Post on 23-Jan-2018
transcript
© 2017 Learning Objects.
Digital Credentials & the
Extended Transcript
Jonathan Mott15 June 2017
© 2017 Learning Objects.
How about an Adaptive,
Competency (or Outcomes) based,
Analytics-Driven, Personalized,
Next-Generation, Micro-
credentialling Digital Learning
Environment?
© 2017 Learning Objects.
How about an Adaptive,
Competency (or Outcomes) based,
Analytics-Driven, Personalized,
Next-Generation, Micro-
credentialling Digital Learning
Environment?
© 2016 Learning Objects.
Course Takers?
© 2016 Learning Objects.
Knowledge
Acquirers?
© 2016 Learning Objects.
“If you can
Google it,
don’t teach it.”
David Wiley
© 2016 Learning Objects.
Degree Seekers?
© 2016 Learning Objects.
Career Builders?
© 2016 Learning Objects.
© 2016 Learning Objects.
Life-Goal Pursuers
© 2017 Learning Objects.
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LMS #1
non-integrated
LMS #2(or proprietary
courseware)
Status Quo: Broken, non-integrated layers
SISSECTION ROSTER
GRADES
GRADES (manual)
COURSE
SECTION
DATA
COURSE
SECTION
DATA
COURSE
SECTION
DATA
COURSE
SECTION
DATA
COURSE
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DATACOURSE
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DATA
COURSE
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DATA
COURSE
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DATA
COURSE
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COURSE
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DATACOURSE
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DATA
COURSE
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DATA
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DATA
COURSE
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DATACOURSE
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DATA
COURSE
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COURSE
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DATA
COURSE
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COURSE
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DATA
COURSE
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DATA
COURSE
SECTION
DATA
COURSE
SECTION
DATA
COURSE
SECTION
DATA
INCONSISTENTLY FORMATTED,
OFTEN INCOMPLETE,
DISAGGREGATE DATA
© 2016 Learning Objects.
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Programmatic innovation “has
been stymied by a lack of
software support.”
Mark Leuba
VP, Product Management
IMS Global Learning Consortium
© 2017 Learning Objects.
A new architecture
© 2017 Learning Objects.
Backward design 14
ActivitiesMeasurement
Policies &
Assessments
Capabilities
Or Attributes
Learning
Design
Alignment
Emphasis on
PERFORMAN
CE
not
TIME or
PROCESSES
© 2017 Learning Objects.
Holistic, Programmatic Alignment15
PROGRAMS
COURSES
MODULES
© 2016 Learning Objects. CONFIDENTIAL
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© 2017 Learning Objects.
Layered Design
Andy Gibbons, PhD
Learning experience
design layers
Curriculum layers?
© 2017 Learning Objects.
Standards-Based
Implementation Example
Texas OnCourse
CALIPER
CALIPER
CALIPER
CALIPER
eT LTI LTIOBI
© 2017 Learning Objects.
Q&A
© 2017 Learning Objects.
ADDITIONAL MATERIAL
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
IMS Global Initiatives:
TIP & the eT
© 2016 Learning Objects. CONFIDENTIAL
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Technical Interoperability Pilot (TIP)
© 2016 Learning Objects. CONFIDENTIAL
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Technical Interoperability Pilot (TIP)
© 2016 Learning Objects. CONFIDENTIAL
STANDARDS AND
SPECIFICATIONS WORKING
GROUPS
Joellen Shendy
25
COMPREHENSIVE STUDENT
RECORD PROJECT
Jeff Grann
http://bit.ly/CSR-Projecthttp://bit.ly/IMS-CBE
© 2016 Learning Objects. CONFIDENTIAL
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Extended Transcript Prototype and Code
http://bit.ly/TranscriptCode
© 2016 Learning Objects. CONFIDENTIAL
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eT Specification Candidate & Open Reader
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
UMUC eT Pilot
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
Our Team and Sponsors
© 2016 Learning Objects. CONFIDENTIAL
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Brandman University
Dillard University
Elon University
Indiana University - Purdue University Indianapolis
LaGuardia Community College
Stanford University
University of Central Oklahoma
University of Houston - Downtown
University of Maryland University College
University of South Carolina
University of Wisconsin Colleges and University of Wisconsin - Extension
Borough of Manhattan Community College
Comprehensive Student Record Grantees
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
eT Pilot Framework
Supports UMUC’s New
Learning Model that focuses
on what the learner can do,
and how they can take this
learning and apply it in the
workplace.
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
Pilot Overview
PURPOSE
Gather student feedback on the extended Transcript (eT), content and usage
PARAMETERS
● Approximately 2,000 Graduate Students enrolled in the New Learning Model
Format
● Students have access to the eT from December 13, 2016 to March 31, 2017
(Fall 2016, and Winter 2017
● Students access their eT through their classroom
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
Implementation: Classroom View in D2L
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
More information
and survey
Printer-friendly format of
document
Name of program and class
in D2L
Name of competency
What the learner can do
after mastering the
competency
Multiple pieces of evidence
required for mastery
Pilot limited to Fall courses so all
are “in-progress”
Graded assignments
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
Pilot Overview
RESULTS
● 57% of unique students accessed their eT
● 1,487 accesses during 16 week pilot
● 84% recommended broader implementation of the eT →
“Why wouldn’t you?”
● ~50% would share the eT with a potential employer
© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017
Pilot Overview
COMMENTS
“I like it and think it's an amazing idea coming from someone making a career
change without experience”
“Great tool, frequently difficult to properly explain skills and education to
potential employers”
“It's so great that there's finally a way to be able to tell employers "This is
what I did!" because from all the projects and assignments we do, it's hard to
remember . I've also never seen something like this at my undergrad or first grad
school.”
© 2017 Learning Objects.
Learning Objects
Infrastructure Overview
© 2017 Learning Objects.
Manage curriculum design,
competencies, and content
Define competency sets
and hierarchies
Design tool for programs and courses
© 2017 Learning Objects.
Show What You Know → Learning Plan
© 2017 Learning Objects.
Evidence: enhanced credentials enable Olivia to share her work Evidence of Olivia’s learning is collected by the platform and included in her extended transcript. Olivia curates
portfolios for different purposes as further evidence of her learning. Badges defined by the institution and aligned to
competencies that employers value deepen her set of credentials.
Extended Transcript
that provides rich
insight into learning
Portfolios and badges
that empower the
learner to curate
evidence of learning
© 2016 Learning Objects. CONFIDENTIAL
Accessibility & universal design
Universal design means we strive to
deliver a consistently good experience
regardless LO of which tool or device
you use to experience it.
We follow the WCAG 2.0 AA
accessibility guidelines and periodically
reevaluate our compliance. We treat
any accessibility issue uncovered
during use as a high priority defect.
Our design approach is inclusive of
assistive technology, such as screen
readers, and mobile devices.
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© 2016 Learning Objects. CONFIDENTIAL
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© 2016 Learning Objects. CONFIDENTIAL
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© 2017 Learning Objects.
Systems Model
© 2017 Learning Objects.
Systems Thinking
PROCESS PEOPLE
DATA TOOLSERIC DENNAChief Information Officer
University of Maryland
(College Park)
© 2017 Learning Objects.
Conclusion?
• Think goals, strategy, tactics
• History matters
• Change happens in context
• Systems are key
© 2017 Learning Objects.
PERSONALIZATION
Differentiated
Instruction & Learning
© 2017 Learning Objects.
Bloom’s 2-sigma Problem
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Unspoken Assumption
TIME
AC
HIE
VE
ME
NT
1
2
3
LEARNING
GOALS
© 2017 Learning Objects.
Unspoken Assumption
TIME
AC
HIE
VE
ME
NT
1
2
3
LEARNING
GOALS
© 2017 Learning Objects.
Reality
TIME
AC
HIE
VE
ME
NT
LEARNING
GOALS
DF
W
or
Dis
continue
1
2
3
© 2017 Learning Objects.
Ideal
TIME
AC
HIE
VE
ME
NT
LEARNING
GOALS1
2
3
© 2017 Learning Objects.
Right tool, right context
Intensity / frequency of teacher-student interaction
Cognitive complexity of taskCo
nte
nt
/ a
cti
vit
y v
olu
me
re
qu
ire
me
nts
Ma
ch
ine
sc
ora
ble
/ g
uid
ab
le
Adaptive
Learning
Personalized
LearningProgram-
Based
Learning &
Mastery
Knowledge • Comprehension • Application • Analysis • Synthesis •
Evaluation
Adaptive Practice, Homework, & Test Preparation
Personalized courseware & learning sequences
Personalized program pathways & analytics
© 2017 Learning Objects.
The Science of
Muddling Through
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By root or by branch?
Rational
comprehensive
method
Successive limited
comparison
method
© 2017 Learning Objects.
Muddling Through
The trouble lies with the fact that most of us approach policy
problems within a framework given by our view of a chain of
successive policy choices made up to present. One’s thinking about
appropriate policies with respect, say, to urban traffic control is
greatly influenced by one’s knowledge of the incremental steps
taken up to the present. … The relevance of a policy chain of
succession is even more clear when an American tries to discuss,
say, antitrust policy with a Swiss, for the chains of policy in the
two countries are strikingly different and the two individuals
consequently have organized their knowledge in quite different
ways.