learning objects jonathan mott 15 june 2017 · as a modern saas based built on ims global standards...

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© 2017 Learning Objects.

Learning ObjectsJonathan Mott


How about an Adaptive, Competency (or Outcomes) based,

Analytics-Driven, Personalized, Next-Generation, Micro-

credentialling Digital Learning Environment?


Course Takers?

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How do we go about empowering the learners in our scope of influence? By making them better “course takers”? That’s not primarily how they see themselves.


Knowledge Acquirers?

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How do we go about empowering the learners in our scope of influence? By making them better “course takers”? That’s not primarily how they see themselves.


“If you can Google it,

don’t teach it.”

David Wiley


Degree Seekers?

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So … Should we then think of them as “degree seekers”? That’s better, but degrees--or certificates or credentials--are still instrumental goals.


Career Builders?

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Are they then building careers?


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Millennials want to work for a purpose, not just a paycheck. SOURCE: http://www.gallup.com/reports/189830/millennials-work-live.aspx


Life-Goal Pursuers

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We need to think as learners as “life-goal pursuers.” And they each have different life goals. That they will pursue in different ways. But they need our help. IMAGE SOURCE: “the cairn above the cloud” http://www.flickr.com/photos/rabi/1174452785/sizes/l/


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LMS #1

non-integrated

LMS #2(or proprietary

courseware)

Status Quo: Broken, non-integrated layers

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, DISAGGREGATE DATA

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Current semester-based, course-section-centric model creates disaggregated, siloed data that doesn’t support accountability, student agency, or career readiness


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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

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Backward design 13

ActivitiesMeasurement

Policies & Assessments

CapabilitiesOr

Attributes

Learning Design

Alignment

Emphasis onPERFORMANCE

notTIME or

PROCESSES


Holistic, Programmatic Alignment14

PROGRAMS

COURSES

MODULES

© 2016 Learning Objects. CONFIDENTIAL

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As a modern SaaS based built on IMS Global standards (LTI & Caliper,) we have 4 core components of our DLE. First, our workbench or “above the course,” we enable designers to author their program definition, establish their competency sets and complete the required curriculum mapping to ensure that a sound program, built utilizing backwards design, is developed. From there, via the second part of our DLE we are able to publish courseware through our environment and/or integrate with other standards-based courseware tools to deliver the curriculum. Because of the powerrful connections made in our workbench, all learner engagement, outcomes and data feeds the third part of our DLE which is our program performance data warehouse. All of this data surrounding the learner engagement and performance then feeds our competency dashboards which provide the program administrators, instructors, and learners with rich visual feedback surrounding progress and performance. Finally, the competency dashboard and data then feed the fourth part of our DLE which is the evidence store. Once again, because of the powerful connections made during design in the workbench, the evidence store enables learners to see their progress and mastery manifested in micro-credentials or badges, as well as through the extended transcript that demonstrates their mastery of the defined program competencies and sub-competencies. Finally, in the extended transcript, we capture the evidence of mastery via our integrated portfolio system and we associate it directly inline with the competency or sub-competencies that the learner has mastered.


Layered Design

Andy Gibbons, PhD

Learning experience design layers

Curriculum layers?


Standards-BasedImplementation Example

Texas OnCourse

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CALIPER

CALIPER

CALIPER

CALIPER

eT LTI LTIOBI


Q&A

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

TIP & eT

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Set the context


21Technical Interoperability Pilot (TIP)

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TIP Project CBE workflow


22Technical Interoperability Pilot (TIP)

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Mark Leuba’s TIP paper http://er.educause.edu/articles/2015/10/competency-based-education-technology-challenges-and-opportunities


STANDARDS AND SPECIFICATIONS WORKING

GROUPS

Joellen Shendy

23COMPREHENSIVE STUDENT

RECORD PROJECT

Jeff Grann

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

http://bit.ly/CSR-Project

http://bit.ly/IMS-CBE


24Extended Transcript Prototype and Code

http://bit.ly/TranscriptCode

http://bit.ly/TranscriptCode


25eT Specification Candidate & Open Reader


UMUC eT Pilot

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Set the context


Our Team and Sponsors

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Set the context


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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

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Multiple institutions participated in the AACRAO, NASPA, Lumina-supported Comprehensive Student Record project.


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.

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Set the context


Pilot Overview

PURPOSEGather 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

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Set the context


Implementation: Classroom View in D2L

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Set the context


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

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Set the context


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

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Set the context


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.”

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Set the context


Learning ObjectsInfrastructure Overview

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Manage curriculum design, competencies, and content

Define competency sets and hierarchies

Design tool for programs and courses


Show What You Know → Learning Plan

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Today: Diagnostic w/ learning path filter Course / program progress & performance Metacognition prompts Detailed, competency-aligned rubrics Contextual feedback Mastery rules (assessment or roll-up sub-competencies) Randomized formative assessments (question pools) Intervention support (learner risk reporting to instructors and advisors) Draft / Review / Submit workflow on submission-based assessments w/ instructor feedback Next release: Performance-based gating (prevent progress until performance threshold met or exceeded, combine with other personalization techniques) Future: Pacing guide Mastery-based gating More flexible mastery rules Dynamic learning plan updates (w/ plan additions, remediation gates) Learner goal setting and tracking


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

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Take learner evidence from archaic transcript to a living document that demonstrates evidence of mastery in a portable and real-time manner.


Accessibility & universal designUniversal 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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Appendix

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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


PEOPLEDifferentiated

Instruction & Learning


Bloom’s 2-sigma Problem


Unspoken Assumption

TIME

ACH

IEVE

MEN

T

1

2

3

LEARNINGGOALS


Reality

TIME

ACH

IEVE

MEN

TLEARNINGGOALS

DFW

or D

isco

ntin

ue

1

2

3


Ideal

TIME

ACH

IEVE

MEN

TLEARNINGGOALS

1

2

3


Right tool, right context

Intensity / frequency of teacher-student interactionCognitive complexity of taskC

onte

nt /

activ

ity v

olum

e re

quire

men

tsM

achi

ne s

cora

ble

/ gui

dabl

e

AdaptiveLearning

PersonalizedLearning

Program-Based

Learning & Mastery

Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

Adaptive Practice, Homework, & Test Preparation

Personalized courseware & learning sequences

Personalized program pathways & analytics


The Learning Objects Learning ExperienceGUIDING PRINCIPLES

No two learners are the same

Respect & activate learner agency

Guide (don’t determine) decisions with timely data & prompts

Open architecture to integrate data & guidance from multiple tools and platforms


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 stepstaken 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.

learning objects jonathan mott 15 june 2017 · as a modern saas based built on ims global standards...

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