Designed for learning.
Meaningful Learning for a Modern Workforce
Advancements in technology are leading to significant shifts in the modern workforce. So how does a student prepare for professional success with so much future uncertainty?
At TEL we’re making it easy by integrating a framework of key 21st-century skills and competencies — TEL Mastery Standards — into every course.
We align this framework to our learning outcomes and mastery assignments, ensuring that students can demonstrate the skills needed for the modern working world.
TEL Mastery Standards coupled with mastery assignments allow students to produce demonstrable evidence of their learning as they work through their courses. This evidence, collected in the form of portfolio artifacts, is owned and managed by the student and can be used to chart life learning and show professional readiness to potential employers.
Explore the Skills and Competencies
Higher-order thinking skills that are often associated with traditional higher education contexts.
Foundational skills that are critical for acquiring more knowledge and developing higher-order thinking abilities.
Skills attained through the application of Essential and Thinking Competencies to professional contexts.
- Problem Solving
- Critical Thinking
- Creativity and Innovation
- Social and Cultural Fluency
- Systems Thinking
- TCPS1: Identify and define a specific problem, challenge, or question.
- TCPS2: Specify constraints and needed solution components related to a specific problem, challenge, or question.
- TCPS3: Propose justifiable, knowledge-based solutions to defined problems, challenges, or questions.
- TCPS4: Evaluate and choose the best solution for a defined problem.
- TCCT1: Generate questions relevant to a topic or area of inquiry-based on personal observations, knowledge, and/or research.
- TCCT2: Identify personal assumptions and biases in relation to a topic or area of inquiry.
- TCCT3: Evaluate information and information sources related to a topic or area of inquiry in terms of quality, relevance, and objectivity.
- TCCT4: Identify underlying rules, principles, or patterns related to a topic or area of inquiry.
- TCCR1: Develop or revise original ideas using preferred idea-generating techniques.
- TCCR2: Synthesize existing ideas and shape into a new form.
- TCCR3: Draw connections between ideas using a variety of organizational techniques, such as categorization, prioritization, or classification.
- TCCR4: Innovate existing ideas or products through planned, iterative development.
- TCSC1: Recognize and examine personal cultural biases.
- TCSC2: Differentiate between appropriate and inappropriate behaviors for the purpose of a particular interaction and audience.
- TCSC3: Engage in behaviors that show an awareness of and sensitivity to stereotyping and cultural bias.
- TCSC4: Incorporate diverse perspectives in projects, meetings, and teams.
- TCSY1: Describe the interconnectedness of the whole and its parts in regards to social, organizational, physical, or technological systems.
- TCSY2: Decipher the outcomes of element/agent interaction within a system and predict future outcomes.
- TCSY3: Diagnose deviations in system outcomes and correct faults as needed.
- TCSY4: Design and develop modifications or alternatives to an existing system for improved efficacy.
- ECRD1: Locate information in a text in order to perform tasks.
- ECRD2: Interpret the main idea or essential message of written content.
- ECRD3: Recognize different structures that texts can have and the impact of these structures on navigation.
- ECRD4: Synthesize original, individual pieces of information from multiple sources.
- ECRD5: Compare and evaluate written content from various sources on the basis of accuracy, appropriateness, style, and plausibility.
- ECWR1: Communicate information with precision and accuracy in various digital and written formats (letters, directions, manuals, reports, proposals, graphs, flow charts, etc.)
- ECWR2: Compose using appropriate language, style, organization, and format for the subject matter, purpose, and audience.
- ECWR3: Review and/or solicit feedback to improve content.
- ECWR4: Revise for tone, structure, grammar, spelling, and punctuation.
- ECCP1: Select the appropriate quantitative technique for a given practical problem.
- ECCP2: Express quantitative ideas and concepts orally and in writing.
- ECCP3: Estimate reasonable results to quantitative problems without a calculator.
- ECCP4: Collect quantitative information and communicate visually via tables, graphs, diagrams, and charts.
- ECCP5: Interpret quantitative data to construct logical explanations for real-world situations.
- ECSP1: Select speaking topics that are appropriate to specific audiences and occasions
- ECSP2: Organize ideas for oral messages in a way that is appropriate to the situation and listeners.
- ECSP3: Select and prepare an appropriate venue and/or medium for message delivery.
- ECSP4: Communicate a central message using verbal and nonverbal language.
- ECSP5: Invite and respond to listener feedback (ask questions as needed)
- ECLI1: Interpret verbal messages and accompanying nonverbal cues such as body language.
- ECLI2: Deploy non-verbal signs of active listening such as smiling, making eye contact, and mirroring as appropriate to a given situation.
- ECLI3: Employ verbals signs of active listening such as positive reinforcement, questioning, and summarization as appropriate to a given situation.
- ECLI4: Evaluate the clarity of a speaker’s message.
- ECTA1: Exchange and share information via communication and networking tools such as web publishing, email/chat, or video conferencing.
- ECTA2: Organize, measure, and record an endeavor using project management tools.
- ECTA3: Demonstrate effective search techniques for discovering and accessing information via digital information hubs (search engine, knowledgebase, wikis, etc.).
- ECTA4: Construct an artifact assisted by technology.
- ECTA5: Choose the most appropriate technological tool for a given situation.
- PCRS1: Allocate time for selecting and performing goal-relevant activities.
- PCRS2: Prepare budgets, keep monetary records, and make adjustments to meet financial objectives.
- PCRS3: Assess material needs, and understand how to allocate, and store materials.
- PCRS4: Distribute work based on assessed knowledge, skills, and abilities.
- PCRS5: Evaluate individual performances and provide feedback
- PCSM1: Identify personal learning preferences, as well as formal and informal learning strategies.
- PCSM2: Assess personal capabilities honestly and accurately.
- PCSM3: Set personal and professional goals with well-defined success criteria.
- PCSM4: Evaluate and monitor progress on personal goals at regular time intervals.
- PCSM5: Achieve established goals in a timely manner.
- PCCL1: Initiate opportunities to interact and work positively with individuals and groups.
- PCCL2: Build on existing ideas and/or plans in a way that facilitates contributions by others.
- PCCL3: Prioritize the personal learning preferences of others when teaching new skills.
- PCCL4: Evaluate and adjust personal levels of engagement and participation as needed in group settings.
- PCCL5: Redirect focus toward common ground and negotiate shared understanding during a conflict.
- PCLD1: Persuade, convince, and justify positions to others with clear communication.
- PCLD2: Coach and develop others through constructive feedback.
- PCLD3: Take ownership of a problem or active endeavor.
- PCLD4: Remediate existing procedures and policies to effect positive organizational change.
- PCLD5: Behave in a manner that is consistent with personal, cultural, and/or organizational moral values.
- PSNW1: Create and maintain a professional presence on one or more digital platforms.
- PSNW2: Participate in professional communities on and offline through regular engagement in discussions and attendance of collaborative events.
- PSNW3: Expand contacts by joining professional organizations and/or exchanging contact information with people who can serve as a catalyst for a project or goal.
- PSNW4: Deepen professional relationships through regular maintenance, such as scheduling check-in emails and opportunities to speak face to face, in person or online.
The Anatomy of a TEL Course
At TEL Education, we’re fixated on creating online courses that ask students to do more than regurgitate facts and dates. We build courses where every piece is intentional and aligns with a course objective, from an individual quiz question to the linked resources. That intentionality helps students learn more in less time. Here is a look at what makes up a TEL course