The competency-based approach (CBA) has revolutionized educational practice, refocusing teaching on the development of complex, cross-disciplinary skills. However, when it comes to implementing APC on a large scale, higher education institutions face significant challenges. This article explores these obstacles and proposes concrete solutions, based on exchanges from the webinar organized by ChallengeMe with Skema, Centrale Supélec and the University of Montpellier.
The challenges of APC massification
1. Managing large cohorts
One of the main challenges of the massification of APC is adapting teaching methods for very large groups of learners. In classes of several hundred students, it can be difficult to maintain a personalized approach and ensure the active involvement of each individual.
Aurélie, a pedagogical engineer at Centrale Supélec, points out: "Cohort size shouldn't be an obstacle to the adoption of APC, but it does require us to reinvent our tools and practices to keep students involved".
2. Harmonize teaching practices
With the diversity of teachers involved, harmonizing practices around APC becomes a crucial issue. Inconsistent assessment criteria or a lack of guidelines can create inequalities between students.
Dominique, from the University of Montpellier, explains: "We need to establish a clear common framework, without limiting teachers' pedagogical freedom. It's a balancing act.
3. Supporting teachers and students
The transition to APC represents a major paradigm shift, requiring specific support. Teachers need to be trained in the new tools and methods, while students need to understand how to adapt their learning to this approach.
Solutions and strategies to meet the challenges
1. Take advantage of digital tools
Educational technologies play an essential role in the massification of PCA. ChallengeMe, for example, offers an intuitive platform for :
- Facilitate assessment Assessment: Teachers can design activities adapted to large cohorts, while automating certain assessment steps.
- Centralize data Students can track their progress in a single digital environment, facilitating skills management.
Vaietea notes, "The integration of artificial intelligence in ChallengeMe makes it possible to quickly analyze student learning traces and provide personalized feedback, even in massification contexts."
2. Set up clear reference systems
A well-defined skills repository is essential to guarantee the coherence of PCA in large cohorts. This common framework must include :
- Skills expected at each stage of training.
- Associated evaluation criteria.
Dominique adds, "When all teachers and students share a clear understanding of the skills being targeted, pedagogical alignment becomes much easier, even on a large scale."
3. Encourage peer review
Peer evaluation is an effective strategy for managing massification while maintaining active student involvement. ChallengeMe automates part of this process, ensuring that feedback remains relevant and aligned with pedagogical objectives.
Aurélie Thévenin says: "Peer assessment, supported by digital tools, is a powerful solution for actively involving learners in their own learning, even in large groups."
4. Training and supporting teachers
For APC to work on a large scale, teachers must have the necessary skills and resources. Teacher training courses, practical guides and collaborative workshops are essential to help them make the tools and methods of APC their own.
Impact on learners and their professional integration
APC, even on a large scale, offers key benefits for students, including:
- Learning adapted to professional realities The skills developed directly prepare students for the expectations of the job market.
- Greater empowerment Tools such as ChallengeMe enable students to track their progress and take charge of their own learning.
Aurélie Thévenin concludes: "By integrating APC on a large scale, we're not just training students, but professionals adapted to the challenges of tomorrow."
Conclusion
The massification of APC represents a major challenge, but solutions do exist. Thanks to innovative digital tools like ChallengeMe, clear repositories and structured peer assessment, it is possible to meet the needs of both schools and learners.
By drawing on feedback and good practice, APC can be implemented on a large scale without sacrificing the quality of learning. The prospects it offers, for students and teachers alike, make it an essential development for higher education.
