Open Badges and ePortfolios: “We Don't Need No Stinking Co-Curricular Records”

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Exploring how ePortfolios and Open Badges can do a better job for the learner than Co-Curricular Records.

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  • Open Badges and ePortfolios We Don't Need No Stinking Co-Curricular Records July 10, 2014 Don Presant PRESENTATION SUPPORT PAGE: bit.ly/ep_ccr
  • Learning Agents ePortfolio, eLearning, eMedia http://donpresant.ca
  • New service: savvyfolio.net Multi-institution ePortfolio community University College Adult Learning Centre Professional Body Workplace Trainer Employability Agency Employer Industry Sector Body
  • Co-Curricular Records Right problem, wrong solution?
  • Vision of Co-Curricular Records http://bit.ly/ePIC2014_CCR1
  • What Problem are We Solving? Student Engagement Student Success Value learning outside the classroom Track, measure & authenticate: Leadership, community service, athletics, special interests, specialized skills and knowledge Evidence-based support for further goals: Academic Scholarships, awards, bursaries, transfer to senior college (community college to university) graduate school Employment WBL, internships, placements, permanent jobs
  • What Problem are We Solving? Student Engagement Student Success Value learning outside the classroom Track, measure & authenticate: Leadership, community service, athletics, special interests, specialized skills and knowledge Evidence-based support for further goals: Academic Scholarships, awards, bursaries, transfer to senior college (community college to university) graduate school Employment WBL, internships, placements, permanent jobs when they are going out to search for a job, they are able to submit their co- curricular record along with their transcript and show their whole, overall student experience. University of Calgary
  • Employability (Trent U 2013) Employer Responses to the Co-Curricular Record Top Skills or Qualities Problem Solving Abilities, Adaptability/Flexibility, Enthusiasm/Dedication, Communication (Written & Verbal), Personable Nature, Ability to Learn, Reliability Types of activities Longer-term commitments demonstrate a greater level of student investment; leadership roles are valued. bit.ly/TrentU_CCR
  • Three Pillars of the CCR Build a database of eligible elements Volunteer activities, events, awards, non-formal learning Provided & validated by campus organizations Selected & tracked by students Connect experience to learning Linked to competencies, outcomes Self-reflection prompts, checklists: achievement statements Produce the (paper) record Database report Institutional branding Security features http://www.collegequarterly.ca/2013-vol16-num01-winter/elias-drea.html
  • Example Carleton University
  • Good for Campus Organizations Features and Benefits Microsite CMS for online campus communities Communication: pages, galleries, newsfeeds, news letters, forums, social media gateways Member management, self-service Event management, calendar consolidation, room bookings E-commerce, budgeting tools Integration with other systems: academic, work placement, career, etc.
  • Good for Students? Issues with Co-Curricular Records Only approved (campus) activities No academic service/experiential learning, research No off-campus employment, community service Portal-driven, mostly time-based Little/no reflection, integration, alignment Few tools or opportunities, especially after upload No ePortfolio integration A paper report from a database (?!) A laundry list: linear, siloed, inflexible, archaic
  • Employability (Trent U 2013) Employer Responses to the Co-Curricular Record Top Skills or Qualities Problem Solving Abilities, Adaptability/Flexibility, Enthusiasm/Dedication, Communication (Written & Verbal), Personable Nature, Ability to Learn, Reliability Types of activities Longer-term commitments demonstrate a greater level of student investment; leadership roles are valued. Interest in CCR as a document: minimal Students should use the document as a tool for reviewing their co- curricular experiences and reflecting on what skills/learning achievements were gained from each. Any relevant co-curricular experiences should be incorporated into the resume, and potentially referenced in the cover letter. Reference the skills identified in the job posting.accuracy and conciseness are valued in applications. bit.ly/TrentU_CCR
  • To Quote a Clich http://www.businessballs.com/treeswing.htm
  • Scope? Academic Transcript Approved Co-Curricular. Activities Personal Life Experience -past -currentWork Experience -past -current Accredited Experiential Learning Unapproved Co-Curricular Activities Courses Thesis / Capstone Project PLAR/RPL Experienced Learning Formal Learning
  • Scope? Academic Transcript Approved Co-Curricular. Activities Personal Life Experience -past -currentWork Experience -past -current Accredited Experiential Learning Unapproved Co-Curricular Activities Courses Thesis / Capstone Project PLAR/RPL Experienced Learning Formal Learning
  • Scope? Academic Transcript Co- Curricular Record Approved Co-Curricular. Activities Personal Life Experience -past -currentWork Experience -past -current Accredited Experiential Learning Unapproved Co-Curricular Activities Courses Thesis / Capstone Project PLAR/RPL Experienced Learning Formal Learning
  • Other Approaches Universit de Sherbrooke: Plan de dveloppement individuel (PDI) Online tool, choosing self-assessment over authentication (16 skills) Used for WBL (work on 3 skills on work term, with employer participation Universit de Laval: Webfolio Optional eportfolio, certified by university placement counsellor Support for CV & letter http://bit.ly/UA_CCR
  • Student Needs Collect, Select, Reflect, Connect Catalogue your lifewide learning experiences De-silo your compartmentalized skills and knowledge: Evaluate, compare, integrate, transfer Align to goals, contextualize, support Rehearse, edit Rince, repeat
  • Sound familiar?
  • Learning ePortfolios Electronic portfolios (ePortfolios) are collections of digitally represented artifacts that: document practice include reflection integrate experience map to goals and/or standards promote deep learning and knowledge transfer Tracy Penny Light, CAPLA 2013
  • Research Says It Takes More than a Major Findings of 2013 survey of 318 employers for AAC&U: 93%: candidates demonstrated capacity to think critically, communicate clearly, & solve complex problems is more important than their undergraduate major >80%: an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization. bit.ly/AAEEBL13_AACU
  • What about ePortfolio as a Co-Curricular Record?
  • One Simple Approach Hacking the CPD Module in Mahara Video: youtu.be/RXBOWg6Bkm4 Page: bit.ly/Goshen_CCReP
  • University Presidents Vision 1 Alan Davis, Kwantlen Polytechnic University BC RPL Summit presentation March 2013
  • Tales from the trenches
  • Naysayers What one contentious Scotsman says E-portfolios 7 reasons why I dont want my life in a shoebox: 1. Uninteroperable 2. Institutionalised 3. Human nature 4. People are not learners 5. Boundary problems 6. Plus ca change 7. Recruitment myth DONALD CLARK PLAN B
  • Questions that need asking Do you have an ePortfolio? Is an ePortfolio just another way of getting a grade? Is ePortfolio just another way of reporting up? If ePortfolios are used for learning assessment, are you prepared to assess for prior learning? If it is a tool for transition: What happens when a student brings an ePortfolio to your institution, say from high school? Will your students want to keep their ePortfolios after they graduate? If they do, can they? Is this a favour from your institution, or a deliberate strategy?
  • What about Open Badges?
  • Small pieces Campus Community Portal Personal Learning Environment Social Media Backpack Outside Community Institution LMS, SRS ePortfolio Story Story Badge Badge Badge Artefact Artefact Badge Badge With assistance from @szerge Badge
  • Small pieces