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Leveling the Recognition of Learning
The document discusses the challenges and evolving landscape of education in a VUCA (volatile, uncertain, complex, ambiguous) world, highlighting the skills gap and the demand for technology and social skills. It emphasizes the importance of competency-based learning, open badges, and micro-credentials as innovative solutions for recognizing various forms of learning and assessing capabilities. The text advocates for a collaborative approach across sectors to develop educational practices that align better with the current workforce needs.
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Leveling the Recognition of Learning
- 1. MADLaT May 5, 2017 Levelingthe Recognition of Learning Presentation support page: http://bit.ly/openbadges4he
- 2. Volatile ~ Uncertain~ Complex ~ Ambiguous A VUCA world sceptrefellows
- 3. Is there a“Skills Gap”? TheAssociationRoleintheNewEducationParadigm declining degree completion rates “non-traditional” students: 73% PSE enrolment high youth unemployment critical skills shortages affecting productivity rising cost of higher education World of Work: volatile, uncertain, complex, ambiguous Traditional educational approaches can’t keep up!
- 4. Technology skills arein demand, but they change fast! slideshare.net/linkedin
- 5. General population &college leaders NOT on the same page Is there a “Skills Gap”? TIME/Carnegie survey 2012 quoted in The Association Role in the New Education Paradigm 2016 TIME/Carnegie survey The Association Role in the New Education Paradigm
- 6. The future ofjobs World Economic Forum: Future Of Jobs 2016 Across nearly all industries, the impact of technological and other changes is shortening the shelf-life of employees’ existing skill sets. Overall, social skills—such as persuasion, emotional intelligence and teaching others—will be in higher demand across industries than narrow technical skills Top 10 Skills in 2020 1. Complex problem solving 2. Critical thinking 3. Creativity 4. People management 5. Coordinating with others 6. Emotional intelligence 7. Judgment & decision making 8. Service orientation 9. Negotiation 10.Cognitive flexibility
- 7. WEF: Recommendations forAction Make HR more strategic – get in front of trends Inform decisions with data analytics Implement more flexible, virtual work models World Economic Forum: Future Of Jobs 2016 SHORT TERM LONG TERM Break down educational silos: • Humanities/Sciences, education/work (WIL, etc.) Incentivize lifelong learning (time, motivation, means) Collaborate across sectors
- 8. Skills sought inCanada Business Council of Canada 2016 PSE Skills for a Prosperous British Columbia: 2016
- 9. Calling for acommon language for competencies cwf.ca
- 10. Outcomes over inputs Emerging:Competency Based Learning hbr.org “… high-quality learning pathways that are affordable, scalable, and tailored to a wide variety of current and emergent industries, based on competencies, not courses.” ingegno.in
- 11. 70: 20: 10L-i-f-e-w-i-d-e learning deakinprime.com / wikipedia.org The LIFE Center
- 12. Key findings aboutnon-completion: 1. Many non-completers had significant earnings gains 2. Economic value: content vs. credential 3. Non-completers are “non-traditional” students 4. Unknown factor: value of 3rd party credentials Study: Program completion stats miss the point! “The ones that got away” – a solution in hiding? WestEd Slideshare
- 13. Disruption: Education àla carte www.udacity.com/nanodegree
- 14.
- 15. Disruption: WIL-based DegreeApprenticeships bit.ly/OUDegreeAppr
- 16. Disruption: Experiential Learningat Scale riipen.com
- 17. Disruption: LinkedIn Learning linkedin.comslideshare.net/LinkedIn gov.on.ca
- 18. Ontario’s call toaction rethinking … learning resources credentials the learning experience David Porter, BC Open Badges Forum
- 19. How do wemore broadly address the experiential learning desires of students? Driving growth and innovation through technology-enabled learning eCampus Ontario How do we provide students with relevant real-world projects as practical experiences? How to we allow employers to audition student talent while the students are still in school? How can we provide self-managed environments for supporting experiential learning? David Porter, BC Open Badges Forum
- 20. Paper silos: Issueswith certification today freedesignfile.com/92259 Transparency issues • “Dumb” paper often needs other documents, e.g. syllabus • Proxy only – not the whole story • Easy to forge Physical issues • Difficult to share, easy to lose Recognition issues • Lack of granularity • Lack of context - no links to supporting evidence • Experiential learning not valued • Lack of alignment, transfer, articulation, “stackability”
- 21. Example: Transcript forco-curricular experience ccr.utoronto.ca
- 22. Trends in professionalcredentialing Use technology to: •reduce waste (paper, effort) •increase quality Re-use credential information for: •onboarding •HR planning •performance review •accreditation •Quality Assurance, systemic analysis Enable continuous credentialing SEER Health: The Future of Provider Credentialing
- 23.
- 24. Clear progress markers motivating learners, supporting advisors Flexible learning pathways granular, incremental, multi-source, laddered, remixable Visual branding issuers and earners Online trust system demonstrate skills & capabilities proof of performance backed by issuer A digital representation of an accomplishment, interest or affiliation that is visual, available online and contains metadata including trusted links that help explain the context, meaning, process and result of an activity. As an open artefact, the earner can present the badge in different contexts from which it was earned. Micro-credential – portable record of learning What is an Open Badge?
- 25. Scouting Achievement Heraldry Affiliations Blue Light Authority Military Rank &Skills www.britishbadgeforum.com/forums/showthread.php?t=7253 metronews.ca/ History of recognition using Badges Since pre-Roman times ... Badge Tracking Android App
- 26. Mapping badgespace credentials digital badges certifications Open Badges micro- credentials CCBY Doug Belshaw dougbelshaw.com Standards-based & interoperable No image requirement
- 27. Immediate transparency, instantvalidation Interactive digital credentials
- 28. Share on socialmedia LinkedIn for “résumé worthy” badges also
- 29. SUMMATIVE ASSESSMENT a micro-credential a discreterecord in a modular transcript TECHNICAL DESCRIPTION a portable “smart” graphic embedded with structured data with links to supporting information Different perspectives… What is an Open Badge? FORMATIVE ASSESSMENT recognition of desired behaviour a marker on a development path “… a simple digital standard for recognizing and sharing achievements, skills and performance over networks.”
- 30. How do OpenBadges support learning & recognition?
- 31. Some uses ofbadges (can be combined) transformingassessment.com/TA_webinar_5_mar_2014_Simon_Cross.pdf Recognize status Reputation Group affiliation Keep artefacts Souvenirs of experience Motivate learning “Game mechanics” Set goals, track progress Personal learning pathways Assess & recognize learning Formal, non-formal, informal Fill recognition gaps
- 32. Purdue University Beyond grades OpenBadges Grades Learner control over presentation and “ownership” A-F grading system focuses on sorting-based assessment and can be opaque. Transparency of learner attainments and mastery Not always indicators of actual capabilities. (Often) provide specific evidence for learner attainments from life-wide contexts Do not explicitly address informal learning except via Recognition of Prior Learning (RPL) processes Adapted from Bill Watson, PurduePoly 2014 (YouTube )
- 33. Badge taxonomy fromPenn State Chris Long
- 34. Opening up Education bit.ly/OpeningUpEd a)issuing a certificate, diploma or title b) acknowledging & accepting credentials, such as a badge, a certificate, a diploma or title issued by a third-party
- 35. Early trends: Asummary Over 10 million badges, thousands of issuers Early adoption: • After school, community programs (youth) • Continuing Education • Professionalization and PD • Product training (esp. ICT) - the “Extended Enterprise” • Business Soft Skills • Testing Recognition • Pre-employment
- 36.
- 37. Granular learning pathways ColoradoState University Community focused Industry driven Learner centric Ecosystem friendly slideshare.net/secret/xBjQY3Ipdsc06l bit.ly/1E0TqAM “...an opportunity to facilitate large numbers of learners from across the world with just-in-time education from a multitude of educational providers.”
- 38. “Extended Enterprise Learning” Technologyvendor product training Adobe IBM AutodeskOracle Hortonworks
- 39. Professionalization & PD Unregulated: •AXELOS • HR Certification Institute • AACE (total cost management) • Society for Human Resource Management (SHRM) • International Board of Credentialing and Continuing Education Standards (IBCCES) • ASIS International Regulated: • American Board for Certification in Orthotics, Prosthetics & Pedorthics • Institute of Management Accountants • Association of Clinical Research Professionals
- 40. University of Michigan Co-Curricularbusiness skills development
- 41. 192,000 workers inScotland Professional: Regulator & Sector Council badges.sssc.uk.com/badges Work based qualifications: enter with little education, achieve a degree Open Badges to recognized informal learning Potential for formalized RPL later
- 42. OU’s OpenLearn –Badged Open Courses (BOC) bit.ly/OUbadges
- 43. Emerging benefit: corporateskills registry
- 44.
- 45. Employability soft skillsshared on social media Deakin University Hallmarks (AQF 7: Bachelor) t.co/ior8y5pbqe
- 46. Graduate Learning Outcomes~ RPP credits DeakinDigital: Recognition of Professional Practice
- 47. Graduate Learning Outcomes~ RPP credits DeakinDigital: Recognition of Professional Practice RPP Credentials applied toward Professional Practice Qualifications (FutureLearn “Cloud Campus”): Master of Professional Practice (Financial Planning) $5K (10 RPPs) + $14.6K (courses) Graduate Certificate Professional Practice (Financial Planning) Master of Professional Practice (Information Technology) $5K (10? RPPs) + $13.1K (courses) Graduate Certificate Professional Practice (Information Technology)
- 48. Trades Certification -City & Guilds/Worldchefs worldchefs.org/Certification Issued using sharable Open Badges
- 49. What’s happening inCanada?
- 50.
- 51. Non-credit recognition Ryerson –Chang School SME Coaching 4 sessions, applied learning Badges issued: 2 SME Lecture 1-2 hours, 2-3 outcomes Badges issued: 158 Online Course 4 weeks (~20 hrs) with assignments Badges issued: 140 Retirement Home Love of Learning, Personal Recognition Badges issued: 4
- 52. Program accreditation, NOSand professional recognition ITAC – Business technology management SFIA – 3 BTM Pgm $50 SFIA = Skills Framework for the Information Age SFIA – 5 BTM Pgm Board Assessment $350 SFIA – 7 BTM Pgm Board Assessment $350 btm-forum.org
- 53. Emerging open recognitionnetworks
- 54. Toward a nationaldigital skills framework Ireland’s ALL ABOARD allaboardhe.org CC BY-NCalso: Slideshare presentation Diverse, transversal recognition: • skills development in courses • study skills • employability & leadership • graduate attributes (GLOs) • non-formal & informal CPD • outreach, volunteering & communications Open Educational Practices • multi-institution collaboration • open curriculum (shared framework, remix/repurpose) • distributed delivery network (multi-LMS via SCORM, xAPI, zip) • distributed credentialing network via OBF (WP/Bb/Moodle plugins) • open recognition network via OBP
- 55. A regional network Cross-sectoralpartnerships eddesignlab.org/badgingchallenge/ * see p21.org
- 56. The Cities ofLRNG network
- 57. Colorado – across-sectoral network DPS presentation
- 58. Humanitarian PLE -across agencies, across careers Talent Pipeline Recruitment Induction Formative Assessment Gap Training Team Building Performance Management Talent Management Experience Achievements Professional Development Career Development Leadership Development SME Specialization Career Change Outplacement Career Pathways External Performance Support Google, YouTube External repositories Coaching and Mentoring Other External Learning MOOCs, Open Ed Resources, Personal Learning Network, Communities of Practice OCBA OCG OCP Academic recognition? New Career? OCB OCA Other MSF LMSs such as: Skills Marketplace Demand Supply Badge Passport/ ePortfolio Digital Credentials External Recognition Workplace Assessments & Achievements New Mission? New MSF role? HRIS/ERP Systems Performance Management System Talent Management System
- 59. Humanitarian Passport Initiative Vision:an international recognition network PLE/PDE
- 60. Starting up aregional skills network in Canada … Help us transform Open Badges into alternative credentials that build our workforce
- 62. Forthcoming Request forExpressions of Interest (EOI) Provincial prototype for alternative recognition To support & extend technology-enhanced teaching and learning, especially in: • Recognition of Prior Learning • Informal Co-Curricular Learning • Skills and knowledge required for workforce entry Potential common themes: • Open educational practices • Competency based education • Institutional & program learning outcomes • Employability soft skills • Work Integrated Learning
- 63.
- 64.
- 65.
- 66. Open Badges: Nextsteps
- 67.
- 68. Mozilla passes thetorch x
- 69. Pre-implementation phase v2.0 OpenBadge specification Improved Linked Data / JSON-LD support • more flexibility, interoperability Embedded evidence and criteria More flexible recipient identifiers • email, telephone number, url, profile id Third Party Endorsement • badge issuer, badge class, badge assertion • new image metadata for accessibility Internationalization and multi-lingual badges Improved alignment to external frameworks and objectives • by issuer, by consumer/3rd party, can be part of endorsement Security improvements
- 70. IMS: using OpenBadges in networked data Extended Transcript Open Badges Extensions for Education (OBEE) 2016: Issuer Accreditation, Assessment Type imsglobal.org/initiative/enabling-better-digital-credentialing VISION
- 71.
- 72. Filling a void– Open Recognition openrecognition.org Claim this badgeRead the Declaration – and sign it!
- 73. What does allthis mean?
- 74. www.badgealliance.org/why-badges/ VISION: a skillsecosystem Open Badges, micro-portfolios in social networks Going digital helps… searchingdeconstructingvalidating aligning sharingcombiningassessing “valorizing”
- 75. Open Badges, ePortfolios&“Badge Passports” Benefits of a new skills currency Visually efficient and appealing Engages, builds confidence, provides continuing feedback Individual pathways, multiple sources of learning Formal non-formal informal learning Modular, stackable, diverse, re-mixable, portable, shareable Programs not completed can be partially recognized and recombined Add evidence, reflection as appropriate Drill down to specifics or roll up into larger outcomes Combined in badge passports and ePortfolios Common standard for skills exchange Trustable, easy to understand Transparent criteria, evidence, issue/expiry date Flexible alignment to frameworks, requirements, training plans Issuing organization validated and branded by the badges it issues; maintains ongoing connection to earners Learner centred, employer friendly, becoming more machine-readable
- 76. Some questions toask Are you a potential Open Badges issuer? Behavioural goals? Redeemable worth? worth the effort? filling a void? marketing ROI? Value add? Champions? Sustainability? what will your badges “buy”? have you talked to employers? students? internal leadership? professional bodies? employers? cost structure? who will maintain & improve it over time? engagement? feedback? recognition? development? skills frameworks?
- 77. LMS? * Make/adapt yourown (FOSS) License & install proprietary SW Cloud Service DIY versus Supported Getting started Badge Canvas Design Principles Card Deck Do It Yourself Workshops: awareness, train the trainer Design & implementation support Technology support Supported Technology choices Explore: earn a badge, display it Immerse: research, LPP (lurking) in badge community Experiment: design a badge, design a small badge system Pilot: build internal support, implement, maintain and improve
- 78. Using Moodle /Totara LMS as an example Benefits of centralized management Feature/Aspect Internal LMS Tool External plug-in System Control Ad hoc badge creation, abandonment at the course level. No global system. Centralized, role-based badge system design, issuing, tracking. Access to badges Hard to copy/access between courses Create once, access system-wide Reports No comprehensive reports Detailed global reports Records management (“badge rot”) Badge records are vulnerable to course deletion, system upgrades Centralized, secure badge records stored outside of LMS Badge Criteria Moodle / Totara statement only Complete editing control Adding Evidence No way to add evidence Option to add evidence Badge applications By assignment completion only Fully customizable assessment form Badge claiming Inside Moodle / Totara only Inside or outside Moodle Milestone badges No Yes – stack small badges into big ones Mahoodle Issue in Moodle only Issue in Moodle and/or Mahara Road Map, future flexibility Modest road map; flexibility is LMS- dependent; Totara / Moodle “fork” Agile road map, highly flexible, LMS- independent
- 79. ConEd, CPD Contract Training Professional Education High Schools Community Colleges Educational Consortia Employers Apprenticeship Authorities Student Services Universities Faculties, Departments PACE Depts. Governments Professional Bodies Undergraduate Studies Post-Graduate Studies Post-Secondary Preparation NGO Agencies AssociationsPrivate Educators& Trainers Student Bodies Sector Organizations Standards, Accreditation Bodies Learning Continuum Recognition, Curation and Transfer: Admission, Transfer, Graduation, Licensure, Continuing Competence, Career Transition, Credit Transfer, Credit Bank, PLAR, Digital Badges – Open Badges – Skills Passports – ePortfolios Experiential Learners: Work-Integrated Learning (WIL), Co-Curricular, Extra-Curricular, Lifewide Learning Diverse Learners: young/old, serial/working/ transition/at risk, domestic/international/refugee, full-time/part-time ... Open Educational Practices: LMS – ePortfolio – Social Media – “Domain of Your Own”, Open Content: OER, Open Textbook, Wide Open Internet, Open Learning: “Open Boundary”, xMOOC, Cmooc, Open Assessment
- 80.
- 81. The future isalready here; it’s just not very e venly dis tributed. William Gibson Final thought en.wikiquote.org
- 82. Don Presant don@learningagents.ca @donpresant Presentation supportpage: http://bit.ly/openbadges4he
Editor's Notes
- #2 About Learning Agents About Don Presant
- #13 Average age 37-38; often with BA or better
- #19 Technology enabled learning Enable learners of the future Most students already know that PSE is not the end of their education: continuous,; what they “know” is permanently beta Premier’s HSWI: “Building the Workforce of Tomorrow” Badging is not a solution is search of a problem. Ontario has a problem and needs to aim badging at it. Minister: every PSE student in Ontario shall have a meaningful experiential learning opportunity before graduation. How do we do that? Rethinking: -the learning experience -learning resources (OER) -credentials (recognition).. makes Provosts gasp, but getting butts kicked by players like: RED Academy (small pieces of learning that enable you to DO stuff – not that you took a course in swimming – can you swim?) Rethinking Learning: Address experiential learning desires of students Provide real world experiences Allow employers to audition students Provide self-managed environments to support learning WIL, co-op, practicums,… but mostly self-directed T-shaped student: deep domain knowledge, but broad practical experience – how does that translate into a 3D CV? If LinkedIn is where you put this stuff, how can institutions interoperate with that? eCO is working to put in the infrastructure for a provincial badging system prototype. Also working with LinkedIn Learning, Riipen, other kinds of people working with interesting technology-enabled ideas Final Q: what does the common infrastructure for experiential learning and validation of that learning look like in Canada and who needs to be involved?
- #56 Key Subjects English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. 21st century interdisciplinary themes: • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication • Collaboration Information, Media and Technology Skills • Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility
- #59 Other humanitarian learning systems, e.g.: -RCRC -CDC -UNHCR Global Learning Center
- #63 Each institution will set its own specific goals and terms of reference, working with eCampusOntario and potentially in collaboration with other institutions.
- #71 https://medium.com/openbadges/the-open-badges-for-education-extensions-obee-initiative-e84884845b2c#.2owij0c1v The Issuer Accreditation extension will provide a reference to a single or multiple accreditation bodies that certifies the badge issuer. The Assessment extension will provide information about single or multiple assessments that may have been required as part of the badge issuance process.
- #82 Soft skills enable hard skills Badges are ePortfolios Badge design should be nuanced, not binary – easy to do… badly There’s lots of there there, but not a lot of it is here in Canada