Let’s share a…

Serge Ravet, Open Badge Passport Personal Open Ledger

Design CharretteAustin March 22-23 2016

This presentation is based on work supported by John D. & Catherine T. MacArthur Foundation under Prime Award No. 13-104890-000-USP and The Regents of the University of California.

About my Work

ePortfolio

Identity Trust

Open Badges

Open Badge Passport

Personal Ledger

Portfolio

Competency Based

Education

Quality

Blockchains

1985 1995 2000 2010 2015

Simulation

self-study Bit of…

Relevant Practice

About Competency Frameworks

222

Unit G2 Co-ordinate the running of projects

Element G2.2 Co-ordinate activities, resources and plans

The National Standard

This section provides criteria to assess whether you co-ordinate activities, resources and plans to the National Standard

of competence. It also lists the knowledge and understanding which are essential for effective performance.

Performance criteria Knowledge requirements

You must ensure that

a) you monitor and evaluate project work in a way

which is consistent the agreed plans

b) you accurately measure progress against plans and

identify emerging risks and difficulties and their

causes

c) you obtain clear authorisation for all stages of work

to start, continue or finish

d) you clearly inform your higher-level manager of any

emerging problems or risks in good time for

remedial action to be taken

e) you keep activities and resources in line with the

project’s plans or seek approval from the

higher-level manager for any amendments to plans

and resources

f) you recommend changes in project activities, plans

and resources in a way which keeps disruption to a

minimum

g) you make any adjustments to activities, resources

and plans with the knowledge and agreement of the

team and accurately record and store these

adjustments

h) you inform the higher-level manager promptly and

clearly of any need to review the project’s scope

and definition with the sponsor.

You need to know and understand

Analytical techniques

• how to identify and assess emerging risks.

Change management

• the importance of managing change in projects and

how to minimise disruption wherever possible.

Project management

• awareness of different project management methods

and their possible uses

• methods to monitor and evaluate project progress

effectively

• the importance of obtaining authorisation for all

stages of work to start, continue or finish according

to your evaluation of progress

• why activities need to be kept in line with the plans

for the project and control methods to ensure this.

Resource management

• why resources need to be tightly controlled and

methods to achieve this.

Working relationships

• why higher-level managers need to be promptly and

clearly informed of any implications for the project’s

scope and definition

• why you should have the agreement of team

members in order to adjust activities, resources and

plans

• who needs to be consulted on what kinds of changes

• how to negotiate adjustments to the satisfaction of

all those involved.

EIfEL COMPETENCIES FOR E-LEARNING PROFESSIONALS

e-learning standards Page 1 First Draft for Comment: 21/03/y

© EIfEL

Key Area A. Provide strategies and leadership for individual

and organisational learning

KEY AREA A. PROVIDE STRATEGIES AND LEADERSHIP FOR INDIVIDUAL AND

ORGANISATIONAL LEARNING ........................................................................1

Introduction to Key Area A......................................................................................

.............................3

AA Develop a vision and strategy for individual and organisational learning.............................5

AA 1 Collect and disseminate intelligence on KILT 5

AA 1.1 Identify current provision and developments in learning services, infrastructure and products 7

AA 1.2 Identify and disseminate good practice in using KILT for learning services, infrastructure and

products 7 AA 1.3 Benchmark organisational learning practice in using KILT for learning services, infrastructure and

products 8 AA 1.4 Promote the use of KILT for learning services, infrastructure and products 8

AA 2 Establish strategies for individual and organisational learning 9

AA 2.1 Create a shared vision and mission to give purpose to learning 11

AA 2.2 Gain support for organisational learning strategies. 12

AA 2.3 Develop strategies for learning

12

AA 2.4 Implement strategies for e-learning 13

AA 2.5 Evaluate and improve strategies for learning 13

AA 3 Contribute to strategies for e-learning 14

AA 3.1 Establish your role and responsibilities for learning strategies 15

AA 3.2 Evaluate and improve your contribution to learning strategies 16

AA 3.3 Make significant contributions to learning strategies 15

AA 4 Promote a culture that encourages innovation, learning and knowledge sharing 16

AA 4.1 Communicate the value of innovation, learning and knowledge sharing 17

AA 4.2 Provide support for innovation, learning and knowledge sharing 17

AA 4.3 Recognise achievements in innovation, learning and knowledge sharing 17

AA 4.4 Responds appropriately to changing environments 18

AA 5 Establish and maintain partnerships for learning 18

AA 5.1 Support and communicate the value of building partnerships 19

AA 5.2 Recognise achievements of partnerships 19

AA 6 Lead a learning organisation

5

AA 6.1 Create and support a learning organisation 5

AA 6.2 Promotes and support professional development 6

AA 6.3 Promotes and review effective training and learning 6

AB Manage quality of learning services and products .................................................................20

AB 1 Manage Organisational performance 20

AB 1.1 Develop measures and criteria to evaluate your organisation’s performance 20

AB 1.2 Evaluate your organisation’s performance 20

AB 1.3 Explain the causes of success and failure in organisational strategies. 20

AB 1.4 Measure the impact of policies on organisational learning, innovation and knowledge creation 21

AB 2 Promote accountability

21

AB 2.1 Promote outcome-based performance 21

AB 2.2 Interpret and apply relevant legislation and policy 21

AB 2.3 Collect, analyse and report relevant data 22

AB 2.4 Operate in an ethical framework 22

AB 3 Establish and maintain quality assurance systems 22

AB 3.1 Promote quality

23

AB 3.2 Establish quality assurance systems 23

Evaluation Report

TEACHER COMPETENCY FRAMEWORK

TEACHING IN THE 21ST CENTURY

!

AEMA

COMPETENCY FRAMEWORKA PROJECT FUNDED BY THE EUROPEAN COMMISSION

ADULT EDUCATION MADE ACCESSIBLE

Partners

Adult education made accessible.

Want to be part of the AEMA Network?info@aemanet.eu

www.facebook.com/aemanetwork

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the commission cannot be held responsible for any use which may be made of the information contained therein.

www.linkedin.com/groups/ Adult-Education-Made-Accessible-8101817

@AEMAnetwork

www.aemanet.eu

ADPIOS

Symbiosis Foundation

not everyone has equal access to adult education

www.aemanet.eu

we aim to change that

Adult education made accessible.

Partners

Adult education made accessible.

Want to be part of the AEMA Network?info@aemanet.eu

www.facebook.com/aemanetwork

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the commission cannot be held responsible for any use which may be made of the information contained therein.

www.linkedin.com/groups/ Adult-Education-Made-Accessible-8101817

@AEMAnetwork

www.aemanet.eu

ADPIOS

Symbiosis Foundation

not everyone has equal access to adult education

www.aemanet.eu

we aim to change that

Adult education made accessible.

2004 2012 20151996

Scholarshipp & Research

publications

Planning Assessment

indicators activities

Producing Evidence

personal ledgers

Assessing Evidencefeedbacks

endorsement

Designing Learning

Experienceschallenges

playlists

Designing Learning

Ressources

Designing Competency /

Outcome Frameworks

Accrediting Learning

open badges personal ledgers

Connecting Learningnarratives portfolios

Learning Community

Exploiting Learning

Informs

Connecting Communities

EmploymentSelf-EmploymentCareer developmentSocial involvement

Professional Practicenarratives

Review Outcomes

endorsements

Scholarshipnew knowledge

Professional Development

PD programmes

AccreditationCredentials

Standardsknowledge

skills attitudes values

Learning Community

Informs informed practice

informed practice

PracticeStandards inform

Good Standards

Forward Looking Transformative

Encourage innovation and risk taking

Based on functional analysis (rather than task analysis)

How to keep them current?

OpenCompetencyMap?Infer standards from reflective practice

Mobilise collective intelligence

–Alfred Korzybski, Polish-American scientist and philosopher

“The map is not the territory”

PracticeStandards inform innovationconformance

About Learningin relation to standards…

–Stephen Downes “Connectivism and Connective Knowledge.”

“The most important function of a person in a community is no longer conformity, but rather, creativity and expression. ”

“The effectiveness of knowing is defined not by conformity but by adaptation.”

–Alfie Kohn

“Deeper learning and enthusiasm require us to let students generate possibilities rather than just choose items from our

menu; construction is more important than selection.”

Learning individuation vs. learning personalisation

Types of individua(lisa)tion

W e a k

S t r o n g

P e r s o n a l i s a t i o n

I n d i v i d u a l i s a t i o n

C o n t r o l

E m p o w e r m e n t

E x t r i n s i c m o t i v a t i o n

I n t r i n s i c m o t i v a t i o n

Sequencing, testing, adapting

Planning, acting, reflecting

Programmed learning

Self-regulated learning

Sc

aff

old

ing

Le

ar

nin

g

About Micro-Credentials

Carpet Badging

Weapons of mass

destruction

Spray and PrayDan Hickey

no! of pedagogy

Re-interpreting micro-credentials

TRUST

CONTENT

Micro-

Meso-

Macro-

CredentialsGlobal

Local

Individual

XXXL

Medium

Small

Community

IndividualsOrganisation

Nation

Region

SectorEnvironment

Meso

Macro

Micro

Rethinking credentials as seeds

feed me!

endorse me!

“We need to look at Open Badges (and credentials) as seeds that need to be nurtured, rather than pretty pictures that would fade over time if they were not digital. Trust is the fertiliser at our disposal”

About Trust

Percentage of adults reporting that they trust others - Education at a Glance 2014 OECD Indicators

70 7050 5030 3010 100 060 6040 4020 20% %

By literacy proficiency level By educational attainment

Slovak RepublicEstonia

ItalyCzech Republic

FranceKorea

GermanyJapan

IrelandPoland

England/N. Ireland (UK)Average

Flanders (Belgium)CanadaSpain

AustriaUnited States

AustraliaFinland

NetherlandsSwedenNorway

Denmark

Below upper secondary education

Upper secondary or post-secondary non-tertiary education

Tertiary educationLevel 4 or 5Level 3Level 2Level 1 or below

Trust vs Security

Security is intrinsic to trust

Trust

Intimacy

Security

Privacy

A teenager had spent many months in a young peoples psychiatric hospital. When he was about to leave a therapist asked him what was the most significant thing which helped him in his recovery. He responded that it was the moment when in and art group the therapist asked him to fetch some art paper from a cupboard in another part of the building. The therapist handed him the keys to the cupboard which were on a key ring with many other keys to the rooms in the building.

They young man said he felt so good, not just because he had been chosen to do the small job when his esteem was very low but because the therapist had not hesitated but just handed him the keys. He knew he could have used those keys to get up to all sorts of mischief but he felt trust to act responsibly.

Julie Lunt <julie at newpaths.eu>

if you can trust somebody

- Ernest Hemingway

is to trust them.

The best way to find out

SR

“Educating trustworthy

citizens starts with

trusting educators”

and citizens !

“Making learners the source of learning recognition.”

Celebrating the sources of learning

My sources of learning

About TechnologiesFrom ePortfolio to Open Badges

PortfolioComputers

ENIAC, 1947

Individuation

Trust

The True Value of Open Badges…

Issuer Earner

Chains of trust

Networks of trust

Blockchains

Personal LedgersBits of Trust

Personal Ledger(personal capital)

Invest

WithdrawDevelop

open services

Open Badge Passport(portfolio)

open services

(storage)Backpack

Issuing

RevokingCollecting

spray & pray

My Debts

My Credits What I have invested in others

What others have invested in me

My Assets Artefacts producedWhat I have produced / own / share

Endorsement received

Endorsement offered

Pers

onal

Ledger

N L L NLL

NLL

L L

LN L L L

Distributed Personal Ledgers

Pers

onal

Ledger

1000 Received Credentials Name ID BoT Issuer Criteria Evidence Picture …

2000 Issued Credentials Name ID Earner Criteria Evidence Picture …

3000 Evidence Name ID Type … … … …

4000 Assets Name ID Type … … … …

5000 … … … … … … … …

… … … … … … … … …

4000 Assets Name ID BoT Type … … … …4100 IPR … … … … … … …4200 Publications … … … … … … …4300 … … … … … … … …Pe

rson

al Le

dger

1000 Date/Time Name ID BoT Issuer Criteria Evidence Picture …

1001 1/6/2016/11:23 Ledger Expert Level1 1FL2LFL8K8… +4 I82NCJ7FK… CF84KULF… ELPO7DUJ… PINFJ48D6… …

1002 24/9/2017/09:12 Assessor Level 2 1IFN74JS91… +849 IK49FL4MM… C3MPG7D… FP4TLRS4… null …

1100 24/9/2017/09:13 … … … … … … …

1101 … … … … … … …

Received Credentials

Issued Credentials

2000 Date/Time Name ID BoT Earner Criteria Evidence Picture …

2001 … Trustworthy Company 2FL2LFL8K8… 1 IKFI7469HL… CCL0FLD.… EPFLDKD8… - …

2002 … Creative 2IFN74JS91… 138 I0DU7CHKB… … … … …

2100 … … … … … … …

2101 … … … … … … …

EvidenceCompetency Framework

Sum of BoTs in earners’ ledgers under the entry

“Creative”

Trust received (debt) + Trust invested in others (credit)—————————————— My Trust capital

Social Trust Capital = ∑debts = ∑credits

Using to elicit and grow social capital

Using data analytics to move from analytical to analogical approaches

I want to hire someone like this person

graph of a community of practice (trust network) elicited with

Which pathways to become someone like her?

Empower individuals with the power to trust!

Let’s share a…

Open Data

Open ServicesOpen Discovery VRMOpen Knowledge Open Social ....

Open Trust

Open SocietyOpen Learning Open Employment Open Government

Open Passport Personal Ledger

Open Business

...

...

Personal Proxy Personal Data Store

Open Badge Infrastructure Blockchain ...SDSI + SPKI FOAF + SSL

Trust, the Revolution! ePIC 2016Pathways to educational andsocial innovation

BOLOGNA 27-29 OCTOBER

Open Badge

ePortfolio

Identity

Trust

Blockchain

http://openepic.eu

0101011

01100

Serge RavetFrance ADPIOS, EUROPORTFOLIO, Badge Europe,@Szerge, learningfutures.eu, iosf.org openbadgepassport.com, europortfolio.org

Merci !SR