transforming learning through infrastructure: digital credentials & the et

© 2017 Learning Objects.

Digital Credentials & the

Extended Transcript

Jonathan Mott15 June 2017

© 2017 Learning Objects.

How about an Adaptive,

Competency (or Outcomes) based,

Analytics-Driven, Personalized,

Next-Generation, Micro-

credentialling Digital Learning

Environment?

© 2017 Learning Objects.

How about an Adaptive,

Competency (or Outcomes) based,

Analytics-Driven, Personalized,

Next-Generation, Micro-

credentialling Digital Learning

Environment?

© 2016 Learning Objects.

Course Takers?

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Knowledge

Acquirers?

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“If you can

Google it,

don’t teach it.”

David Wiley

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Degree Seekers?

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Career Builders?

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Life-Goal Pursuers

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11

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

© 2016 Learning Objects.

12

Programmatic innovation “has

been stymied by a lack of

software support.”

Mark Leuba

VP, Product Management

IMS Global Learning Consortium

© 2017 Learning Objects.

A new architecture

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Backward design 14

ActivitiesMeasurement

Policies &

Assessments

Capabilities

Or Attributes

Learning

Design

Alignment

Emphasis on

PERFORMAN

CE

not

TIME or

PROCESSES

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Holistic, Programmatic Alignment15

PROGRAMS

COURSES

MODULES

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16

© 2017 Learning Objects.

Layered Design

Andy Gibbons, PhD

Learning experience

design layers

Curriculum layers?

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Standards-Based

Implementation Example

Texas OnCourse

CALIPER

CALIPER

CALIPER

CALIPER

eT LTI LTIOBI

© 2017 Learning Objects.

Q&A

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ADDITIONAL MATERIAL

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

IMS Global Initiatives:

TIP & the eT

© 2016 Learning Objects. CONFIDENTIAL

23

Technical Interoperability Pilot (TIP)

© 2016 Learning Objects. CONFIDENTIAL

24

Technical Interoperability Pilot (TIP)

© 2016 Learning Objects. CONFIDENTIAL

STANDARDS AND

SPECIFICATIONS WORKING

GROUPS

Joellen Shendy

25

COMPREHENSIVE STUDENT

RECORD PROJECT

Jeff Grann

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

© 2016 Learning Objects. CONFIDENTIAL

26

Extended Transcript Prototype and Code

http://bit.ly/TranscriptCode

© 2016 Learning Objects. CONFIDENTIAL

27

eT Specification Candidate & Open Reader

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

UMUC eT Pilot

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

Our Team and Sponsors

© 2016 Learning Objects. CONFIDENTIAL

30

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

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

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.

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

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

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

Implementation: Classroom View in D2L

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

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

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

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

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

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.”

© 2017 Learning Objects.

Learning Objects

Infrastructure Overview

© 2017 Learning Objects.

Manage curriculum design,

competencies, and content

Define competency sets

and hierarchies

Design tool for programs and courses

© 2017 Learning Objects.

Show What You Know → Learning Plan

© 2017 Learning Objects.

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

© 2016 Learning Objects. CONFIDENTIAL

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.

41

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42

© 2016 Learning Objects. CONFIDENTIAL

43

© 2017 Learning Objects.

Systems Model

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Systems Thinking

PROCESS PEOPLE

DATA TOOLSERIC DENNAChief Information Officer

University of Maryland

(College Park)

© 2017 Learning Objects.

Conclusion?

• Think goals, strategy, tactics

• History matters

• Change happens in context

• Systems are key

© 2017 Learning Objects.

PERSONALIZATION

Differentiated

Instruction & Learning

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Bloom’s 2-sigma Problem

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Unspoken Assumption

TIME

AC

HIE

VE

ME

NT

1

2

3

LEARNING

GOALS

© 2017 Learning Objects.

Unspoken Assumption

TIME

AC

HIE

VE

ME

NT

1

2

3

LEARNING

GOALS

© 2017 Learning Objects.

Reality

TIME

AC

HIE

VE

ME

NT

LEARNING

GOALS

DF

W

or

Dis

continue

1

2

3

© 2017 Learning Objects.

Ideal

TIME

AC

HIE

VE

ME

NT

LEARNING

GOALS1

2

3

© 2017 Learning Objects.

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

© 2017 Learning Objects.

The Science of

Muddling Through

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By root or by branch?

Rational

comprehensive

method

Successive limited

comparison

method

© 2017 Learning Objects.

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.