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Colorado Community College System Digital Credential Taskforce meeting October 5 2015
- 1. THIS IS TO INFORM EVERYONE THAT THIS MEETING IS BEING RECORDED, INCLUDING ANY PARTICIPATION BY YOU. BY JOINING THE MEETING, YOU ARE AGREEING TO ANY SUCH RECORDING.
- 2. COLORADO COMMUNITY COLLEGE SYSTEM BADGE CONSORTIUM Colorado Community College System is forming a consortium of 2 /4 year higher education institutions, business and workforce to create a digital badging ecosystem to address stakeholders (education, industry/business and workforce) needs. CCCS is hoping to build a comprehensive badge ecosystem where digital badges convey value through micro-credentialed learning.
- 3. CCCS MICRO-CREDENTIAL TASKFORCE OCTOBER 5, 2015
- 4. OUR AGENDA FOR THE OCT. 21ST MEETING ▪ Review the rough draft of the issues, and adopt a final draft ▪ Discuss the pain points each of you see in a digital badge implementation initiative to be included in the white paper ▪ Discuss submitted proposals and associated costs (infrastructure and personnel) ▪ Brainstorm recommendations and timelines
- 5. US DEPT. OF EDUCATION VIEWPOINT ▪ “Badges can help engage students in learning, and broaden the avenues for learners of all ages to acquire and demonstrate – as well as document and display – their skills,” Education Secretary Arne Duncan, 2011. ▪ Duncan also linked badging to competency-based education, saying it “can help speed the shift from credentials that simply measure seat time, to ones that more accurately measure competency.”
- 6. ECOSYSTEM Digital Badges are: ▪ Industry Driven ▪ Community Centered ▪ Learner Focused And Based in capturing competency in different ways
- 7. ANATOMY OF A DIGITAL BADGE
- 9. THE JOURNEY BEGAN…LATE 2013 ▪ An fortunate set of circumstances ▪ TAACCCT grants ▪ Colorado Workforce asked for other types of credentialing ▪ Colorado Industry demanded shorter turnaround training ▪ In 2012, Colorado State University (CSU) committed to developing a digital badge program that would allow them to address the learning needs of a broader audience. The pilot program was a non-credit professional development program that unbundled on-demand and competency based. ▪ An unfortunate set of circumstances ▪ Public school system implemented badges wanting them to articulate up to the community colleges ▪ Workforce was experiencing large incumbent workers needing retraining
- 10. EARLY 2014…ONE SMALL STEP FOR COLORADO ▪ Collaboration, Collaboration, and More Collaboration ▪ Higher Education ▪ 13 system 2- year colleges, 2 non-system 2-year colleges and 2 four –year institutions ▪ Industry Partnerships ▪ 3 Businesses to pilot accepting badges as well as issuing badges based on agreed upon criteria ▪ Other ways to acknowledge expertise where applicable aligning with prior learning and articulations between the CCCS and four-year institutions ▪ Workforce Partnerships ▪ State agency wanting alternatives to: ▪ Credentialing ▪ for-profit trainings ▪ Fast turnarounds
- 11. TRUST AND ENDORSEMENT ▪ Negotiate, negotiate and more negotiations ▪ Development of a trust network where education/industry/business/workforce agree on the recognition and acceptance of digital badges and the validation of badges is comprised of standards, evaluation and evidence. ▪ Consider approaching micro-credentials from a trust and endorsement perspective ▪ Define an objective measurement criteria that the student must pass, and is willing to put your personal name as the issuer out, that’s the equivalent to giving a professional reference for someone, and that can have value. ▪ Depending on how you structure the badge and convey information to consumers, that endorsement value might be greater than what the student could get from a number of credits and a letter on a transcript.
- 12. ISSUING BADGES • Transcript PLA • Identify and crosswalk Competencies • Review Metadata • Access the digital badge Display • Identify granular competencies Competencies • Measure mastery Assessments • Compile the meta data Meta data • Issue digital credential Badges Ecosystem of micro-credentials in Higher Ed ACCEPTING BADGES
- 13. ISSUING BADGES • Document Credential • Identify and match to job skills Competencies • Review for mastery Metadata • Access the digital badge Display • Identify skills and competencies Competencies • Evidence of mastery Evidence • Compile the metadata Meta data • Issue digital credential Badges Ecosystem of micro-credentials in Industry ACCEPTING BADGES
- 14. WHAT IS HAPPENING IN 2015….. ▪ PLA System Policy revised ▪ Dr. McCallin announced Advanced Manufacturing Badges ▪ Skilled Trade Programs with Badging ▪ Machining Technology, Engineering Technician, Occupational Safety & Health, Process Technology, Telecommunications Technology, Welding ▪ News release The Colorado Community College System Develops a New Designation to Improve Students’ Ability to Gain Employment” ▪ Picked up state wide, Colorado’s Community Colleges Put a Badge on Workforce Development, Colorado Manufactures see Merit to Badge Idea ▪ Picked up nationally : Department of Labor called in June specifically asking about CCCS’ badges ▪ Dynamic Campus @DynamicCampus A #comm_college system is helping employers understand what skills students have w/ #digitalbadges - http://bit.ly/1KUO2i4 @GoCCCS ▪ Created an OPEN Technical Math for Industry MOOC based off the core competencies of the 2-year MAT 108 Technical Math course ▪ Open for all and however provided an incentive for Colorado residents ▪ provided a loop to lure participants to higher educational institutions in the state with challenge test for credit ▪ System believes the Technical Math MOOC would be developed providing proof of concept and user case for a system wide badging initiative ▪ Vision is that Every badge issued or accepted is tied to: specific standards/or competency, evaluation and evidence of micro-learning.
- 15. EVALUATION OF OUR PRIOR LEARNING POLICY LED TO REVISIONS Prior to February 2015 Revised Policy Credit for Prior Learning Prior Learning Assessment Credit One credit in residency requirement Credit transcript when student applies/ declares major Varied costs: <50% of tuition cost per credit System –wide cost matrix Institutional assessment methods, vary by college PLA training and standards for assessors Handbook: specific to current policy. Most credit matrix information 2005 or earlier. Handbook: Expanded crosswalks; ACE apprenticeships/industry credentials, shared challenge exams, state/local industry training
- 16. MICRO-CREDENTIAL/DIGITAL BADGES CCCS is viewed as having a viable ecosystem ▪ Identify learning goals within curricular framework (CCNS and move to CBE) ▪ Set the value of the micro-credentials ▪ Metadata standards based on OpenBadge code ▪ Core competencies, evidence of learning–formal and informal ▪ Consistent across CCCS ▪ “Brand” and procedures for PLA ▪ Stable and sustainable platform, control over metadata, typical lifespan is 5-7 years
- 17. BIGGEST CHALLENGES TO BUILDING BADGE SYSTEMS ▪ Lack of knowledge or awareness about badges inside and outside of institutions ▪ Resistance from faculty and administration ▪ Time needed to design and assess badges ▪ Technical challenges (platforms, tools, staff) ▪ Requires investment of infrastructure
- 18. TARGETED BADGES ▪ Badge competencies were targeted at CTE courses to accelerate students into and through programs ▪ Examples: ▪ Welding AAS has a MAT108 requirement ▪ Stackable welding certificates building up to the AAS no MAT108 requirement. With badging math competencies, the value of the certificate increases since industry wants students to have certain MAT108 skills in the field. ▪ Certified Nursing Program has no math requirement, but to be successful need to understand ratio, proportion, percent, and units of measure. ▪ Badge those areas of the MOOC, then their “application” into the program is ranked higher due to the math badges ▪ Machining requires basic trigonometry and advanced geometry ▪ Stackable certificates do not require math course, students will be able to show math competency required for most entry level jobs
- 19. CHALLENGES TO BE ADDRESSED ▪ Conflicting badging systems and procedures ▪ Competing badges ▪ Participatory or “gaming achievement” badges ▪ “Carpet badging” ▪ Badge Management Solution ▪ three core functions: badge development, badge awarding, and badge communications. ▪ Automation of badge delivery and integration with existing systems while remaining agnostic to learning management systems and student information systems. ▪ Mozilla OBI Compliant – not reliant ▪ Competency based ▪ Leverages proprietary big-data, text mining, and content analysis tools that allow us to evaluate and identify needed refinements to our curricula, making it possible to keep our curricula relevant and responsive to learner needs. ▪ Banner--student management system ▪ Competencies of courses all in one text field? ▪ Grades to Courses need to be grades to competencies ▪ Rewriting competencies not only to reflect higher order Bloom’s taxonomy, but in looking forward to competency based education goals ▪ How do you transcript information such as digital credentials?
- 20. CC BY AND ATTRIBUTION ▪ This Workforce Solution, CCCS Badge Taskforce Intro” presentation by Brenda Perea presentation is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa- coetc/
Editor's Notes
- Colorado Community College System Badge Consortium Colorado Community College System is forming a consortium of 2 /4 year higher education institutions, business and workforce to create a digital badging ecosystem to address stakeholders (education, industry/business and workforce) needs. CCCS is hoping to build a comprehensive badge ecosystem where digital badges convey value through micro-credentialed learning.
- US Department of Education Viewpoint “Badges can help engage students in learning, and broaden the avenues for learners of all ages to acquire and demonstrate – as well as document and display – their skills,” Education Secretary Arne Duncan said in 2011. Duncan also linked badging to competency-based education, saying it “can help speed the shift from credentials that simply measure seat time, to ones that more accurately measure competency.”
- The anatomy of the micro-credential digital badge is the meta-data. The value is in the zeros and ones or Metadata. One advantage to badges over a traditional college transcript or degree is that rather than having just implicit meaning, digital badges have EXPLICIT meaning , if you are uncertain of the value of the badge you can find out the: Criteria Context AND the evidence of learning that has occurred So anyone who looks at that badge has the same information.
- Biggest Potential for Micro-Credentials Building a digital portfolio or academic transcript Recognition of specific skills or knowledge Display achievements Motivate learners
- The Journey Began…Late 2013 An fortunate set of circumstances TAACCCT grants Colorado Workforce asked for other types of credentialing Colorado Industry demanded shorter turnaround training In 2012, Colorado State University (CSU) committed to developing a digital badge program that would allow them to address the learning needs of a broader audience. The pilot program was a non-credit professional development program that unbundled on-demand and competency based. An unfortunate set of circumstances School system implement badges wanting them to articulate up to the community colleges Workforce was experiencing large incumbent workers needing retraining
- Early 2014…One Small Step for Colorado Collaboration, Collaboration, and More Collaboration Higher Education 13 system 2- year colleges, 2 non-system 2-year colleges and 2 four –year institutions Industry Partnerships 3 Businesses to pilot accepting badges as well as issuing badges based on agreed upon criteria Other ways to acknowledge expertise where applicable aligning with prior learning and articulations between the CCCS and four-year institutions Workforce Partnerships State agency wanting alternatives to: Credentialing for-profit trainings Fast turnarounds
- Trust and Endorsement Negotiate, negotiate and more negotiations Development of a trust network where education/industry/business/workforce agree on the recognition and acceptance of digital badges and the validation of badges is comprised of standards, evaluation and evidence. Consider approaching micro-credentials from a trust and endorsement perspective Define an objective measurement criteria that the student must pass, and is willing to put your personal name as the issuer out, that’s the equivalent to giving a professional reference for someone, and that can have value. Depending on how you structure the badge and convey information to consumers, that endorsement value might be greater than what the student could get from a number of credits and a letter on a transcript.
- Two processes for developing and using badges Issuing badges Who is the audience? Accepting badges What do they represent?
- Two processes for developing and using badges Issuing badges Who is the audience? Accepting badges What do they represent?
- Visioning on How to Start…2015 PLA System Policy revised Dr. McCallin announced Advanced Manufacturing Badges Skilled Trade Programs with Badging Machining Technology, Engineering Technician, Occupational Safety & Health, Process Technology, Telecommunications Technology, Welding News release The Colorado Community College System Develops a New Designation to Improve Students’ Ability to Gain Employment” Picked up state wide, Colorado’s Community Colleges Put a Badge on Workforce Development, Colorado Manufactures see Merit to Badge Idea Picked up nationally : Department of Labor called in June specifically asking about CCCS’ badges Dynamic Campus @DynamicCampus A #comm_college system is helping employers understand what skills students have w/ #digitalbadges -http://bit.ly/1KUO2i4 @GoCCCS Created an OPEN Technical Math for Industry MOOC based off the core competencies of the 2-year MAT 108 Technical Math course Open for all and however provided an incentive for Colorado residents provided a loop to lure participants to higher educational institutions in the state with challenge test for credit System believes the Technical Math MOOC would be developed providing proof of concept and user case for a system wide badging initiative Vision is that Every badge issued or accepted is tied to: specific standards/or competency, evaluation and evidence of micro-learning.
- Micro-Credential/Digital Badges CCCS is viewed as having a viable ecosystem Identify learning goals within curricular framework (CCNS and move to CBE) Set the value of the micro-credentials Metadata standards based on OpenBadge code Core competencies, evidence of learning–formal and informal Consistent across CCCS “Brand” and procedures for PLA Stable and sustainable platform, control over metadata, typical lifespan is 5-7 years
- Biggest Challenges to Building Lack of knowledge or awareness about badges inside and outside of institutions Resistance from faculty and administration Time needed to design and assess badges Technical challenges (platforms, tools, staff) Requires investment of infrastructure Badge Systems
- Targeted Badges Badge competencies were targeted at CTE courses to accelerate students into and through programs Examples: Welding AAS has a MAT108 requirement Stackable welding certificates building up to the AAS no MAT108 requirement. With badging math competencies, the value of the certificate increases since industry wants students to have certain MAT108 skills in the field. Certified Nursing Program has no math requirement, but to be successful need to understand ratio, proportion, percent, and units of measure. Badge those areas of the MOOC, then their “application” into the program is ranked higher due to the math badges Machining requires basic trigonometry and advanced geometry Stackable certificates do not require math course, students will be able to show math competency required for most entry level jobs
- Challenges to be Addressed Conflicting badging systems and procedures Competing badges Participatory or “gaming achievement” badges “Carpet badging” Badge Management Solution three core functions: badge development, badge awarding, and badge communications. Automation of badge delivery and integration with existing systems while remaining agnostic to learning management systems and student information systems. Mozilla OBI Compliant – not reliant Competency based Leverages proprietary big-data, text mining, and content analysis tools that allow us to evaluate and identify needed refinements to our curricula, making it possible to keep our curricula relevant and responsive to learner needs. Banner--student management system Competencies of courses all in one text field? Grades to Courses need to be grades to competencies Rewriting competencies not only to reflect higher order Bloom’s taxonomy, but in looking forward to competency based education goals How do you transcript information such as digital credentials?
- CC BY and Attribution This Workforce Solution, ” CCCS Badge Consortium” presentation by Brenda Perea is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-coetc/