VCCS - Next Generation Student-centered Learning with OER
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1) The document discusses next generation student-centered learning using open educational resources (OER). 2) It advocates rethinking assessments and designing programs using student outcomes as the outline to better align learning. 3) A key challenge is integrating data across different learning systems to provide comprehensive program performance data and accountability.
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VCCS - Next Generation Student-centered Learning with OER
- 1. NEXT GENERATION Student-Centered Learning with OER Jon Mott Chief Learning Officer
- 3. Why are we here?
- 5. Why open?
- 7. How? 1. Do stop with the swap 2. Use outcomes as outline 3. Rethink assessments → Design programmatically
- 8. Open Sustainability / Business Models Open Pedagogy Open Outcomes Open Assessment Open Educational Resources Open Credentials SOURCE: http://opencontent.org/blog/archives/3648
- 10. Shared design model: Backward design 10 What should students look like / be able to do when they’re done? How can I tell when a student is successful? When a student doesn’t demonstrate an outcome, how do I help them get there?
- 11. THE PERSONALIZATION IMPERATIVE Prisoners of Time
- 13. DFW 1 TIME ACHIEVEMENT 2 3 LEARNING GOALS Reality: Time constant, performance varies
- 14. ACHIEVEMENT TIME 1 3 2 LEARNING GOALS Optimal: Time varies, performance constant
- 15. Learning alignment 15 Learning Design Alignment Capabilities Resources & Activities Measurement Policies & Assessments
- 16. 16 COURSE 01 COURSE 02 COURSE 03 COURSE 04 COURSE 05 COURSE 06 COURSE 07 Program-Level Alignment Outcomes > Assessment > Activities CREDENTIALS
- 17. Where do we author & align PROGRAMS?
- 18. 18 Common language: Generalized personalized learning model LEARNER ACTIVITY ACTIVITY EVALUATION PERSONALIZATIO N RULES UPDATED LEARNING PLAN “BLACK BOX” TYPE? NUMBER? FREQUENCY? LATENCY? WHAT RULE(S)? ALGORITHM(S)? FREQUENCY? MANNER?
- 19. Purposive design: Right approach, right context 19 Intensity / frequency of teacher-student interaction Cognitive complexity of task Content/activityvolumerequirements Machinescorable/guidable Adaptive Learning & Assessment Personalized Learning Program-level Personalizatio n Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation Concept Building, Practice & Test Prep Personalize courseware & learning sequences Program mapping, delivery, & analytics
- 20. Where do articulate & operationalize personalized learning paths?
- 22. Open Standards Open Pedagogy Open Outcomes Open Assessment Open Educational Resources Open Credentials Open Sustainability / Business Models
- 23. © 2015 Learning Objects. CONFIDENTIAL Interoperability & data standards LTI Outcomes Learning Analytics
- 24. © 2015 Learning Objects. CONFIDENTIAL Open credentialling framework https://demo-cbl.difference-engine.com/extended-transcript
- 25. 25 LMS #1 non-integrated LMS #2 (or faculty website, publisher course, etc.) The current challenge: No infrastructure for accountability SIS SECTION ROSTER GRADES GRADES (manual) COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATACOURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATACOURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATACOURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA COURSE SECTION DATA INCONSISTENTLY FORMATTED, OFTEN INCOMPLETE, GENERALLY DISAGGREGATED DATA
- 26. Putting it all together Above-the-course design & data integration
- 27. 27 Our LO architecture: learning-centered vision non-integrated LMSb (or faculty website, publisher course, etc.) LMSaSIS Program System of Record Personalized & Adaptive Courseware Capability Dashboard Capability Transcript COMPREHENSIVE PROGRAM PERFORMANCE DATA ● LMSs ● 3rd Party Courseware ● Proprietary Learning Tools ● Assessment Tools GRADES (manual) COMPREHENSIVE PROGRAM DESIGN & DELIVERY TOOLS & SERVICES Learning Technology & Curriculum Design Services
- 28. Learning Objects Questions and Answers
Editor's Notes
- What should students look like / be able to do when they’re done? How can I tell when a student is successful? When a student doesn’t demonstrate an outcome, how do I help them get there? Every product we build is based on alignment between Capabilities, Measurements, and Activities
- hiring GM absence of GM
- What should students look like / be able to do when they’re done? How can I tell when a student is successful? When a student doesn’t demonstrate an outcome, how do I help them get there? Every product we build is based on alignment between Capabilities, Measurements, and Activities
- What should students look like / be able to do when they’re done? How can I tell when a student is successful? When a student doesn’t demonstrate an outcome, how do I help them get there? Every product we build is based on alignment between Capabilities, Measurements, and Activities
- Difference Engine is configurable to meet your unique needs. By assembling modular parts, we create highly customized learning experiences without the prohibitive cost of custom software.
- From my OpenEd 2014 Presentation: http://www.slideshare.net/jonmott/opened-2014-powering-personalized-learning-with-oer
- Difference Engine functions as both an LTI Consumer and Provider Learning Objects has sponsored and substantively participated in the IMS / C-BEN CBE & Digital Credentials standards initiative over the past year LTI-integrated tools take advantage of all of our asset-management capabilities - meaning they can be reused across multiple contexts and aligned with learning outcomes.
- Difference Engine functions as both an LTI Consumer and Provider Learning Objects has sponsored and substantively participated in the IMS / C-BEN CBE & Digital Credentials standards initiative over the past year LTI-integrated tools take advantage of all of our asset-management capabilities - meaning they can be reused across multiple contexts and aligned with learning outcomes.
- Current semester-based, course-section-centric model creates disaggregated, siloed data that doesn’t support accountability, student agency, or career readiness
- the current LMS-centric infrastructure is ill-suited for program-level design and accountability Our solution is to replace the LMS as the hub with a Program-level System of Record This guides students to the right learning experiences and assessments, either: Delivered as DE-powered Personalized & Adaptive Courseware Or provided through integrations with 3rd party tools and courses By reporting ALL courseware and assessment data back to the System of Record, we help clients maintain a single Comprehensive Program Performance Data store From this, Student, Teacher, and Administrative Capability Dashboards are dynamically generated and updated And through project we’ve been working on with IMS and C-BEN, we can produce a Capability Transcript from this data as well And we deliver all of this right-sized and fitted to each client’s needs through Learning Technology & Curriculum Design Services Together, this set of technologies, design tools, and services allows us to provide Comprehensive Program Design & Delivery Tools & Services to the market
- hiring GM absence of GM