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From Badges to Breakthrough. An EDUCAUSE featured session. Ellen Wagner, Fred Hurst, Karen J Solomon, Deb Everhart. October 17, 2013. MOOCs, personalized learning, direct assessment, badges.
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From Badges to Breakthroughs: Unleashing Learner Potential through Competency-based Achievements
Ellen Wagner, WCET, ChairFred Hurst, Northern Arizona University
Karen Solomon, Higher Learning CommissionDeb Everhart, Georgetown University and Blackboard, Inc.
What You Can Expect from this Session
• This panel session shares experiences and perspectives with innovations that are challenging “The Course” as the primary unit of educational currency.
• We will discuss credit for MOOC completion, personalized learning, direct assessment and verification of competencies and badge frameworks as options for extending low-cost, quality educational opportunities for increasingly diverse
student and instructor populations.
Alternative Models of Postsecondary Education are Gaining Traction
• New student populations expect education that is flexible, relevant, and meaningful
• Elite universities are accelerating interest in online learning through massive, open online courses.
• Expectations of institutional accountability have amplified questions about whether and how universities should be “scored.”
• The “ticking time bomb” of American student loan debt is changing consumer attitudes about the value of education.
The Potential for Alternative Credentials
• Thomas Friedman: “Alternative credentialing has potential to lift more people out of poverty…. [and] to unlock a billion more brains to solve the world’s biggest problems” (http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html).
• Alternative credentials can ignite learning enthusiasm, improve learner success, and ultimately increase human potential.
New Modes and Models
These phenomena, among others, are driving the demand for low-cost, reasonable-quality educational experiences. Innovative institutions are responding with alternatives such as:• MOOCs• Personalized Learning• Competency Based Learning• Badge Frameworks
New opportunities have emerged from changing expectations
Evaluating and award credit for student learning, wherever and however it has been acquired. At a growing number of institutions, degrees and certificates are awarded based on credits from courses as well as from analysis of prior learning, community service, and student portfolios. The network needs to grow.
New opportunities have emerged from changing expectations
• Some alternative credentials recognize demonstrated, validated competencies tailored to desired outcomes through direct assessment.
• In some vocational areas, the source of learning is insignificant in comparison to the verified ability to perform a specific skill or job. We will need new structures as well as those to evaluate the competencies.
New opportunities have emerged from changing expectations
• Badges - small, discrete bundles of defined outcomes are available through learning communities that provide reputation frameworks for peer validation, with badging and other designations of achievements.
• These learning opportunities vary broadly in their quality and applicability to higher education; some may displace the need to earn an entire degree.
Please Tweet Your Questions to US
#EDU13@edwsonoma
Since we mentioned MOOCs…
WCET Frontiers (www.wiche.edu)
A Simple Guide for Navigating the MOOC Muddle (Garn and Dowden, 2013)http://www.wcet.wiche.edu/wcet/docs/talking-points/WCETTalkingPoints-MOOCs-04-08-2013.pdf
Dr. Fred Hurst
University of Northern ArizonaPersonalized Learning
Northern Arizona University – Personalized Learning
Change is good. You go first. - Scott Adams, Dilbert cartoon
Northern Arizona University – Personalized Learning
Northern Arizona University’s Personalized Learning enables
motivated students to earn a high quality degree more efficiently and
at a lower cost by customizing coursework to fit individual
learning styles and previously acquired knowledge.
Northern Arizona University – Personalized Learning
Student Experience
•Self-paced online adaptive learning
•Mentor faculty
•Readiness assessment
•Curriculum is interdisciplinary and prescribed - there are no electives
•Every concept - multiple modalities
•Pre-, interim, post-assessments
Northern Arizona University – Personalized Learning
• Developed degree programs in 6 months: Small Business Administration, Computer Information Technology, Liberal Arts
• Lead faculty for each degree
• Student starts any day of the year
• Subscription model - $2,500 per six months – all inclusive (fees, materials, texts)
• Two student records: • Traditional transcript • Competency report
Northern Arizona University – Personalized Learning
Aggressive Timetable
•Approved by HLC on May 21st
•Understanding to offer U.S. DoEd – Title IV in August
•Students enrolled; ~1200 prospects
•500 student goal in first year; 8,000 in five years
•Three new programs second year; masters degrees in third year
Higher Learning CommissionA Commission of the North Central Association
Direct AssessmentCompetency Based Programs
Assuring Quality in Higher Education
Karen J SolomonVice President for Accreditation Relations
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Federal Definition 34 CFR 668.10
Direct Assessment includes range of portfolios, presentations, examinations and other documents that reflect mastery of learning goals
Methodology for determining “credit hour equivalencies” required
Federal funding not eligible for giving credit for prior work
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Reviewed by
State Coordinating & Governing Boards
Accrediting Agencies
U.S. Department of Education
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Issues to AddressPurpose and Philosophy
Clearly defined goals
Framework for programs
Structure and Coherence of the Program
Competencies defined
Beginning, Middle and End Stages
Competencies are not only individual units but build to a unified body of knowledge
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Issues to Address Application of Academic Policies
Student Eligibility
Attendance, Leaves of Absence
Satisfactory Academic Progress
Information to Students
Support Services & Access to Academic Resources
Peer Engagement
22
Issues to Address Eligibility, Development & Engagement of
Faculty/Instructors
Subject Matter Experts
Mentors and Coaches
Curriculum Designers
Content Assessors
23
Issues to Address Assessment of Student Learning
Evaluation and Improvement Systems
Distinguishing Competency-Based Program from Prior Learning Assessment
Billing and Title IV
Tuition Refunds
Calculation of assistance earned
24
Issues to Address Credit Hour Equivalencies
Transcripting of Competency Earned
Equivalent Courses or Credit Hours Noted
Clear Information for Other Institutions and Employers
Contractual Arrangements
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Current StatusGrowing expectations for
transparency regarding persistence, completion and student success
Four institutions approved to offer Direct Assessment programs
Application to be available –
ncahlc.org/change
Badges: New Currency for Professional CredentialsDr. Deborah Everhart
Director of Integration Strategy, Blackboard
Adjunct Assistant Professor, Georgetown University
27Badges.Coursesites.com
No badge is an island.
Open badges work within a complex
ecosystem.
29
Open Badges Ecosystem
• Primary Stakeholders– Learners/ Job Seekers– Learning Providers and Assessors– Employers and other Badge Consumers
• Key Components– Verification– Authentication– Validation
Learners/ Job Seekers
Learning Providers and Assessors
Verification
Employers and Other Badge Consumers
Authentication
Standards Organizations
Validation
37Badges.Coursesites.com
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QUESTIONS for panel:
What is the biggest opportunity you see for your breakthrough innovation?
What is THE biggest (possible) hurdle you see as people consider moving ahead with your breakthrough innovation?
What is the one thing you want people to remember about what you have presented?
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THANK YOU FOR YOUR INTEREST