From Badges to Breakthroughs:
Unleashing Learner Potential through
Competency-based Achievements
Ellen Wagner, WCET, Chair...
What You Can Expect from this Session
• This panel session shares experiences and perspectives with
innovations that are c...
Alternative Models of Postsecondary
Education are Gaining Traction
• New student populations expect education that is flex...
The Potential for
Alternative Credentials
• Thomas Friedman: “Alternative credentialing has potential to
lift more people ...
New Modes and Models
These phenomena, among others, are driving the demand for
low-cost, reasonable-quality educational ex...
New opportunities have emerged
from changing expectations
Evaluating and award credit for student learning, wherever and
h...
New opportunities have emerged
from changing expectations
• Some alternative credentials recognize demonstrated,
validated...
New opportunities have emerged
from changing expectations
• Badges - small, discrete bundles of defined outcomes are
avail...
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, ...
Dr. Fred Hurst
University of Northern Arizona
Personalized 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...
Northern Arizona University – Personalized Learning

Student Experience
•Self-paced online adaptive learning

•Mentor facu...
Northern Arizona University – Personalized Learning

• Developed degree programs in 6 months:
Small Business Administratio...
Northern Arizona University – Personalized Learning

Aggressive Timetable
•Approved by HLC on May 21st
•Understanding to o...
Higher Learning Commission
A Commission of the North Central Association

Direct Assessment
Competency Based Programs

...
Federal Definition
 34 CFR 668.10
 Direct Assessment includes range of portfolios,
presentations, examinations and other...
Reviewed by

State Coordinating & Governing
Boards

Accrediting Agencies
U.S. Department of Education

19
Issues to Address
Purpose and Philosophy
Clearly defined goals
Framework for programs
 Structure and Coherence of the ...
Issues to Address
 Application of Academic Policies
 Student Eligibility
 Attendance, Leaves of Absence
 Satisfactory ...
Issues to Address
 Eligibility, Development & Engagement of
Faculty/Instructors

 Subject Matter Experts
 Mentors and C...
Issues to Address
 Assessment of Student Learning
 Evaluation and Improvement Systems
 Distinguishing Competency-Based ...
Issues to Address
 Credit Hour Equivalencies
 Transcripting of Competency Earned
 Equivalent Courses or Credit Hours No...
Current Status
Growing expectations for
transparency regarding persistence,
completion and student success

Four institu...
Badges:
New Currency for
Professional Credentials
Dr. Deborah Everhart
Director of Integration Strategy, Blackboard
Adjunc...
Badges.Coursesites.com

27
No badge is an island.
Open badges work within
a complex ecosystem.
Open Badges Ecosystem
• Primary Stakeholders
– Learners/ Job Seekers
– Learning Providers and Assessors
– Employers and ot...
Learners/ Job Seekers
Learning Providers and Assessors
Verification
Employers and Other Badge Consumers
Authentication
Standards Organizations
Validation
Badges.Coursesites.com

37
QUESTIONS for panel:
What is the biggest opportunity you see for your
breakthrough innovation?
What is THE biggest (possib...
THANK YOU FOR YOUR INTEREST

39
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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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  • Why Personalized Learning?Flat enrollment in Extended CampusesAccessible and affordable Extensive research
  • Readiness assessment to free developmental modules
  • HLC 17 months
  • From badges to breakthroughs.final.rev

    1. 1. From Badges to Breakthroughs: Unleashing Learner Potential through Competency-based Achievements Ellen Wagner, WCET, Chair Fred Hurst, Northern Arizona University Karen Solomon, Higher Learning Commission Deb Everhart, Georgetown University and Blackboard, Inc.
    2. 2. 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.
    3. 3. 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.
    4. 4. 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/fried man-revolution-hits-the-universities.html). • Alternative credentials can ignite learning enthusiasm, improve learner success, and ultimately increase human potential.
    5. 5. 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
    6. 6. 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.
    7. 7. 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.
    8. 8. 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.
    9. 9. Please Tweet Your Questions to US #EDU13 @edwsonoma
    10. 10. 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/talkingpoints/WCETTalkingPoints-MOOCs-04-082013.pdf
    11. 11. Dr. Fred Hurst University of Northern Arizona Personalized Learning
    12. 12. Northern Arizona University – Personalized Learning Change is good. You go first. - Scott Adams, Dilbert cartoon
    13. 13. 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.
    14. 14. 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
    15. 15. 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
    16. 16. 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
    17. 17. Higher Learning Commission A Commission of the North Central Association Direct Assessment Competency Based Programs  Assuring Quality in Higher Education Karen J Solomon Vice President for Accreditation Relations
    18. 18. 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 18
    19. 19. Reviewed by State Coordinating & Governing Boards Accrediting Agencies U.S. Department of Education 19
    20. 20. Issues to Address Purpose 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 20
    21. 21. 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 21
    22. 22. Issues to Address  Eligibility, Development & Engagement of Faculty/Instructors  Subject Matter Experts  Mentors and Coaches  Curriculum Designers  Content Assessors 22
    23. 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 23
    24. 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 24
    25. 25. Current Status Growing expectations for transparency regarding persistence, completion and student success Four institutions approved to offer Direct Assessment programs Application to be available – ncahlc.org/change 25
    26. 26. Badges: New Currency for Professional Credentials Dr. Deborah Everhart Director of Integration Strategy, Blackboard Adjunct Assistant Professor, Georgetown University
    27. 27. Badges.Coursesites.com 27
    28. 28. No badge is an island. Open badges work within a complex ecosystem.
    29. 29. Open Badges Ecosystem • Primary Stakeholders – Learners/ Job Seekers – Learning Providers and Assessors – Employers and other Badge Consumers • Key Components – Verification – Authentication – Validation 29
    30. 30. Learners/ Job Seekers
    31. 31. Learning Providers and Assessors
    32. 32. Verification
    33. 33. Employers and Other Badge Consumers
    34. 34. Authentication
    35. 35. Standards Organizations
    36. 36. Validation
    37. 37. Badges.Coursesites.com 37
    38. 38. 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? 38
    39. 39. THANK YOU FOR YOUR INTEREST 39

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