EXTENDING THE GLOBAL LEARNING QUALIFICATIONS FRAMEWORK · 2018-02-01 · EXTENDING THE GLOBAL...
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EXTENDING THE GLOBAL LEARNING QUALIFICATIONS FRAMEWORK EXAMPLES OF IMPLEMENTATION PROJECTS Michele Forte Ross Garmil Tom Kerr Louise Levine Nan Travers SUNY EMPIRE STATE COLLEGE
Transcript of EXTENDING THE GLOBAL LEARNING QUALIFICATIONS FRAMEWORK · 2018-02-01 · EXTENDING THE GLOBAL...
EXTENDING THE GLOBAL LEARNING QUALIFICATIONS FRAMEWORK
EXAMPLES OF IMPLEMENTATION PROJECTS
Michele Forte Ross Garmil Tom Kerr Louise Levine Nan Travers
SUNY EMPIRE STATE COLLEGE
Definition PLA is the process by which verifiable learning acquired outside of traditional learning environments is assessed for college-level credit.
Formal Learning
(Classroom/Training)
Non-Formal (Workshops)
Prior Learning Assessment
Informal (Personal
Experiences & Study)
Many options for PLA
Traditional Transfer Credit • Assessment based
on criteria developed by other accredited intuitions
Pre-Evaluated Learning • Assessment based on
expected learning prior to the learners engagement– usually evaluated by an outside entity (e.g., ACE, NCCRS).
Portfolio Assessment • Assessment based
on the individual learner’s knowledge
PLA is not just one method or tool!
Learning Oriented & Evidence-Based
Demonstrate what is Known College/University Level
Learning Relationships across
knowledge Source Agnostic:
tethered & untethered didactic & self-authored
Evaluate what is Evident Knowledge, Skills &
Competencies Evidence Self-assessment Credentialing criteria
Learning Assessment
PLA Processes: Student & Institutional
Recognize learning
Validate learning
Credential learning
Reflect on learning
Self-Assess learning
Articulate learning
Institutional Process
Student Process
Prior Learning
Emergent Learning
Convergent Learning
Lifelong and Life-wide Learning
All learning is experiential !
What is your definition of College Level Learning?
Defining College Level Learning
LUMINA FOUNDATION GRANT
Develop a framework to assess college/university-level learning gained outside the traditional educational environment
Researched College/University Level Learning
Lumina’s Degree Qualifications Profile
AAC&U’s LEAP Essential Outcomes & VALUE Rubrics
90 (+) countries’ policies, practices & qualifications frameworks National, Regional, Transnational
Organizational (Labor, Non-profit)
Pre-College, Graduate level learning
Related research studies, policies, practices
PLA practices across different countries
Andorra Angola Antigua and Barbuda Australia Bahamas Barbados Belgium Belize Bosnia and Herzegovina Botswana Brunei Darussalam Cambodia Canada Chile Croatia Czech Republic Democratic Republic of the Congo Denmark Dominica Egypt Estonia Fiji Finland France Gambia Georgia Germany Greece
Grenada Guyana Haiti Hungary Ireland Italy Jamaica Jordan Kiribati Lao People's Democratic Republic Latvia Lesotho Liechtenstein Lithuania Madagascar Malawi Malaysia Maldives Malta Mauritius Montenegro Montserrat Morocco Mozambique Myanmar Namibia Netherlands New Zealand
Norway Pakistan Papua New Guinea Philippines Poland Portugal Romania Russian Federation Samoa Saudi Arabia Seychelles Sierra Leone Singapore Slovakia Solomon Islands South Africa Spain St. Kitts and Nevis St. Lucia St. Vincent and the Grenadines Swaziland Sweden Switzerland Thailand Tonga Trinidad and Tobago Turkey Tuvalu and Vanuatu United Arab Emirates
United Kingdom United Republic of Tanzania United States – Lumina/AAC&U Zambia Zimbabwe
90 Different Countries were used in developing the Global Learning Qualifications Framework
Clustered, themed, and defined learning constructs and descriptors
Students
Needed a different approach Flipped model
Use Prompts, Worksheet & Examples of Evidence
Descriptors, Prompts & Evidence
Descriptors characterize learning outcomes– they describe the learning that would be expected
Introductory Level Advanced Level
Faculty & Evaluators Learners
Tran
spar
ent
Descriptor Prompts are questions that ask learners to address particular descriptors. Learners pick to which prompts they respond.
Evidence
Templates
ePortfolio template
How have you used it?
What do you
Know?
How did you
learn it?
Used students’ tasks, projects, situations, challenges
Prompted for solutions and ways learning is integrated
Asked for evidence
Organizing the GLQF prompts
Assessors’ Template
Provides GLQF learning descriptors
Provides Student prompts
Simple rubric No evidence
Some evidence
Full evidence
Comments
We have assessors interview students after reviewing ePortfolio
Pilot projects to integrate the GLQF with ePortfolios
IITG Grant
Center for Disability Services (CFDS)
Residential and Day Services
15,000 clients
2,400 Employees
Extensive, non-formalized training
Advancement opportunities, requiring additional credentialing
Agency provides tuition and other supports
Center for Disability Services (CFDS)
On-Site Services
Admissions , Financial Aid, Pre-Enrollment Advising
Course delivery
GLQF with e-portfolio
PLA submissions through Pebble Pad eportfolio
Connect academic competencies to industry standards
Project objectives include collection and analysis of PLA requests to develop standardized Professional Learning Evaluations
SUNY Potsdam English and Communication
COMP 301: Advanced Research Writing
PLA as diagnostic tool for transfer students All students complete use GLQF to create
portfolio on entry to course. Personalized curriculum created for each student
based on portfolio All portfolios analyzed to identify common themes
and update curriculum for future course offerings
Paraprofessionals in New York City Department of Education
Research course developed for SUNY Empire students to analyze experiential learning among Paraprofessionals in New York City Schools Available workplace training Professional competencies
Students use GLQF to analyze previously evaluated Prior Learning Assessment portfolios Identify common keywords and learning activities Analysis documented using Digication e-portfolio
Paraprofessionals in New York City Department of Education
20 PLA portfolios reviewed Assessed and reported against eight GLQF
learning domains Developing "para ways of knowing" standard of
learning Feedback for adapting GLQF to analytic projects Learning outcomes and competencies identified
for potential Professional Learning Evaluation
Individualized Prior Learning Assessment Templates
Development of templates for top PLA titles 14 SUNY Empire faculty and assessment
professionals Portfolios analyzed using GLQF "PLA Assessment Guides" delivered electronically
for students seeking credit in one of the selected topics
Being created in Mahara
Individualized Prior Learning Assessment Templates Seven topics analyzed to date
Business Communication Public Speaking Management Leadership Diversity in the Workplace Data Management Tools Administrative Services
Positive feedback received Comprehensiveness of information Clear direction for students
Brooklyn Project
GLQF used to incorporate PLA process in student orientation and early advising Identify students' educational strengths and needs Increase opportunity for students to capture and
apply PLA credit in their degree Improve sense of student ownership, with the
intended result of increase persistence and completion rates
Brooklyn Project
Fourteen students successfully engaged in program to date Target of serving 5-7 students per orientation
(five SUNY Empire enrollment dates) Training additional faculty and staff to manage
student progress and advice in completion of Digication e-portfolio
Professional Learning Evaluations
GLQF will be adapted to assess non-collegiate instruction Workplace training Professional licensing and certification Standardized community training
Learning outcomes incorporated into online survey for asynchronous assessment Evaluator responses compiled Synchronous meeting to discuss results and
finalize evaluation
Overall Findings To Date
Focused on iPLA & PLE
Project iPLA PLE Student Focus
Faculty Focus
CFDS X X X X
SUNY Potsdam X X
Paraprofessional X X X X
Brooklyn Project X X
iPLA Templates
X X
PLE Development
X X
Technology
Tools Used Digication Mahara Pebble Pad
Findings Faculty need to use what they are comfortable with Faculty need ongoing training and support
Development Process
Development takes longer than you think Networking across the projects is essential Multiple tools made it more difficult to support the
faculty, so they were more on their own Students need LOTS of support using the tools at
first
Developmental Learning Process
Students learn more about themselves as learners Students build greater connections across their
learning
Faculty learn more about Learning and assessment The connections embedded in students’ learning The complexity of students’ learning
Next Steps
Expanding existing projects Looking for more case studies
How could this work at your institution?
