Digital Credentials: Moving Transcripts, Diplomas, and Nondegree Certificates Online (While Making Them Better) - Sponsored by Accenture (243846292)

8/10/2019 Digital Credentials: Moving Transcripts, Diplomas, and Nondegree Certificates Online (While Making Them Better) - Sponsored by Accenture (243846292)

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“Digital Credentials”Educause 2014



Dynamic Times for EdTech

Tech Ofcials Weigh in on Big Data,MOOCs, and open source



Whither, Credentials?



It’s a Credential Society

Credential Society

Transcripts, Diplomas, Assessments,Certications, Certicates, Licenses,

Verications

1 in 2 AdultAmericans

Formal Academic Credential

4

1 in 4 AdultAmericans

15%

Earnings Premium

Certication / LicenseAssociates Degree + Professional

Certication / License



Why Credentials Matter

Measure Signal Currency



Traditional Limitations: Learner

Incomplete Untapped

FragmentedPaper Bound



Traditional Limitations: Pathways



Innovative Trends

Micro Credentialing

Competency Transcript

PartialMastery

FullMastery

Competency

eTranscripts

Co-curricular Transcripts



A Tower of Babel?



NOW, WISCONSIN’S MODELAaron Brower



1 . Increased need for higher edand increased accountability

2. Demographics of undergrads

3. State funding and fiscal models

4. Technology

FACTORS DRIVING

HIGHER ED REVOLUTION



Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018.

Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Where are we now?US: 38%WI: 39%

2018 degree needUS: 63%

WI: 61%

2018 JOBS REQUIRE MORE

EDUCATION



18.1 million undergrads 2011: 20.3 million by 2021! 85% not full-time, not 18-24, not living on/near

campus! 43% attend 2-year colleges! 37% enrolled part-time! 33% undergrads work full-time;44% part-time

! Nearly 25% enrolled students are parents! 38% are 25+ and 25% are 30+

Source: ACE President Molly Broad Feb. 2013 presentation to UW Board of Regents, http://www.acenet.edu/news-room/Documents/Post-Traditional-Learners.pdf

COMPARE TO POPULATION

SEEKING HIGHER ED IN US



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Source: Pell Institute for the Study of Opportunity in Higher Education, Feb 2013.

HIGHER ED INVESTMENT DECLINE



IN GOOGLE WORLD,

CLASSROOMS GO FROM THIS…



TO THIS…





DIRECT ASSESSMENT CBE:DECOUPLING INSTRUCTION

FROM ASSESSMENT

LearningOutcomes Instruction Assessment

Instruction FacultyDevelopedCompetencies

FacultyDeveloped

Assessments

MOOC’s

Prior Learning

Military

Self-Taught

Curated Content



flex wisconsin edu



Next to Flex

UW FLEX IS UW

PARTNERSHIP MODEL



EXAMPLES: PARCHMENT





A Humble Proposal

PAR

Postsecondary AchievementReport



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Section 1: PAR Cover Page



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Section 2: The Transcript



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Section 3: Detailed Course Info



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Section 4: Competency Report



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Section 5: Experiential Information



Issue Credentials

PAR

PostsecondaryAchievement Report



Collect Credentials



Deliver Credentials



Share Credentials



Analyze Credentials



EXAMPLES : WISCONSIN



flex wisconsin edu







Practice & Proctored Assessments

! Measure program-level competencies

! Examples! Papers/creative works! Exams/essays! Portfolios/interviews! Performances/clinical work

! Graded “mastered” or “not yet mastered”

WHAT DO STUDENTS DO?



! Develop competencies & assessments! Curate content! Evaluate assessments! Provide feedback! Correspond with ASCs & students! Regularly refresh curriculum

WHAT DO FACULTY DO?



Program-level competencies

1. Intro to Business & Technical Comm

2. Advanced Business & Technical Comm

3. Strategic Writing for Organizations

4. Information Design

5. Technical Comm & Organizational Leadership

6. Project Management

HOW DOES IT LOOK?UW-Milwaukee Business and Technical Communications



COMPETENCY SETS



CompetencyIntro to Business andTechnical Communication

Subompetencies I

Subompetencies II

- Assess and address rhetorical situations- Write clearly for audience purposeand context

- Demonstrate effective self-presentation skills

• Research and assess audience,purpose, and context, using local,organizational, national, cross-cultural, and global perspectives.

• Select appropriate communicationchannels and media.

• Select appropriate logical andrhetorical strategies (e.g., argumentsof fact, policy, worth, expediency).

• Write with effective style, demonstratingknowledge of plain, passive, and persuasiveapproaches and good use of tone, wordchoice, vocabulary, and level of information.

• Maintain mechanical and grammaticalcorrectness.

• Demonstrate ability to write effectively forinternational audiences, ESL audiences, andtranslation.

• Understand the role, possibilitiesand norms of speech, includingexamples of digital orality (e.g., IM,SMS, social media) in public face toface and online interactions.

• Able to take an ethically defensible,dialogic stance.

• Able to deliver an effectivepresentation online and F2F.



Demonstrate effective self-presentation skills! Understand role, possibilities & norms of speech

A. Able to write description of co-worker interactionB. Able to identify request for co-worker

C. Able to identify modes for addressing situationD. Able to offer relevant script that addresses request goalE. Able to comment on how/why they will be effective

! Able to take ethically defensible, dialogic stanceA. Able to clearly detail specific challenges & arguments

B. Able to clearly outline alternative approachesC. Able to succinctly explain difference in approaches

! Able to deliver an effective presentation online & F2FA. Able to identify presentation purposeB. Able to provide specific advice for effective presentation

INTRO TO BUSINESS ANDTECHNICAL COMMUNICATION



Task: A co-worker turns to you for help witha presentation about new eagerly

anticipated software that will be difficultto learn. In a 2 to 3 page essay…

1. Analyze the purpose or purposes

2. Suggest strategies using at least 3 toolsto achieve purpose (content, argument,

organization, style, delivery)

Practice AssessmentGiving presentations online & F2F



! Conveys competencies & assessments attempted &mastered

! Includes courses taken in traditional formats, transfer

work & credit for prior learning from other institutions! Describes UW Flex! Standardizes transcription! Serves as verifiable official record! Translates to traditional learning measures! Ability to drill down/roll up & map to traditi onal course! Links to e-portfolio/expressions of learning beyond credit

or competency

FLEXSMARTSCRIPT REQUIREMENTS



Solutions we’re creating! U.S. Department of

Education! Experimental Sites! Direct Assessment

! Selected vendor for

CRM / working on SIS! Market-driven

decisions

Challenges! Federal policy

! Infrastructure-back endoperations

! Future programarray

FIRST IN THE NATION:CHALLENGES AND SOLUTIONS



! New educational model! Self-paced vs. semesters! No set path through curriculum! Blends technology with human interaction! New roles and workloads for faculty & ASCs

! New operational model! Admissions, bursar, registration, transcripts, financial aid! New Student Information System (SIS)! New Customer Relations Management System (CRM)! Integrate Learning Management System (LMS)

! New business model! Self-supporting & needing to scale! No ongoing state support

CHALLENGES IN MOVING FROMCREDITS TO COMPETENCIES



Key Questions for CIOs

• What is our current state of adoption witheTranscripts (admissions operations[receive] and Registrar [send])?

• What data aggregation and reportingprocesses are required to capture PAR-type information?

• Do existing information systems support

the necessary data elds?• How do we make academic credentialsportable and secure?



Thank You!

merci

obrigado

danke ¡gracias!

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