Bits of trust, austin march 2016
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Presentation at the "Design Charrette" on ePortfolios, Open Badges, Personal Ledgers and Bits of Trust
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Bits of trust, austin march 2016
- 1. Let’s share a… Serge Ravet, Open Badge Passport Personal Open Ledger Design Charrette Austin March 22-23 2016 This presentation is based on work supported by John D. & Catherine T. MacArthur Foundation under Prime Award No. 13-104890-000-USP and The Regents of the University of California.
- 4. ePortfolio Identity Trust Open Badges Open Badge Passport Personal Ledger Portfolio Competency Based Education Quality Blockchains 1985 1995 2000 2010 2015 Simulation self-study Bit of… Relevant Practice
- 6. Unit G2 Co-ordinate the running of projects Element G2.2 Co-ordinate activities, resources and plans The National Standard This section provides criteria to assess whether you co-ordinate activities, resources and plans to the National Standard of competence. It also lists the knowledge and understanding which are essential for effective performance. Performance criteria Knowledge requirements You must ensure that a) you monitor and evaluate project work in a way which is consistent the agreed plans b) you accurately measure progress against plans and identify emerging risks and difficulties and their causes c) you obtain clear authorisation for all stages of work to start, continue or finish d) you clearly inform your higher-level manager of any emerging problems or risks in good time for remedial action to be taken e) you keep activities and resources in line with the project’s plans or seek approval from the higher-level manager for any amendments to plans and resources f) you recommend changes in project activities, plans and resources in a way which keeps disruption to a minimum g) you make any adjustments to activities, resources and plans with the knowledge and agreement of the team and accurately record and store these adjustments h) you inform the higher-level manager promptly and clearly of any need to review the project’s scope and definition with the sponsor. You need to know and understand Analytical techniques • how to identify and assess emerging risks. Change management • the importance of managing change in projects and how to minimise disruption wherever possible. Project management • awareness of different project management methods and their possible uses • methods to monitor and evaluate project progress effectively • the importance of obtaining authorisation for all stages of work to start, continue or finish according to your evaluation of progress • why activities need to be kept in line with the plans for the project and control methods to ensure this. Resource management • why resources need to be tightly controlled and methods to achieve this. Working relationships • why higher-level managers need to be promptly and clearly informed of any implications for the project’s scope and definition • why you should have the agreement of team members in order to adjust activities, resources and plans • who needs to be consulted on what kinds of changes • how to negotiate adjustments to the satisfaction of all those involved. EIfEL COMPETENCIES FOR E-LEARNING PROFESSIONALS Key Area A. Provide strategies and leadership for individual and organisational learning KEY AREA A. PROVIDE STRATEGIES AND LEADERSHIP FOR INDIVIDUAL AND ORGANISATIONAL LEARNING ........................................................................1 Introduction to Key Area A...................................................................................................................3 AA Develop a vision and strategy for individual and organisational learning.............................5 AA 1 Collect and disseminate intelligence on KILT 5 AA 1.1 Identify current provision and developments in learning services, infrastructure and products 7 AA 1.2 Identify and disseminate good practice in using KILT for learning services, infrastructure and products 7 AA 1.3 Benchmark organisational learning practice in using KILT for learning services, infrastructure and products 8 AA 1.4 Promote the use of KILT for learning services, infrastructure and products 8 AA 2 Establish strategies for individual and organisational learning 9 AA 2.1 Create a shared vision and mission to give purpose to learning 11 AA 2.2 Gain support for organisational learning strategies. 12 AA 2.3 Develop strategies for learning 12 AA 2.4 Implement strategies for e-learning 13 AA 2.5 Evaluate and improve strategies for learning 13 AA 3 Contribute to strategies for e-learning 14 AA 3.1 Establish your role and responsibilities for learning strategies 15 AA 3.2 Evaluate and improve your contribution to learning strategies 16 AA 3.3 Make significant contributions to learning strategies 15 AA 4 Promote a culture that encourages innovation, learning and knowledge sharing 16 AA 4.1 Communicate the value of innovation, learning and knowledge sharing 17 AA 4.2 Provide support for innovation, learning and knowledge sharing 17 AA 4.3 Recognise achievements in innovation, learning and knowledge sharing 17 AA 4.4 Responds appropriately to changing environments 18 AA 5 Establish and maintain partnerships for learning 18 AA 5.1 Support and communicate the value of building partnerships 19 AA 5.2 Recognise achievements of partnerships 19 AA 6 Lead a learning organisation 5 AA 6.1 Create and support a learning organisation 5 AA 6.2 Promotes and support professional development 6 AA 6.3 Promotes and review effective training and learning 6 AB Manage quality of learning services and products.................................................................20 AB 1 Manage Organisational performance 20 AB 1.1 Develop measures and criteria to evaluate your organisation’s performance 20 AB 1.2 Evaluate your organisation’s performance 20 AB 1.3 Explain the causes of success and failure in organisational strategies. 20 Measure the impact of policies on organisational learning, innovation and knowledge creation 21 21 Evaluation Report TEACHER COMPETENCY FRAMEWORK TEACHING IN THE 21ST CENTURY AEMA COMPETENCYFRAMEWORK A PROJECT FU ADULT EDUCATION MADE ACCESSIBLE Partners Adult education made accessible. Want to be part of the AEMA Network? info@aemanet.eu www.facebook.com/aemanetwork This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the commission cannot be held responsible for a may be made of www.linkedin.com/groups/Adult-Education-Made-Accessible-8101817 @AEMAnetwork ADPIOS Symbiosis Foundation not everyone has equal accessto adult education we aim to change that Adult education made accessible. Partners Adult education made accessible. Want to be part of the AEMA Network? info@aemanet.eu www.facebook.com/aemanetwork This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the commission cannot be held responsible for any use which may be made of the information contained therein. www.linkedin.com/groups/Adult-Education-Made-Accessible-8101817 @AEMAnetwork www.aem ADPIOS Symbiosis Foundation not ever to adult www.aem we aim 2004 2012 20151996
- 7. Scholarshipp & Research publications Planning Assessment indicators activities Producing Evidence personal ledgers Assessing Evidence feedbacks endorsement Designing Learning Experiences challenges playlists Designing Learning Ressources Designing Competency / Outcome Frameworks Accrediting Learning open badges personal ledgers Connecting Learning narratives portfolios Learning Community Exploiting Learning Informs Connecting Communities Employment Self-Employment Career development Social involvement
- 10. Good Standards Forward Looking Transformative Encourage innovation and risk taking Based on functional analysis (rather than task analysis)
- 11. How to keep them current?
- 12. OpenCompetencyMap? Infer standards from reflective practice Mobilise collective intelligence
- 13. –Alfred Korzybski, Polish-American scientist and philosopher “The map is not the territory” PracticeStandards inform innovationconformance
- 14. About Learning in relation to standards…
- 15. –Stephen Downes “Connectivism and Connective Knowledge.” “The most important function of a person in a community is no longer conformity, but rather, creativity and expression. ” “The effectiveness of knowing is defined not by conformity but by adaptation.”
- 16. –Alfie Kohn “Deeper learning and enthusiasm require us to let students generate possibilities rather than just choose items from our menu; construction is more important than selection.”
- 17. Learning individuation vs. learning personalisation
- 19. W e a k S t r o n g
- 20. P e r s o n a l i s a t i o n I n d i v i d u a l i s a t i o n
- 21. C o n t r o l E m p o w e r m e n t
- 22. E x t r i n s i c m o t i v a t i o n I n t r i n s i c m o t i v a t i o n
- 23. Sequencing, testing, adapting Planning, acting, reflecting
- 27. Carpet Badging Weapons of mass destruction Spray and Pray Dan Hickey no! of pedagogy
- 31. Rethinking credentials as seeds
- 33. “We need to look at Open Badges (and credentials) as seeds that need to be nurtured, rather than pretty pictures that would fade over time if they were not digital. Trust is the fertiliser at our disposal”
- 34. About Trust
- 35. Percentage of adults reporting that they trust others - Education at a Glance 2014 OECD Indicators 70 7050 5030 3010 100 060 6040 4020 20% % By literacy proficiency level By educational attainment Slovak Republic Estonia Italy Czech Republic France Korea Germany Japan Ireland Poland England/N. Ireland (UK) Average Flanders (Belgium) Canada Spain Austria United States Australia Finland Netherlands Sweden Norway Denmark Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary educationLevel 4 or 5 Level 3 Level 2 Level 1 or below
- 36. Trust vs Security Security is intrinsic to trust
- 38. A teenager had spent many months in a young peoples psychiatric hospital.When he was about to leave a therapist asked him what was the most significant thing which helped him in his recovery. He responded that it was the moment when in and art group the therapist asked him to fetch some art paper from a cupboard in another part of the building.The therapist handed him the keys to the cupboard which were on a key ring with many other keys to the rooms in the building. They young man said he felt so good, not just because he had been chosen to do the small job when his esteem was very low but because the therapist had not hesitated but just handed him the keys. He knew he could have used those keys to get up to all sorts of mischief but he felt trust to act responsibly. Julie Lunt <julie at newpaths.eu>
- 40. SR “Educating trustworthy citizens starts with trusting educators” and citizens !
- 41. “Making learners the source of learning recognition.” Celebrating the sources of learning
- 42. My sources of learning
- 43. About Technologies From ePortfolio to Open Badges
- 47. Trust The TrueValue of Open Badges…
- 48. Issuer Earner
- 50. Chains of trust
- 52. Blockchains Personal Ledgers Bits of Trust
- 53. Personal Ledger (personal capital) Invest Withdraw Develop open services Open Badge Passport (portfolio) open services (storage) Backpack Issuing Revoking Collecting spray & pray
- 54. My Debts My Credits What I have invested in others What others have invested in me My Assets Artefacts producedWhat I have produced / own / share Endorsement received Endorsement offered PersonalLedger
- 55. N L L NLL NLL L L LN L L L Distributed Personal Ledgers PersonalLedger
- 56. 1000 Received Credentials Name ID BoT Issuer Criteria Evidence Picture … 2000 Issued Credentials Name ID Earner Criteria Evidence Picture … 3000 Evidence Name ID Type … … … … 4000 Assets Name ID Type … … … … 5000 … … … … … … … … … … … … … … … … … 4000 Assets Name ID BoT Type … … … … 4100 IPR … … … … … … … 4200 Publications … … … … … … … 4300 … … … … … … … … PersonalLedger
- 57. 1000 Date/Time Name ID BoT Issuer Criteria Evidence Picture … 1001 1/6/2016/11:23 Ledger Expert Level1 1FL2LFL8K8… +4 I82NCJ7FK… CF84KULF… ELPO7DUJ… PINFJ48D6… … 1002 24/9/2017/09:12 Assessor Level 2 1IFN74JS91… +849 IK49FL4MM… C3MPG7D… FP4TLRS4… null … 1100 24/9/2017/09:13 … … … … … … … 1101 … … … … … … … Received Credentials Issued Credentials 2000 Date/Time Name ID BoT Earner Criteria Evidence Picture … 2001 … Trustworthy Company 2FL2LFL8K8… 1 IKFI7469HL… CCL0FLD.… EPFLDKD8… - … 2002 … Creative 2IFN74JS91… 138 I0DU7CHKB… … … … … 2100 … … … … … … … 2101 … … … … … … … Evidence Competency Framework Sum of BoTs in earners’ ledgers under the entry “Creative”
- 59. Trust received (debt) + Trust invested in others (credit) —————————————— My Trust capital Social Trust Capital = ∑debts = ∑credits
- 60. Using to elicit and grow social capital
- 61. Using data analytics to move from analytical to analogical approaches I want to hire someone like this person graph of a community of practice (trust network) elicited with Which pathways to become someone like her?
- 62. Empower individuals with the power to trust! Let’s share a…
- 63. Open Data Open Services Open Discovery VRMOpen Knowledge Open Social .... Open Trust Open Society Open Learning Open Employment Open Government Open Passport Personal Ledger Open Business ... ... Personal Proxy Personal Data Store Open Badge Infrastructure Blockchain ...SDSI + SPKI FOAF + SSL
- 64. Trust, the Revolution! ePIC 2016 Pathways to educational and social innovation BOLOGNA 27-29 OCTOBER Open Badge ePortfolio Identity Trust Blockchain http://openepic.eu 0101011 01100 Serge Ravet France ADPIOS, EUROPORTFOLIO, Badge Europe, @Szerge, learningfutures.eu, iosf.org openbadgepassport.com, europortfolio.org Merci! SR