different colleges obviously have very specific questions about the curriculum and how it's serving their students. I can envision that they will want to be involved in those processes moving forward. The basic structure of our program is we need students that have college of work experience and are pretty motivated and disciplined. We have advisors at the home colleges who are able to communicate with the completion coaches at the lead college at Columbia Basin to make sure everybody has sharing information about the students, sharing information about their progress. We have a teaching faculty model that is the faculty are collaborating with Women Learning and State Board to curate, update, revise the OERs in the program and so far so good. Funding and sustainability as I said it was consortium for the startup. We are right now in the process of creating consortium governance structures and things like that. We're holding meetings. We're trying to form a learning community actually across the state so that everybody is sharing information about CBE and everybody feels appropriate ownership over the program. I think that's one of the real challenges of a program like this is bringing into these very different cultures and creating a sense of ownership across the colleges. Again, six month terms no ceiling on achievement students can take as many credits as they can complete in those terms and we're using exclusively OER. We are kind of an interesting thing. I've talked to a lot of CBE managers across the country and sometimes they're saying to me that the business processes of CBE can be so daunting that they didn't really want to deal with content challenges. A lot of colleges have gone to publishers who are creating some high quality CBE content and have kind of worked with those publishers to get semi-custom, semi-off the shelf CBE versions. That's a reasonable way to do it because working with OER as you all know, it has its own workflow. It has its own set of challenges and the challenges and the benefits can mirror each other but it's hard work. It can be hard work to create the kind of alignment and the kind of revision processes we need and create the kind of partnerships we need to keep the OER quality moving ahead. What we do have in CBE is the opportunity for evidence-based improvement. We're gathering data about student success using the OER. We're having a lot of eyes on the content. We're continually pulling in suggestions into our project plan to revise the content alignment of content assessments and just generally improve the quality of the content going forward. It's a very rewarding process. It's a lot of very interesting work. The next steps for our program, we are currently creating and refining program level rules and policy based on our pilot experience. We need to create our own system-wide playbook for how CBE works, what it's going to mean in our system, what our definitions look like, how course coding goes, how financial aid works. We have to document disseminate those practices system-wide. As I said, we're working on continuous improvement of the alignment between OER content and assessment. We're really interested in data modeling right now and developing the right kind of evidentiary model so we can represent student progress and success. We also need to represent that to the colleges, to the advisors, to the faculty and to the students. So we have a multi-layer educational analytics project on our hands and we're beginning, I think, to understand what kinds of things are going to be useful in that context. We're working to recruit and market internally to bring new investor colleges to the table to expand the scope of the program system-wide and we have a strong interest in leveraging the system, the idea that we are a learning community in general so that we can share marketing resources and best practices across the system so that nobody feels isolated out there so that we can implement more quickly and ramp up more effectively. We are also working with groups inside and outside the agency to develop and extend our workforce relationships to make sure that we're offering what employers want. Our biggest challenge for the next six months, I would say, is scale, scale, scale. We really are trying to figure out how to represent this program to the right population so that they are persuaded that this is something that's going to work for them. This is something that we're working on right now. I think that's all I've got today. Feel free to contact me with any questions. I know that was pretty high level. I'm happy to talk to anybody at great length about any of this. Thanks a lot. Mark, thank you so much. You provided us with this. It's so interesting as we've learned about competency-based education and then Curie took us into learning the system approach and how you're really building on some prior successes of your system in the past and working with those learning communities and building this program. I can't wait for a year from now when we bring you back to really look at some of that data and analytics that you've collected to see what your successes are. So thank you so much for sharing your project with us. What I'd like to do now is go to some of our questions. We have about 10 minutes for questions. I'm going to start. We've had a question from Hara for Curie. Do the careers have to be listed by the state as in-demand? Well, I did answer her in the chat. They don't have to be listed by the state as in-demand. Our executive director in applying for the grant evaluated what high skill, high wage careers there was high demand for in our area to determine the subject areas that we would focus on. Were those mainly career courses or were general ed courses included as well? For right now, the CBE programs are all like the career-focused ones, but we do plan to expand and have some general education courses that are formatted in the CBE way as well. Excellent. You've answered a number of questions in that. We do have a question from Mark also from Hara. Are faculty hired specifically for CBE or do faculty get release time to do the CBE classes? So far, we have hired faculty specifically for this program or Columbia Basin actually hired faculty specifically for this program. We have four currently, we have four full-time faculty working on this program and six part-time faculty. The trigger for hiring in this program is going to be, the intention or the budget shows, the performance shows that we're going to hire new completion coach for every 75 students and a new faculty for every 100 students. That's the way the budget model is laid out. I think we're going to learn a lot about what scale and CBE looks like as we move forward and there might be some adjustments one way or the other on that. Thank you. There's another question for you, Mark. What is the new mastery technology? One thing we discovered when we went about this a couple of years ago, even 18 months ago, was that a lot of the technology that we had sort of imagined was going to exist and be able to help us around collecting data, providing dashboards for students and advisors and faculty and collecting data about student activity. But a lot of that technology really wasn't quite ready for prime time. So I think the term emerging means that I think it's beginning to mature at this point. We're beginning to get good technologies. We're beginning to get good analytics tools. Those tools one word using which is called, we're beginning to use. We haven't actually deployed this throughout our program yet, but we're looking at one the LUMIN is developing called Waymaker, which is going to allow faculty to work at the scale and different you know, every student is going to be at a different place in the curriculum at any given moment in this program. So we need tools that deliver information about those students to the faculty in a way that makes their communication with the students more manageable. So mastery technology is going to feed information. At the most basic level it's going to feed information about student performance back to the faculty. So the faculty and the completion coach can collaborate on determining what, if any, interventions are needed to help the student progress. So far it's essentially a communication tool. We expect as these tools become more sophisticated that we'll get some pretty significant analytics out of those tools as well. Excellent. We do have time for a few more questions. If anyone has any additional questions, please type them in the chat window. Just as people, oh, I'm sorry, go ahead. There was a question asked to why 100 students? I think that's for me. And I don't know how, if I can determine how that number was reached I think that it's pretty typical in adult ed programs to try to achieve kind of efficiency to scale. The faculty role is slightly different in CBE. So we imagine that the faculty in any given course can handle more students so they might want to or be able to handle in an ordinary classroom, partially due to the advising components of the completion coaching components. But as far as why, how that exact number was reached out, that was before I came out of the project. It's pretty typical though. I've seen numbers like that at other institutions doing this. Any other questions? Here we go. Esther asked, how does college become an investor college? Well, I think right now you can talk to me and I'll put you in touch with the right people. And we do have marked information here. So you can just contact and find out. Yes, this webinar will be archived for future access. It will be available in just a couple of days. We did record it. So you will be able to view it. If there are any more lingering questions out there. And yes, this slides and the archive are generally available shortly after the webinar. Thank you. I would like to thank Tom, Keri, and Mark for their time and sharing their expertise with us. It was very informative. Lots of great information. And thank you all for attending our webinar today. Thank you.