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ASN looking at tomorrow and the competency ecosystem

Weaving n ew threads . ASN looking at tomorrow and the competency ecosystem. Individualized/Adaptive Learning. Return to Kees ’ keynote—and the industrial / agrarian model of today’s elementary/secondary education

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ASN looking at tomorrow and the competency ecosystem

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  1. Weaving new threads ASN looking at tomorrow and the competency ecosystem

  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 Schools Today University Bologna etc (Europe)/Tuning U.S. Courses Instructor/course-level competencies Tomorrow Certification Formal & commercial certification programs Digital Badges Anywhere / everywhere Learning (experiential badging)

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

  6. The Bologna Process & Beyond (U.S.?) Higher Education

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

  8. Indiana Commission for Higher Education (ICHE)—History History Competencies (Associate Level (Short-Cycle)) History Awareness Competencies Ability to: • 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) • 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 • recognize and appreciate the importance and critical perspective of historical knowledge for contemporary society • 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) • ... • ...

  9. Instructor-defined Ad Hoc course competencies and Learning outcomes

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

  11. ASN Representation of Ad Hoc Course Competences <asn:Statementrdf:about="http://asn.jesandco.org/resources/S23664635"> <asn:authorityStatusrdf:resource="http://purl.org/ASN/scheme/ASNAuthorityStatus/ Original"/> <asn:indexingStatusrdf:resource="http://purl.org/ASN/scheme/ASNIndexingStatus/Yes"/> <dcterms:isPartOfrdf:resource="http://asn.jesandco.org/resources/D10345FB"/> <dcterms:educationLevelrdf:resource="http://purl.org/ASN/scheme/ASNEducationLevel/ Graduate"/> <dcterms:subjectrdf:resource="http://purl.org/ASN/scheme/UWiSchool/metadata"/> <dcterms:descriptionxml:lang="en-US">Demonstrates how complex expressions are built from basic patterns</dcterms:description> <dcterms:languagerdf:resource="http://id.loc.gov/vocabulary/iso639-2/eng"/> <gemq:isChildOfrdf:resource="http://asn.jesandco.org/resources/S8726736"/> </asn:Statement>

  12. Discipline/Profession-Level Competencies HE Degree/Credentialing Unit-Level Competencies Coherence HE Course-Level Competencies Context: Higher Education School-Level Competencies Context: Schools

  13. Global Examples Certification & the global academies

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

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

  16. Microsoft Certification

  17. Coherent Certification with Mobile Societies • Across geography • Across credentialing authorities

  18. Everywhere / Anywhere Learning /Endorsement Digital badges

  19. 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.” http://bit.ly/badgepaper4

  20. 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 http://bit.ly/badgepaper4

  21. “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

  22. 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).

  23. Mozilla OBI Metadata Example:Embedded in Badge Image { "recipient": "sha256$2ad891a61112bb953171416acc9cfe2484d59a45a3ed574a1ca93b47d07629fe", "salt": "hashbrowns", "evidence": "http://p2pu.org/badges/html5-basic/bimmy", "expires": "2013-06-01", "issued_on": "2011-06-01", "badge": { "version": "0.5.0", "name": "HTML5 Fundamental", "image": "http://p2pu.org/img/html5-basic.png", "description": "Knows the difference between a <section> and an <article>", "criteria": "http://p2p/badges/html5-basic", "issuer": { "origin": "http://p2pu.org", "name": "P2PU", "org": "School of Webcraft", "contact": "admin@p2pu.org" } } } https://github.com/mozilla/openbadges/wiki/Assertions

  24. Non-Mozilla OBI compliant systems • Khan Academy • https://github.com/Khan/khan-api • Codeacademy • http://www.codecademy.com • Foursquare • https://developer.foursquare.com/ • Stackoverflow • https://api.stackexchange.com/ • Codewall • http://coderwall.com/api

  25. Harmonizing https://wiki.mozilla.org/User:Prawsthorne/BadgeBatching

  26. Mozilla OBI Metadata ASN: Example #1 { "recipient": "sha256$2ad891a61112bb953171416acc9cfe2484d59a45a3ed574a1ca93b47d07629fe", "salt": "hashbrowns", "issued_on": "2012-12-01", "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/S1143545", "issuer": { "origin": "http://example.org", "name": ”MathU", "org": "School of Many Things", "contact": "admin@example.org" } } } #1

  27. Mozilla OBI Metadata ASNExample #2 { "recipient": "sha256$2ad891a61112bb953171416acc9cfe2484d59a45a3ed574a1ca93b47d07629fe", "salt": "hashbrowns", "issued_on": "2012-12-01", "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", "issuer": { "origin": "http://example.org", "name": ”MathU", "org": "School of Many Things", "contact": "admin@example.org" } } } #2

  28. 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. http://criticaltechnology.blogspot.com/2012/10/linkages-to-other-badges.html

  29. Badge-like Endorsements—LinkedIn

  30. ASN take-aways… • Focuson 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 • Focusonmaking silos ‘porous’ • Focus on playing globally for the mobile learner and sharing the wealth • Focus across the full competency ecosystem

  31. DinyGolder, JES & Co. dinyg@jesandco.org Stuart A. Sutton, University of Washington sasutton@uw.edu Questions?

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