Presentation is loading. Please wait.

Presentation is loading. Please wait.

ASN LOOKING AT TOMORROW AND THE COMPETENCY ECOSYSTEM Weaving new threads.

Similar presentations


Presentation on theme: "ASN LOOKING AT TOMORROW AND THE COMPETENCY ECOSYSTEM Weaving new threads."— Presentation transcript:

1 ASN LOOKING AT TOMORROW AND THE COMPETENCY ECOSYSTEM Weaving new threads

2 Individualized/Adaptive Learning Return to Kees’ keynote—and the industrial/agrarian model of today’s elementary/secondary education In that industrial, factory model of education, time is the constant and competency is the variable. In the individualized, adaptive model of education, competency is the constant and time is the variable... – in fact, Time is a variable, and Place is a variable, and How (and by Whom) is a variable, and Pace is a variable!

3 Individualized/Adaptive Learning Today’s “teachers” become “educators” that teach some, mentor a lot and help orchestrate and validate student learning anywhere, anytime, anyway and at any pace New Hampshire in the U.S. has abandoned the “Carnegie Unit” making competency the constant and time the variable.

4 Competency Ecosystem

5 Jurisdictionally Prescribed Competencies Instructor-defined Learning Outcomes Digital Badges & Anywhere / Everywhere Learning ‘Certified’ Experiences

6 HIGHER EDUCATION The Bologna Process & Beyond (U.S.?)

7 Europe’s Bologna Process and a Lagging U.S. Public degree qualification frameworks – Disciplinary/field – National – Institutional Coherence – Competencies & learning outcomes

8

9 Indiana Commission for Higher Education (ICHE)—History History Competencies (Associate Level (Short-Cycle)) History Awareness Competencies Ability to: 1.recognize, appreciate, and understand how people have existed, acted, and thought in the always different context of the past (continuity and change over an extended period of time) 2.recognize and appreciate the complexity and diversity of situations, events, and past realities (time depth; and geographical range) and respect points of view from deriving other national or cultural backgrounds 3.recognize and appreciate the importance and critical perspective of historical knowledge for contemporary society 4.recognize, appreciate, and understand the nature of history as a discipline; its social rationale, theoretical underpinning, and intellectual standing; the interdisciplinary and global dimension of professional history (what questions historians and why)

10 AD HOC COURSE COMPETENCIES AND LEARNING OUTCOMES Instructor-defined

11 Course-level Competencies “Demonstrate how complex expressions are built from basic patterns.”

12 ASN Representation of Ad Hoc Course Competences Demonstrates how complex expressions are built from basic patterns

13 HE Course-Level Competencies HE Degree/Credentialing Unit- Level Competencies Discipline/Profession-Level Competencies School-Level Competencies

14 CERTIFICATION & THE GLOBAL ACADEMIES Global Examples

15 Cisco Networking Academy 9,000 local academies 50 U.S. States & 165 countries 1,000,000 students 20,000 instructors

16 Cisco Networking Academy 9,000 local academies 50 U.S. States & 165 countries 1,000,000 students 20,000 instructors

17 Microsoft Certification

18 Coherent Certification with Mobile Societies Across geography Across credentialing authorities

19 DIGITAL BADGES Everywhere / Anywhere Learning /Endorsement

20 Definition “A 'badge' is a symbol or indicator of an accomplishment, skill, quality or interest. From the Boy and Girl Scouts … to the more recently popular geo-location game, Foursquare, badges have been successfully used to set goals, motivate behaviors, represent achievements and communicate success in many contexts.”

21

22 Badges Support… Capturing and translating learning across contexts – Capturing of the learning path – Achievement signaling Encouraging and motivating participation and learning outcomes – Motivation Formalizing and enhancing existing social aspects of informal and interest-driven learning – Identity/reputation building – Community building/kinship

23 “Badges can help speed the shift from credentials that simply measure seat time, to ones that more accurately measure competency. We must accelerate that transition. And, badges can help account for formal and informal learning in a variety of settings.” —Arne Duncan, Secretary, U.S. Department of Education

24 Mozilla: Open Badges Infrastructure (OBI) The OBI includes infrastructure: – Badges (skills, interests, qualities, status and achievements, with the associated badges); – Assessment (assessing the skills and determining who should get a badge); and – Infrastructure (supporting the earning and displaying of badges, moving badges around).

25 Mozilla OBI Metadata Example: Embedded in Badge Image { "recipient": "sha256$2ad891a61112bb acc9cfe2484d59a45a3ed574a1ca93b47d07629fe", "salt": "hashbrowns", "evidence": "http://p2pu.org/badges/html5-basic/bimmy", "expires": " ", "issued_on": " ", "badge": { "version": "0.5.0", "name": "HTML5 Fundamental", "image": "http://p2pu.org/img/html5-basic.png", "description": "Knows the difference between a and an ", "criteria": "http://p2p/badges/html5-basic", "issuer": { "origin": "http://p2pu.org", "name": "P2PU", "org": "School of Webcraft", "contact": } https://github.com/mozilla/openbadges/wiki/Assertions

26 Non-Mozilla OBI compliant systems Khan Academy – https://github.com/Khan/khan-api https://github.com/Khan/khan-api Codeacademy – Foursquare – https://developer.foursquare.com/ https://developer.foursquare.com/ Stackoverflow – https://api.stackexchange.com/ https://api.stackexchange.com/ Codewall –

27 https://wiki.mozilla.org/User:Prawsthorne/BadgeBatchingHarmonizing

28 Mozilla OBI Metadata ASN: Example #1 { "recipient": "sha256$2ad891a61112bb acc9cfe2484d59a45a3ed574a1ca93b47d07629fe", "salt": "hashbrowns", "issued_on": " ", "badge": { "version": "0.5.0", "name": “Applying the Pythagorean Theorem #1", "image": "/img/pythagorean-apply.png", "description": "Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.", "criteria": "http://asn.jesandco.org/resources/S ",http://asn.jesandco.org/resources/S "issuer": { "origin": "http://example.org", "name": ”MathU", "org": "School of Many Things", "contact": }

29 Mozilla OBI Metadata ASN Example #2 { "recipient": "sha256$2ad891a61112bb acc9cfe2484d59a45a3ed574a1ca93b47d07629fe", "salt": "hashbrowns", "issued_on": " ", "badge": { "version": "0.5.0", "name": “Applying the Pythagorean Theorem #2", "image": "/img/pythagorean-apply.png", "description": "Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. ", "criteria": "http://asn.jesandco.org/resources/S11435DB",http://asn.jesandco.org/resources/S11435DB "issuer": { "origin": "http://example.org", "name": ”MathU", "org": "School of Many Things", "contact": }

30 Exploring [Common] Relationships Journey (or linked) - a set of badges that represent an individual students learning journey. Clustered (or grouped) - badges can be clustered to represent a domain of knowledge or the complete mastery of a skill. Master-detail - a set of badges may be sub- badges to a master badge. Dynamic - some badges change or are updated through time.

31 Badge-like Endorsements—LinkedIn

32 ASN take-aways… Focus on national semantic data infrastructure first—that Porsche 911 performs better on the Autobahn than on a dirt road Focus on where it’s headed—RDF and the Linked Data environment Focus on making silos ‘porous’ Focus on playing globally for the mobile learner and sharing the wealth Focus across the full competency ecosystem

33 QUESTIONS? Diny Golder, JES & Co. Stuart A. Sutton, University of Washington


Download ppt "ASN LOOKING AT TOMORROW AND THE COMPETENCY ECOSYSTEM Weaving new threads."

Similar presentations


Ads by Google