también es conocido por sus abreviatura como T-SQL, como definición es una extensión del SQL Microsoft junto son Sybase. Lo que conocemos a SQL como el lenguaje de búsqueda estructurado lo que viene hacer T-SQL es expander los estándares de SQL no incluyendo programación procedural, como algunas otras funciones para matemáticas, fechas, etc.
también es conocido por sus abreviatura como T-SQL, como definición es una extensión del SQL Microsoft junto son Sybase. Lo que conocemos a SQL como el lenguaje de búsqueda estructurado lo que viene hacer T-SQL es expander los estándares de SQL no incluyendo programación procedural, como algunas otras funciones para matemáticas, fechas, etc.
Material utilizado en la sesión técnica que tuvo lugar el 5 de mayo de 2016. A lo largo de la sesión Óscar Miró presentó ejemplos de qué es lo que funciona (y lo que no funciona) a nivel de análisis en proyectos de Big Data.
Sobre el ponente: Oscar Marín Miró (outliers.es)
Ingeniero de Telecomunicaciones, trabaja e investiga desde el año 2001 en lo que ahora llamamos ‘Big Data’. Especializado en el análisis de texto, redes sociales, datos urbanos y visualización de datos. Fundador del colectivo Outliers, desde donde se fomenta la aplicación del valor de los datos a todos los campos (Ciencia, Periodismo, Urbanismo, Sociología, Marketing…).
Miembro del equipo de investigación transdisciplinar DatAnalysis15m, enfocado en el análisis entre la viralidad y el contenido emocional del mensaje. En la faceta docente, imparte cursos regularmente sobre análisis y visualización de datos, en diversas Universidades, Compañías e Instituciones (UOC, UAB, Telenoika Audiovisual Community, Convent de Sant Agustí, Telefónica Digital).
Prioritizing Ethical Use of Learning Data.pdfAaron Silvers
Given the context of adult learners in workforce development, in this presentation I (1) model a lifecycle of an xAPI Statement (json data) to understand the potential long-term impacts of once piece of data on real people; (2) curate relevant ethical challenges related to using learning data from a corpus of research literature specifically about the ethics of learning analytics; and (3) impart the need to continuously train the capacity for empathy to strengthen inquiry skills and prioritize ethical use.
xAPI Making Sense of Industry and PracticeAaron Silvers
An overview of questions @MeganBowe and I recommend asking when considering your first big project with xAPI, and how the consortium that will steward xAPI will make this easier.
Material utilizado en la sesión técnica que tuvo lugar el 5 de mayo de 2016. A lo largo de la sesión Óscar Miró presentó ejemplos de qué es lo que funciona (y lo que no funciona) a nivel de análisis en proyectos de Big Data.
Sobre el ponente: Oscar Marín Miró (outliers.es)
Ingeniero de Telecomunicaciones, trabaja e investiga desde el año 2001 en lo que ahora llamamos ‘Big Data’. Especializado en el análisis de texto, redes sociales, datos urbanos y visualización de datos. Fundador del colectivo Outliers, desde donde se fomenta la aplicación del valor de los datos a todos los campos (Ciencia, Periodismo, Urbanismo, Sociología, Marketing…).
Miembro del equipo de investigación transdisciplinar DatAnalysis15m, enfocado en el análisis entre la viralidad y el contenido emocional del mensaje. En la faceta docente, imparte cursos regularmente sobre análisis y visualización de datos, en diversas Universidades, Compañías e Instituciones (UOC, UAB, Telenoika Audiovisual Community, Convent de Sant Agustí, Telefónica Digital).
Prioritizing Ethical Use of Learning Data.pdfAaron Silvers
Given the context of adult learners in workforce development, in this presentation I (1) model a lifecycle of an xAPI Statement (json data) to understand the potential long-term impacts of once piece of data on real people; (2) curate relevant ethical challenges related to using learning data from a corpus of research literature specifically about the ethics of learning analytics; and (3) impart the need to continuously train the capacity for empathy to strengthen inquiry skills and prioritize ethical use.
xAPI Making Sense of Industry and PracticeAaron Silvers
An overview of questions @MeganBowe and I recommend asking when considering your first big project with xAPI, and how the consortium that will steward xAPI will make this easier.
From our xAPI Camp at Amazon's Headquarters in Seattle, WA on July 21, 2015. The decision to go with xAPI is an exciting one, but a successful xAPI project hinges on an understanding of what success looks like. In this presentation, I share a number of questions one should ask of technology partners and your own team depending on different ways one might use xAPI.
Where Cognitive Science, Interaction Design and Data Dwells: The Competencies...Aaron Silvers
Web technology standards emerged in the early 2000s that reinforced the use of the desktop web browser. After 15 years, we all are part of a new revolution in what it means “to be online” thanks to APIs and connected devices. The Experience API (xAPI) is a new standard, encouraging a new type of practitioner who helps people learn and improve through cognitive science, interaction design and data. In this session, we'll talk about xAPI and highlight the new competencies needed to work with it.
There's a paradigm shift that follows the use of the Experience API. The shift comes from seeking insights on how effective our designed experiences are versus judgments about how well people learn from them. This change in mindset focuses on the outcomes from the audience that manifest in observable ways, mapped directly to our design assertions. It's not about xAPI or any specific technology - it's about modeling our design to get the insights we need to improve our design.
Content Wrangling: Applying Content Strategy & Information ArchitectureAaron Silvers
Everything a learning organization does has workflows —including content strategy. To achieve those strategic goals, realizing content strategy requires two workflows to (a) establish a baseline on what content you have, and (b) how to improve its use to humans, based on a LEAN approach to learning as a way of doing hypothesis-based design and continuous improvement of the content and the delivery mechanisms for it.
Creating a Culture of Continuous ImprovementAaron Silvers
Many managers covet about continuous improvement process but "process" is what helps guarantee we get consistent and similar output for the work performed. Improvement is a change state, so we need to think about "workflows." For learning, talent management and human performance organizations, we can leverage what's been working in tech and manufacturing industries: a LEAN approach to learning as a way of doing hypothesis-based design.
My keynote slides from #DConf13 given independently on Spaghetti Westerns, the Experience API™ and Creating Things that Matter. While I provide support to the Advanced Distributed Learning (ADL) Initiative, the views expressed here are my own and do not necessarily represent the views or policies of ADL.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
FIDO Alliance Osaka Seminar: Passkeys and the Road Ahead.pdf
Technology Trends on the Horizon: Where Learning is Headed
1.
2. ( )
Technology Trends on the
Horizon: Where eLearning
is Headed
Aaron E. Silvers,
Chief Learning Officer - Problem Solutions,
Contracted to Advanced Distributed Learning (ADL)
November 3, 2011
3.
4.
5. ( The Horizon
What powers eLearning tomorrow
builds on today’s technology,
developing a learner’s adaptive stance.
)
6.
7.
8. ( What I want for you...
)
⊛ Take notes, tweet,
share your questions.
⊛ Follow up on anything
you find relevant.
⊛ Ask your service
providers and vendors
about how they’ll help
you keep up with
these trends.
44. ( Brian Eno & David Byrne
took it to another level. )
45.
46.
47. ( Recontextualized
In each of these examples,
)
artists take a sound that has
meaning on its own and
recontextualize it to produce a
new musical experience.
This is a metaphor for the
trends in eLearning.
48.
49.
50. ( Social Business The interplay of work and learning.
)
56. ( Alfred
Chandler
Chandler developed & promoted
)
the concept of management
hierarchy in the workplace:
“Hierarchical structure increases
productivity, lowers cost.”
66. ( My Point...
)
Complex Complicated
Chaos Simple
67. (
Chaos
Complex
My Point...
Simple
To
Complicated
w p-D
ith o
fe wn
w
/n Or
o ga
co n
nd iza
iti tio
on n
s
)
68. (
Chaos
Complex
My Point...
Simple
w
To
Complicated
To ith
w p-D p- m
ith o Do a
fe wn w ny
w n co
/n Or O n
o ga rg d
co n an itio
nd iza iza ns
iti tio tio
on n n
s
)
69. Se
lf-
O
rg
ani
( zin
g
Chaos
Complex
My Point...
Simple
w
To
Complicated
To ith
w p-D p- m
ith o Do a
fe wn w ny
w n co
/n Or O n
o ga rg d
co n an itio
nd iza iza ns
iti tio tio
on n n
s
)
75. ( Elements of Content-
Powered Communities
⊛ Content as a Service (CaaS)
)
⊛ Repositories
(Content Servers)
Content
⊛ Authoritative Versions
(“Latest & Greatest”)
⊛ Better Interfaces
⊛ APIs
⊛ Metadata
⊛ Social Metadata
⊛ Learner data
76.
77.
78. ( Elements of Content-
Powered Communities
Community )
⊛ Social Learning with
Collaborative Structure
⊛ Frictionless Experiences
⊛ Search, Discovery and
Suggestion
⊛ Semantic Analysis
⊛ Powerful Analytics
79.
80.
81. ( What does this
mean to you?
What if you already have a big implemenation?
What if you’re working now on requirements?
)
82.
83.
84. Legacy Next Generation
( )
Data Model Activity Streams
JavaScript API Web Services
Intelligent Tutoring,
Sequencing & Navigation
Suggestion Engines
Registries, Repositories
Registries & Repositories powering Content as a
Service
85. Legacy SCORM
Legacy Next Generation
( )
Data Model Activity Streams
JavaScript API Web Services
Intelligent Tutoring,
Sequencing & Navigation
Suggestion Engines
Registries, Repositories
Registries & Repositories powering Content as a
Service
86. Legacy SCORM Next Generation SCORM
Legacy Next Generation
( )
Data Model Activity Streams
JavaScript API Web Services
Intelligent Tutoring,
Sequencing & Navigation
Suggestion Engines
Registries, Repositories
Registries & Repositories powering Content as a
Service
87.
88.
89.
90. ( What is Business
Asking For? )
⊛ Communities mediated through technology.
⊛ Content intelligently suggested in context of
community activity.
⊛ “Frictionless” experiences that span
multiple devices, tools and situations.
⊛ Robust analytics tying online activities to
performance metrics.
91.
92.
93. ( Rolling Your Own:
Open Source Community
Platforms )
⊛ Drupal Commons ⊛ BuddyPress
⊛ World Economic ⊛ GigaOM
Forum
⊛ Virginia Tech Carilion
⊛ Turner Broadcasting School of Medicine
⊛ Nvidia ⊛ MSU School of
Journalism
⊛ Symantec
⊛ CUNY Academic
Commons
⊛ Amplify
102. ( The Mash-Up
⊛ Talent Management Systems that marry
)
experience with content and performance
data
⊛ eCommerce systems that subtly recommend
products as customer service and sales tools
analyze customer-facing communications
⊛ Competency systems that coach young
leaders in their electronic communications
with direct reports, partners and
stakeholders.
⊛ These services can extend existing platforms
(some assembly required).
127. ( How does Augmented
Reality Fit In? )
⊛ It’s performance support.
⊛ It’s a vehicle for coaching-in-context.
⊛ It’s a canvas for immersive learning
experiences.
128.
129.
130. ( How to Play
Today...
ARIS is a platform built for Augmented Reality &
Interactive Storytelling.
)
157. ( Social Metadata:
How People Use Stuff )
⊛ Activity Streams, as just one example...
⊛ Highlight people and how they use stuff.
⊛ Highlight how “stuff” gets used.
163. ( What Will it Mean
for Your Company? )
⊛ Document Management
⊛ Knowledge Management
⊛ Project Management
⊛ Mergers & Acquisitions
⊛ Legal...
164.
165.
166. ( What Will This
Mean For You? )
⊛ Data-driven decisions about continuous
improvment.
⊛ You and I will both see how I’m developing
and performing.
178. ( Badges for New
Skills
⊛ Young learners from disenfranchised
)
communities who participate in hackfest
competitions demonstrate a mastery of
engineering robotics, but no high school
diploma.
⊛ Web developers soak up O’Reilly texts,
coursework from P2PU, but lack enrollment
in an accredited institution.
⊛ Entrepreneurs generating $950K in revenue
audit all online courses from a state school
but lack the degree credential required to be
approved as a mentor in a university
program.
179.
180.
181. ( What Does It Mean
for Your Company? )
⊛ Captures and translates what employees
know and learn across contexts.
⊛ Encourages participation tethered to results.
⊛ Formalizes and enhances social aspects of
interest-driven learning.
⊛ The processes and practices that make your
company great can be formalized and
adopted by your customers, partners and
stakeholders.
187. ( Trends on the
Horizon
⊛ Content Powered Communities
)
⊛ Next Generation SCORM
⊛ Augmented Reality: Performance-in-Place
⊛ A means for creating immersive learning
experiences
⊛ Analytics Change Everything
⊛ Project Tin Can & Learning Registry
⊛ Badges for Competencies
⊛ Mozilla Badges
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
Simplicity and Power are inherently at odds with one another, how to overcome?\n\nTying back the Cynefin framework a little bit, we don’t have to choose between simplicity and power. We simply need to refocus at different scales. \n\nCore Design Tenants\n\n---simplest case,  get somebody up and running 8-8, 8 pages and less than 8 hours\n---enable complexity for those who want it, but hide it from those who don't need it\n---put burden of complexity on those most able to handle it and those who need it\n---remove constraints of traditional SCORM\n---backwards compatibility where it makes sense\n---make it human readable\n
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Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
Imagine in the very near future a teacher sitting down at her computer or mobile device and looking for compelling educational content to help her teach the Bill of Rights to her 11th grade general education class. With a couple of key strokes, she calls up a list of choices, targeted to her specific students’ needs and leveled to her state’s standards. She sorts the list by ratings and finds half a dozen five star lessons (as determined by hundreds of high school history teachers around the country), each with dozens of reviews, and even statistics as to how effective these lessons were, as measured by online quizzes given by teachers around the country. In minutes, our teacher reviews the five choices, picks the one that she senses will work best with her kids, downloads it and includes it in her lesson plan for the following week. Importantly, her actions and anonymous profile (e.g. 11th grade teacher) will be captured automatically, so that that data adds to the growing collection of information about that specific educational element.\n\nThat is the vision of the Learning Registry and it to uses technologies much the same way as Facebook and Tin Can use activity streams.\n
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When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
When you graduate high school, you get a diploma. When you pass your state’s driving test, you get a driver’s license. When you graduate college, you get a degree. There are Google Certified Teachers, Apple Distinguished Educators…\n\nHow are your skills recognized outside of a standardized curriculum? What evidence can you show of your mastery of any non-traditional competency?\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
How do you know that any of this is true? You could ask around about the organizations I belong to. You could put me in a situation that would test my Spanish abilities…\n\nIf you needed SCORM skills on your team, would you know enough to assess whether I did or not? How do we know – and how do we differentiate apprentices from journeymen from masters in skills that are so relatively new and niche that we hardly recognize them out of context? This is what badges will help to do.\n\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
I am a second-generation Eagle Scout (yes, my dad is an Eagle Scout, too). If you are wholly unfamiliar with how Boy Scouts works, let’s just say that statistically only one out of every hundred scouts ever becomes an Eagle Scout. It’s the highest rank one can achieve in the program and the body of work required, independent of the board of review to be accepted for that rank, is significant for any youth. I share this background because it’s important to the construct of understanding how badges and rank fits together.\n\nThere are many people who are starting to pick up on the idea of badges for education, and there are many perspectives grounded in their experiences.  If you’re a fan of what Foursquare and other gamification approaches to badges, then it’s simply a rewards or achievements layer that you slap on top of an existing experience. \n\nThe Boy Scout model for badges worked as part of a larger strategic design for a whole person with a certain stance at the end of their experience. Stay with me here. Merit badges were/are focused on key skills. The badges represented an evidenced level of proficiency/mastery (argue your points in the comments) — evidenced by a subject matter expert who was your coach in that domain. These were not necessarily your Scout leaders. These were people in the community recognized to sign off on your proficiency. The badge is a recognition of that milestone.\n\nMerit badges were introduced to Boy Scouts around the rank of First Class. There are many ranks to Scouting, and each one represents a certain amount of maturity in the overall curriculum — not unlike a grade level. Do you see where I’m going here? Each successive rank is harder and harder to earn because the work and the dedication involved increases. The system was designed to shape a young man to develop a core set of values (say it with me Scouts: trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent). The merit badges provided the curricular areas of focus for skill building, but the values are reinforced throughout the attainment of the badges, and the awarding of a new rank was recognition of the maturation of the Scout in their overall development. Badges are part of it, and there are subjective evaluations, as well.\n
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It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n
It recognizes that the adaptive stance we’re looking to instill in people is something that organizations value because people who can adapt can find ways for organizations large and small to win.\n\n