Transforming Learning through Infrastructure: Digital Credentials & the eT

© 2017 Learning Objects.

Digital Credentials & the

Extended Transcript

Jonathan Mott15 June 2017


How about an Adaptive,

Competency (or Outcomes) based,

Analytics-Driven, Personalized,

Next-Generation, Micro-

credentialling Digital Learning

Environment?


Course Takers?


Knowledge

Acquirers?


“If you can

Google it,

don’t teach it.”

David Wiley


Degree Seekers?


Career Builders?


Life-Goal Pursuers


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LMS #1

non-integrated

LMS #2(or proprietary

courseware)

Status Quo: Broken, non-integrated layers

SISSECTION 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,

DISAGGREGATE DATA


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Programmatic innovation “has

been stymied by a lack of

software support.”

Mark Leuba

VP, Product Management

IMS Global Learning Consortium


A new architecture


Backward design 14

ActivitiesMeasurement

Policies &

Assessments

Capabilities

Or Attributes

Learning

Design

Alignment

Emphasis on

PERFORMAN

CE

not

TIME or

PROCESSES


Holistic, Programmatic Alignment15

PROGRAMS

COURSES

MODULES

© 2016 Learning Objects. CONFIDENTIAL

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Layered Design

Andy Gibbons, PhD

Learning experience

design layers

Curriculum layers?


Standards-Based

Implementation Example

Texas OnCourse

CALIPER

CALIPER

CALIPER

CALIPER

eT LTI LTIOBI


Q&A


ADDITIONAL MATERIAL

© 2016 Learning Objects. IMS Global • Learning Impact Leadership Institute • Denver 2017

IMS Global Initiatives:

TIP & the eT


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Technical Interoperability Pilot (TIP)


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Technical Interoperability Pilot (TIP)


STANDARDS AND

SPECIFICATIONS WORKING

GROUPS

Joellen Shendy

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COMPREHENSIVE STUDENT

RECORD PROJECT

Jeff Grann

http://bit.ly/CSR-Projecthttp://bit.ly/IMS-CBE

http://bit.ly/CSR-Project

http://bit.ly/IMS-CBE


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Extended Transcript Prototype and Code

http://bit.ly/TranscriptCode

http://bit.ly/TranscriptCode


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eT Specification Candidate & Open Reader


UMUC eT Pilot


Our Team and Sponsors


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Brandman University

Dillard University

Elon University

Indiana University - Purdue University Indianapolis

LaGuardia Community College

Stanford University

University of Central Oklahoma

University of Houston - Downtown

University of Maryland University College

University of South Carolina

University of Wisconsin Colleges and University of Wisconsin - Extension

Borough of Manhattan Community College

Comprehensive Student Record Grantees


eT Pilot Framework

Supports UMUC’s New

Learning Model that focuses

on what the learner can do,

and how they can take this

learning and apply it in the

workplace.


Pilot Overview

PURPOSE

Gather student feedback on the extended Transcript (eT), content and usage

PARAMETERS

● Approximately 2,000 Graduate Students enrolled in the New Learning Model

Format

● Students have access to the eT from December 13, 2016 to March 31, 2017

(Fall 2016, and Winter 2017

● Students access their eT through their classroom


Implementation: Classroom View in D2L


More information

and survey

Printer-friendly format of

document

Name of program and class

in D2L

Name of competency

What the learner can do

after mastering the

competency

Multiple pieces of evidence

required for mastery

Pilot limited to Fall courses so all

are “in-progress”

Graded assignments


Pilot Overview

RESULTS

● 57% of unique students accessed their eT

● 1,487 accesses during 16 week pilot

● 84% recommended broader implementation of the eT →

“Why wouldn’t you?”

● ~50% would share the eT with a potential employer


Pilot Overview

COMMENTS

“I like it and think it's an amazing idea coming from someone making a career

change without experience”

“Great tool, frequently difficult to properly explain skills and education to

potential employers”

“It's so great that there's finally a way to be able to tell employers "This is

what I did!" because from all the projects and assignments we do, it's hard to

remember . I've also never seen something like this at my undergrad or first grad

school.”


Learning Objects

Infrastructure Overview


Manage curriculum design,

competencies, and content

Define competency sets

and hierarchies

Design tool for programs and courses


Show What You Know → Learning Plan


Evidence: enhanced credentials enable Olivia to share her work Evidence of Olivia’s learning is collected by the platform and included in her extended transcript. Olivia curates

portfolios for different purposes as further evidence of her learning. Badges defined by the institution and aligned to

competencies that employers value deepen her set of credentials.

Extended Transcript

that provides rich

insight into learning

Portfolios and badges

that empower the

learner to curate

evidence of learning


Accessibility & universal design

Universal design means we strive to

deliver a consistently good experience

regardless LO of which tool or device

you use to experience it.

We follow the WCAG 2.0 AA

accessibility guidelines and periodically

reevaluate our compliance. We treat

any accessibility issue uncovered

during use as a high priority defect.

Our design approach is inclusive of

assistive technology, such as screen

readers, and mobile devices.

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Systems Model


Systems Thinking

PROCESS PEOPLE

DATA TOOLSERIC DENNAChief Information Officer

University of Maryland

(College Park)


Conclusion?

• Think goals, strategy, tactics

• History matters

• Change happens in context

• Systems are key


PERSONALIZATION

Differentiated

Instruction & Learning


Bloom’s 2-sigma Problem


Unspoken Assumption

TIME

AC

HIE

VE

ME

NT

1

2

3

LEARNING

GOALS


Reality

TIME

AC

HIE

VE

ME

NT

LEARNING

GOALS

DF

W

or

Dis

continue

1

2

3


Ideal

TIME

AC

HIE

VE

ME

NT

LEARNING

GOALS1

2

3


Right tool, right context

Intensity / frequency of teacher-student interaction

Cognitive complexity of taskCo

nte

nt

/ a

cti

vit

y v

olu

me

re

qu

ire

me

nts

Ma

ch

ine

sc

ora

ble

/ g

uid

ab

le

Adaptive

Learning

Personalized

LearningProgram-

Based

Learning &

Mastery

Knowledge • Comprehension • Application • Analysis • Synthesis •

Evaluation

Adaptive Practice, Homework, & Test Preparation

Personalized courseware & learning sequences

Personalized program pathways & analytics


The Science of

Muddling Through


By root or by branch?

Rational

comprehensive

method

Successive limited

comparison

method


Muddling Through

The trouble lies with the fact that most of us approach policy

problems within a framework given by our view of a chain of

successive policy choices made up to present. One’s thinking about

appropriate policies with respect, say, to urban traffic control is

greatly influenced by one’s knowledge of the incremental steps

taken up to the present. … The relevance of a policy chain of

succession is even more clear when an American tries to discuss,

say, antitrust policy with a Swiss, for the chains of policy in the

two countries are strikingly different and the two individuals

consequently have organized their knowledge in quite different

ways.

Transforming Learning through Infrastructure: Digital Credentials & the eT

Education

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