from badges to breakthroughs: unleashing learner potential through competency-based achievements...

8/14/2019 From Badges to Breakthroughs: Unleashing Learner Potential through Competency-Based Achievements (182122521)

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From Badges to Breakthroughs:

Unleashing Learner Potential through

Competency-based AchievementsEllen Wagner, WCET, Chair

Fred Hurst, Northern Arizona University

Karen Solomon, Higher Learning CommissionDeb Everhart, Georgetown University and Blackboard, Inc.



What You Can Expect from this Session

• This panel session shares experiences and perspectives with

innovations that are challenging “The Course” as the primary

unit of educational currency.

• We will discuss credit for MOOC completion, personalized

learning, direct assessment and verification of competencies

and badge frameworks as options for extending low-cost,

quality educational opportunities for increasingly diverse

student and instructor populations.



Alternative Models of Postsecondary

Education are Gaining Traction

• New student populations expect education that is flexible,

relevant, and meaningful

• Elite universities are accelerating interest in online learning

through massive, open online courses.

• Expectations of institutional accountability have amplified

questions about whether and how universities should be

“scored.”

• The “ticking time bomb” of American student loan debt is

changing consumer attitudes about the value of education.



The Potential for

Alternative Credentials

• Thomas Friedman: “Alternative credentialing has potential to

lift more people out of poverty…. [and] to unlock a billion

more brains to solve the world’s biggest problems”

(http://www.nytimes.com/2013/01/27/opinion/sunday/fried

man-revolution-hits-the-universities.html).

• Alternative credentials can ignite learning enthusiasm,

improve learner success, and ultimately increase human

potential.

http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html














New Modes and Models

These phenomena, among others, are driving the demand for

low-cost, reasonable-quality educational experiences. Innovative

institutions are responding with alternatives such as:

• MOOCs

• Personalized Learning

• Competency Based Learning

• Badge Frameworks



New opportunities have emerged

from changing expectations

Evaluating and award credit for student learning, wherever and

however it has been acquired.

At a growing number of institutions, degrees and certificates are

awarded based on credits from courses as well as from analysis

of prior learning, community service, and student portfolios. The

network needs to grow.





• Some alternative credentials recognize demonstrated,

validated competencies tailored to desired outcomes through

direct assessment.

• In some vocational areas, the source of learning is

insignificant in comparison to the verified ability to perform a

specific skill or job. We will need new structures as well as

those to evaluate the competencies.





• Badges - small, discrete bundles of defined outcomes are

available through learning communities that provide

reputation frameworks for peer validation, with badging and

other designations of achievements.

• These learning opportunities vary broadly in their quality and

applicability to higher education; some may displace the need

to earn an entire degree.



Please Tweet Your Questions to US

#EDU13

@edwsonoma



Since we mentioned MOOCs…

WCET Frontiers (www.wiche.edu)

A Simple Guide for Navigating the MOOC

Muddle (Garn and Dowden, 2013)

http://www.wcet.wiche.edu/wcet/docs/talking-

points/WCETTalkingPoints-MOOCs-04-08-

2013.pdf

http://www.wcet.wiche.edu/wcet/docs/talking-points/WCETTalkingPoints-MOOCs-04-08-2013.pdf























Dr. Fred Hurst

University of Northern Arizona

Personalized Learning



Northern Arizona University – Personalized Learning

Change is good. You gofirst.

- Scott Adams, Dilbert cartoon




Northern Arizona University s

Personalized Learning enables

motivated students to earn a highquality degree more efficiently and

at a lower cost by customizing

coursework to fit individual

learning styles and previously

acquired knowledge.




Student Experience

•Self-paced online adaptive learning

•Mentor faculty

•Readiness assessment

•Curriculum is interdisciplinary andprescribed - there are no electives

•Every concept - multiple modalities

•Pre-, interim, post-assessments




• Developed degree programs in 6 months:

Small Business Administration, ComputerInformation Technology, Liberal Arts

• Lead faculty for each degree

• Student starts any day of the year

• Subscription model - $2,500 per sixmonths – all inclusive (fees, materials,texts)

• Two student records:• Traditional transcript• Competency report




Aggressive Timetable• Approved by HLC on May 21st

•Understanding to offer U.S. DoEd –

Title IV in August

•Students enrolled; ~1200 prospects

•500 student goal in first year; 8,000 in

five years

•Three new programs second year;masters degrees in third year



Higher Learning Commission A Commission of the North Central Association

Direct Assessment

Competency Based Programs

Assuring Quality in Higher Education

Karen J Solomon

Vice President for Accreditation Relations



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Federal Definition

34 CFR 668.10

Direct Assessment includes range of portfolios,

presentations, examinations and otherdocuments that reflect mastery of learning goals

Methodology for determining “credit hour

equivalencies” required

Federal funding not eligible for giving credit for

prior work



19

Reviewed by

State Coordinating & GoverningBoards

Accrediting Agencies

U.S. Department of Education



20

Issues to Address

Purpose and Philosophy

Clearly defined goals

Framework for programs

Structure and Coherence of the Program

Competencies defined

Beginning, Middle and End Stages

Competencies are not only individual units but

build to a unified body of knowledge



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Issues to Address

Application of Academic Policies

Student Eligibility

Attendance, Leaves of Absence

Satisfactory Academic Progress

Information to Students

Support Services & Access to Academic Resources

Peer Engagement



22

Issues to Address

Eligibility, Development & Engagement of

Faculty/Instructors

Subject Matter Experts

Mentors and Coaches

Curriculum Designers

Content Assessors



23

Issues to Address

Assessment of Student Learning

Evaluation and Improvement Systems

Distinguishing Competency-Based Program fromPrior Learning Assessment

Billing and Title IV

Tuition Refunds

Calculation of assistance earned



24

Issues to Address

Credit Hour Equivalencies

Transcripting of Competency Earned

Equivalent Courses or Credit Hours Noted

Clear Information for Other Institutions and

Employers

Contractual Arrangements



25

Current Status

Growing expectations fortransparency regarding persistence,completion and student success

Four institutions approved to offerDirect Assessment programs

Application to be available –

ncahlc.org/change



Badges:

New Currency for

Professional CredentialsDr. Deborah Everhart

Director of Integration Strategy, Blackboard

Adjunct Assistant Professor, Georgetown University



27Badges.Coursesites.com



No badge is an island.

Open badges work withina complex ecosystem.



29

Open Badges Ecosystem

• Primary Stakeholders – Learners/ Job Seekers

– Learning Providers and Assessors

– Employers and other Badge Consumers

• Key Components – Verification

– Authentication

– Validation



Learners/ Job Seekers



Learning Providers and Assessors



Verification



Employers and Other Badge Consumers



Authentication



Standards Organizations



Validation



37Badges.Coursesites.com



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QUESTIONS for panel:

What is the biggest opportunity you see for yourbreakthrough innovation?

What is THE biggest (possible) hurdle you seeas people consider moving ahead with yourbreakthrough innovation?

What is the one thing you want people toremember about what you have presented?



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THANK YOU FOR YOUR INTEREST

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