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Linking up Innovations in Assessment: Eportfolios, Open Badges, and Learning Analytics

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Keynote address to the ePIC 2013 conference, London, July 10, 2013, in which I apply principles from eportfolio research to open digital badges and learning analytics to identify future directions and points of connection

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Linking up Innovations in Assessment: Eportfolios, Open Badges, and Learning Analytics

  1. 1. LINKING UP INNOVATIONS IN ASSESSMENT: EPORTFOLIOS, OPEN BADGES, AND LEARNING ANALYTICS DARREN CAMBRIDGE @ DCAMBRID AMERICAN INSTITUTES FOR RESEARCH EPIC 2013, LONDON, 10 JULY 2013
  2. 2. OPENING IDENTITY PATHWAYS
  3. 3. EXPANDED MEANS Eportfolios Digital Badges Learning Analytics
  4. 4. SCALE OF REPRESENTATION Macro Eportfolios Mezo Digital Badges Micro Learning Analytics
  5. 5. COMMON GOALS Enable decisions more grounded in evidence of learning and identity (with the assumption that they are inextricable) Make that evidence richer and more diverse (with the assumption decisions will be more valid)
  6. 6. IDENTITY & PERSONALIZATION
  7. 7. FOUR PROPOSITIONS 1. Reflection on pieces of evidence within an eportfolio and on the eportfolio as a whole provides information for assessment that isn't available by other means. 2. For meaningful assessment, interaction of pieces of evidence within an eportfolio is more important than single pieces of evidence. 3. The material practice of eportfolio composition generates distinctive knowledge about learning. 4. Eportfolios enable meaningful comparison of student learning without standardization.
  8. 8. Proposition Principle Reflection Learners are key interpreters of evidence of learning and performance Interaction Focus on relationships rather than individual nodes Materiality Pay attention to embodied consequences Comparison Promote standards for dialogic interpretation of evidence rather than for evidence itself
  9. 9. LEARNERS AS INTERPRETERS: CURATING BADGE BACKPACKS
  10. 10. LEARNERS AS INTERPRETERS: PEER AWARDED BADGES
  11. 11. LEARNERS AS INTERPRETERS: MyDataButton
  12. 12. LEARNERS AS INTERPRETERS: PERSONAL ANALYTICS
  13. 13. RELATIONSHIPS NOT NODES: EMERGENT PROFESSIONAL PROFILES Pre-defined links to standards or activities Stipulated Individual patterns based on observed success Emergent Group patterns based on observed success Collective
  14. 14. RELATIONSHIPS NOT NODES: SOCIAL LEARNING NETWORK ANALYSIS
  15. 15. RELATIONSHIPS NOT NODES: EPISTEMIC NETWORK ANALYSIS STEM professions defined by SKIVE Skills, Knowledge, Values, Identity, Epistemology
  16. 16. EMBODIED CONSEQUENCES Digital badges: Focus on audiences as was well as issuers and earners Learning analytics: Research use by actual decision makers and its effects on learners
  17. 17. Our goal is to develop an understanding of validity that begins with the questions that are being asked; that can develop, analyze, and integrate multiple types of evidence at different levels of scale; that is dynamic in the sense that questions, available evidence, and interpretations can evolve dialectically as inquirers learn from their inquiry; that allows attention to the antecedents and anticipated and actual consequents … and that situates the assessment in the broader context in which it is used. A validity theory can also be construed as the representation of an epistemology—a philosophical stance on the nature and justification of knowledge claims—which entails a philosophy of science. Moss, et.al., “Validity in Educational Assessment”
  18. 18. STANDARDS FOR INTERPRETIVE DIALOG Hermeneutics and deliberative democracy theory as alternative epistemologies for validity theories  Set standards for how we hold discussions about evidence to make decisions rather than about what evidence to consider Badges and learning analytics as heuristics, mediators of meaning making conversations Need tools and techniques for interpretive discussion
  19. 19. PRINCIPLES OF DELIBERATION Publicity • Deliberative system which informs and holds accountable Inclusiveness • All impacted by decisions can participate Reasonableness • Economy of moral objections • Respect for reasonable disagreement Provisionality • Openess to changing positions and decisions
  20. 20. BETTER TOGETHER Badges and learning analytics can enrich eportfolios through new types and structures of evidence algorithmically identified patterns Eportfolios offer authenticity for legitimacy and commitment integration for context and meaningfulness direct contribution to learning through compostion
  21. 21. CONTACT Darren Cambridge American Institutes for Research @dcambrid dcambridge@air.org

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