competency-based learning/education

Verified Skills — from the-job.beehiiv.com by Paul Fain
Hunting for a common thread amid the hype around skills.

Excerpt:

The glitzy ASU+GSV gathering this week was titled “Brave New World.” But Tim Knowles wanted to talk about 1906.

That was when the organization Knowles leads, the Carnegie Foundation for the Advancement of Teaching, created the credit-hour standard. The time has arrived, argue Knowles and Amit Sevak, CEO of ETS, to move away from the Carnegie Unit and toward a new currency of education based on meaningful skills and accomplishments, demonstrated through assessment.

Our old way of training Americans for ‘good jobs’ is past its sell-by date — from workshift.opencampusmedia.org by JB Holston
We’re at a pivot point in education and workforce development. Employers in the U.S. and its allies have an opportunity to accelerate their economies by collaborating to scale new pathways to prosperity. They need to seize that opportunity, writes JB Holston, former CEO of the Greater Washington Partnership.

The country is at a pivot point. COVID’s acceleration of remote work and training; an increased dedication to inclusion, equity, and diversity since the murder of George Floyd; the inexorable pace of technological change; and America’s new, well-funded industrial policy have created an opportunity for the most significant re-set in the relationship between employers and our education systems in the last 150 years.

The old path to family-supporting career positions—which depended on large employers recruiting graduates from a small universe of ranked colleges whose education stopped with that degree—is past its sell-by date.

AI in Hiring and Evaluating Workers: What Americans Think — from pewresearch.org by Lee Rainie, Monica Anderson, Colleen McClain, Emily A. Vogels, and Risa Gelles-Watnick
62% believe artificial intelligence will have a major impact on jobholders overall in the next 20 years, but far fewer think it will greatly affect them personally. People are generally wary and uncertain of AI being used in hiring and assessing workers

Excerpt:

A new Pew Research Center survey finds crosscurrents in the public’s opinions as they look at the possible uses of AI in workplaces. Americans are wary and sometimes worried. For instance, they oppose AI use in making final hiring decisions by a 71%-7% margin, and a majority also opposes AI analysis being used in making firing decisions. Pluralities oppose AI use in reviewing job applications and in determining whether a worker should be promoted. Beyond that, majorities do not support the idea of AI systems being used to track workers’ movements while they are at work or keeping track of when office workers are at their desks.

Four credentialing and/or accreditation-related items for you

On 03/16/2023, in accreditation, competency-based learning/education, credentialing, Daniel S. Christian, future, future of higher education, game-changing environment, higher education, ideas, learning ecosystem, Learning from the Living [Class] Room, skills, by Daniel Christian

Territorium Introduces AI-Powered System to Track Skills and Competencies from K–12 to Career — from campustechnology.com by Kate Lucariello

Excerpt:

Global ed tech provider Territorium has launched LifeJourney, a suite of AI-powered tools for users to keep track of education, job skills, and career readiness capabilities. With the LifeJourney toolkit’s comprehensive individual records all in one place, students can provide quick and easily accessible information to prospective employers, according to the company. The suite of tools keeps track of progress and achievements from K–12 through higher education and career readiness.

From DSC:
This type of comprehensive learner record is a piece of the vision that I’ve been tracking at “Learning from the Living [Class] Room” — where I call it a Cloud-Based Learner Profile.

Also relevant/see:

College Accreditation 101: How It Works & Why It Matters — from business-essay.com; with thanks to Lili North for this resource

Excerpt:

Entering a prestigious college and getting a quality education is one of the top priorities for high school graduates. But how do you know if the college you are considering is really worth it?

Well, luckily, there is accreditation: a process of evaluating educational institutions. Accreditation is an important factor to consider when selecting a college: after all, unaccredited schools don’t provide you with widely recognized diplomas and can leave you with insufficient knowledge and skills.

Want to know more? You’re in the right place! This article covers the essential information every college applicant should know about accreditation.

Also relevant/see:

Building a Microcredential Program Framework to Meet the Needs of a Changing Academic Landscape — from campustechnology.com by Justin Louder
From curriculum to technology concerns, consider these essentials for creating alternative education opportunities at your institution.
Lessons Learned from Communities Accelerating Pathways to Credentials — from accelerate-ed.org with thanks to Tom Vander Ark from GettingSmart.com for this resource

Addendum on 3/18/23:

Credentialing Everything: A Primer on Learning and Employment Records and Digital Wallets — from gettingsmart.com by Nate McClennen and Rachelle Dené Poth

Key Points

Credentials and learner records are accelerating the shift to competency-based learning.
They help learners manage unbundled learning by collecting evidence from multiple providers and provide quicker and more personalized onramps to high-wage employment.

Measuring Learning Growth: Competencies and Standards — from gettingsmart.com by Nate McClennen and Rebecca Midles

Key Points

The role of competencies has become increasingly important as employers, students and educators realize the impact of transferable skill deficit in young people.
The challenge, however, becomes implementation.

Digital credentials’ appeal is strong, while corporate upskilling moves at a ‘snail’s pace’ [Ashburn]

On 02/20/2023, in business, career development, colleges, communities of practice, competency-based learning/education, corporate / business world, corporate universities / corporate training, IBM, learning ecosystem, Microsoft, skills, staying relevant, student-related, training / L&D, United States, universities, workplace, by Daniel Christian

Digital credentials’ appeal is strong, while corporate upskilling moves at a ‘snail’s pace’ — from by Elyse Ashburn; with thanks to Paul Fain for this resource
Surveys out this week from IBM and LinkedIn take a closer look at the role of digital credentials and other forms upskilling in education and on the job.

Excerpt:

Interest in upskilling and short-term credentials, either as an alternative or an add-on to college, has grown steadily over the past few years. And a couple of surveys out this week take a closer look at the role digital credentials and other forms upskilling can play in bridging the gap between formal education and work.

A major IBM survey fielded in 13 countries, including the United States, found that almost half of students, job seekers, and career changers are interested in jobs in science, technology, engineering and math (STEM)—but more than 61% think they aren’t qualified because they lack the right degrees.

75% of respondents thought that digital credentials were a good way to supplement traditional education, but only 47% were actually familiar with such credentialing programs.
Among those who’d earned a digital credential, 86% said that it helped them achieve their career goals.

Eight in 10 people surveyed said they planned to upgrade their skills in the next two years—but time, cost, or simply not knowing how to begin were major barriers. Among both students and job seekers, 40% said that they don’t know where to start in developing new professional or technical skills.

Unbundled: Designing Personalized Pathways for Every Learner [Nate McClennen & Co.]

On 01/31/2023, in assessment, Blockchain, change, changing business models, competency-based learning/education, content development, aggregation, repositories, credentialing, Design Thinking, education, education reform, engagement / engaging students, ideas, innovation, instructional design, K-12 related, leadership, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, love of learning, marketplaces, microlearning, more voice more choice more control, motivation, new business models, online learning, participation, passions, personalized/customized learning, platforms, reinvent, society, streams of content, student-related, teachers, teaching & learning, technology (general), ubiquitous learning, United States, user experience (UX), vendors, vision/possibilities, vocational / trades, youth, by Daniel Christian

Unbundled: Designing Personalized Pathways for Every Learner — from gettingsmart.com by Nate McClennen “with contributions from the Getting Smart team and numerous friends and partners in the field”

Excerpts:

In this publication, we articulate the critical steps needed to unbundle the learning ecosystem, build core competencies, design learning experiences, curate new opportunities, and rebundle these experiences into coherent pathways.
.

Vision

Every learner deserves an unlimited number of unbundled opportunities to explore, engage, and define experiences that advance their progress along a co-designed educational pathway. Each pathway provides equitable and personalized access to stacked learning experiences leading to post-secondary credentials and secure family-sustaining employment. Throughout the journey, supportive coaches focus on helping learners build skills to navigate with agency. In parallel, learners develop foundational skills (literacy, math), technical skills, and durable skills and connect these to challenging co-designed experiences. The breadth and depth of experiences increase over time, and, in partnership, learners and coaches map progress towards reaching community-defined goals. This vision is only enabled by an unbundled learning ecosystem.
…

Recommendations

Solutions already exist in the ecosystem and need to be combined and scaled. Funding models (like My Tech High), badging/credentialing at the competency level (like VLACS), coaching models (like Big Thought), and open ecosystems (like NH Learn Everywhere) provide an excellent foundation. Thus, building unbundled systems has already begun but needs systemic changes to become widely available and accepted.

1. 1. Build a robust competency-based system.
  2. Create a two-way marketplace for unbundled learning.
  3. Implement policy to support credit for out-of-system experiences.
  4. Invest in technology infrastructure for Learning and Employment Records.
  5. Design interoperable badging systems that connect to credentials.

Some example components of a learning ecosystem [Christian]

On 01/20/2023, in 21st century, A/V -- audio/visual, active learning, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, Augmented Reality (AR), blended learning, blogs / blogging / vlogging, bots, Canvas - and other Instructure-related items, cloud-based computing / apps / other cloud-related, CMS/LMS, collaboration, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital textbooks, digital video, e-books, e-publishing related items (EPUB and more), education technology, educational games / serious games, elearning, face-to-face, faculty/staff, heutagogy, higher education, human-computer interaction (HCI), hybrid learning, Hyflex learning, informal learning, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, learning theories, library / librarians, lifelong learning, microlearning, mobile learning, MOOCs -- Massive Open Online Courses, online learning, online media, online tutoring, open courseware and systems, parents/guardians, pedagogy, personalized/customized learning, platforms, play, podcasting, professional development, social learning / networks, social media, society, streams of content, student-related, teachers, teaching & learning, technology (general), tools, training / L&D, universities, videoconferencing, Virtual Reality (VR) / worlds / learning, vocational / trades, webinars, by Daniel Christian

A learning ecosystem is composed of people, tools, technologies, content, processes, culture, strategies, and any other resource that helps one learn. Learning ecosystems can be at an individual level as well as at an organizational level.

Some example components:

Subject Matter Experts (SMEs) such as faculty, staff, teachers, trainers, parents, coaches, directors, and others
Fellow employees
L&D/Training professionals
Managers
Instructional Designers
Librarians
Consultants
Types of learning
- Active learning
- Adult learning
- PreK-12 education
- Training/corporate learning
- Vocational learning
- Experiential learning
- Competency-based learning
- Self-directed learning (i.e., heutagogy)
- Mobile learning
- Online learning
- Face-to-face-based learning
- Hybrid/blended learning
- Hyflex-based learning
- Game-based learning
- XR-based learning (AR, MR, and VR)
- Informal learning
- Formal learning
- Lifelong learning
- Microlearning
- Personalized/customized learning
- Play-based learning
Cloud-based learning apps
Coaching & mentoring
Peer feedback
Job aids/performance tools and other on-demand content
Websites
Conferences
Professional development
Professional organizations
Social networking
Social media – Twitter, LinkedIn, Facebook/Meta, other
Communities of practice
Artificial Intelligence (AI) — including ChatGPT, learning agents, learner profiles,
LMS/CMS/Learning Experience Platforms
Tutorials
Videos — including on YouTube, Vimeo, other
Job-aids
E-learning-based resources
Books, digital textbooks, journals, and manuals
Enterprise social networks/tools
RSS feeds and blogging
Podcasts/vodcasts
Videoconferencing/audio-conferencing/virtual meetings
Capturing and sharing content
Tagging/rating/curating content
Decision support tools
Getting feedback
Webinars
In-person workshops
Discussion boards/forums
Chat/IM
VOIP
Online-based resources (periodicals, journals, magazines, newspapers, and others)
Learning spaces
Learning hubs
Learning preferences
Learning theories
Microschools
MOOCs
Open courseware
Portals
Wikis
Wikipedia
Slideshare
TED talks
…and many more components.

These people, tools, technologies, etc. are constantly morphing — as well as coming and going in and out of our lives.

The future of learning: Preparing your L&D organization for the new landscape of work [Joshi]

On 09/26/2022, in adult learning, change, competency-based learning/education, corporate / business world, corporate universities / corporate training, culture, learning ecosystem, lifelong learning, skills, workplace, by Daniel Christian

The future of learning: Preparing your L&D organization for the new landscape of work — from chieflearningofficer.com by Vikas Joshi

Excerpt:

Two major shifts characterize today’s work: The skills economy and the hybrid work approach. Alone, they are both powerful. But together, they are completely disrupting work and learning in significant ways.

It’s an exciting time for learning and development organizations. They are stepping up to meet the changing learning needs of employees and businesses. This article outlines the new landscape of work, lists its implications for learning leaders and providers, describes solution frameworks and makes the case for preparing your L&D organization for the future of learning with digital technology.

If the challenges my client L&D organizations describe are any indication, there is a distinct pattern of struggle to keep up with the growing demands from businesses and employees. The challenges occupy a wide spectrum — rapidly shifting need patterns, content obsolescence, remote solitary learners, content overload and the lack of certainty of effective outcomes — and despite the large and ever-growing libraries of learning content, robust video-conferencing technologies and learning management systems. So, where is the problem?

The first drastic change: The skills economy is here. As technology races ahead, skill gaps have appeared, widened and morphed. There was a time when L&D organizations could get by without using technology. Not anymore. New skills are needed across all kinds of work.

What would it take for higher education to develop/offer such “capability academies?” [Christian]

On 08/26/2022, in 21st century, 24x7x365 access, adjunct faculty, career development, changing business models, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, curriculum, Daniel S. Christian, Design Thinking, experimentation, faculty/staff, future, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning spaces, lifelong learning, microlearning, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, personalized/customized learning, platforms, society, staying relevant, streams of content, surviving, traditional / tradition, training / L&D, United States, universities, user experience (UX), using teams, vision/possibilities, vocational / trades, by Daniel Christian

From DSC:
Below are some reflections based on an article entitled, Understanding learning transfer through Archwell Academies. It’s from chieflearningofficer.com and was written by Erin Donovan and Keith Keating.

Excerpt:

To capitalize on learning transfer and extend learning beyond traditional training periods, practitioners have established capability academies. According to Josh Bersin, capability academies are the evolution of traditional training and self-directed learning. Bersin posited:

Capability academies are business-driven, collaborative learning environments that facilitate learning retention. . . . Going beyond rote lessons, capability academies help companies prepare for transformation by helping employees develop complex skills and providing guidance on how to apply them in the context of the business.

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

From DSC:
First of all, I have a lot of respect for the people that this article mentions, such as Josh Bersin and Will Thalheimer. So this article caught me eye.

It seems to me that the corporate world is asking for institutions of traditional higher education to deliver such “capability academies.” But that makes me wonder, could this even be done? Surely there aren’t enough resources to develop/deliver/maintain so many environments and contexts, right? It took Archwell, a global mortgage services outsourcing provider, an entire year to systematically design and develop such customized capability academies — just for their clients’ businesses.

The article goes on:

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

Context. Skills. Acquiring knowledge. Being able to apply that knowledge in a particular environment. Wow…that’s a lot to ask institutions of traditional higher education to deliver. And given the current setup, it’s simply not going to happen. Faculty members’ plates are already jammed-packed. They don’t have time to go out and collaborate with each business in their area (even with more sabbaticals…I don’t see it happening).

I’m sure many at community colleges could chime in here and would likely say that that’s exactly what they are doing. But I highly doubt that they are constantly delivering this type of customized offering for all of the businesses in each major city in their area.

I can hear those in corporate training programs saying that that’s what they are doing for their own business. But they don’t provide it for other businesses in their area.

So, what would it take for higher education to develop/offer such “capability academies?” Is it even possible?

We continue to struggle to design the ultimate learning ecosystem(s) — one(s) whereby we can provide personalized learning experiences for each person and business. We need to continue to practice design thinking here, as we seek to provide valuable, relevant/up-to-date, and cradle-to-grave learning experiences.

The problem is, the pace of change has changed. Institutions of traditional higher education can’t keep up. And frankly, neither can most businesses out there.

I keep wondering if a next-generation learning platform — backed up by AI but delivered with human expertise — will play a role in the future. The platform would offer products and services from teams of individuals — and/or from communities of practices — who can provide customized, up-to-date training materials and the learning transfers that this article discusses.

But such a platform would have to offer socially-based learning experiences and opportunities for accountability. Specific learning goals and learning cohorts help keep one on track and moving forward.

Aurora Institute: Create Learning Ecosystems & Competency-Based Pathways Aligned Across K-12, Higher Education, Career & Technical Education, & the Workforce

On 07/25/2022, in 21st century, 24x7x365 access, active learning, adult learning, Alternatives, assessment, Bias | Diversity Equity & Inclusion (DE&I), budgets, career development, change, changing business models, collaboration, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, Design Thinking, education, education reform, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, legislatures / government / legal, lifelong learning, love of learning, more voice more choice more control, motivation, participation, passions, personalized/customized learning, policy, real-world assignments, reinvent, skills, society, staying relevant, strategy, student-related, surviving, teachers, teaching & learning, training / L&D, United States, user experience (UX), vision/possibilities, vocational / trades, workplace, youth, by Daniel Christian

“We must invest in building the new policies, practices, and infrastructure that drive transformational
change toward aligned, lifelong learning ecosystems w/personalized + #CBE pathways. In learning ecosystems, learning is organized around individuals…” https://t.co/xWCIngcEV5

— Emily Liebtag, Ed.D. (@EmilyLiebtag) July 21, 2022

Aurora Institute: Federal Policy Priorities and Recommendations 2022 — from aurora-institute.org

Introduction:

It is critically important for our country to reimagine education and focus on investing in our future, not our past. The current K-12 education system has not produced equitable outcomes for all students. We must change policies and invest in innovation to transform our education systems. Student-centered policies are needed for true systems change and innovations for equity. We must challenge frames and investments that perpetuate tinkering with the existing system, rather than reimagining it. The time is ripe to redesign education to align with future needs and purposes to achieve human flourishing.

To ensure all learners are prepared for life’s uncertainties, as well as a more knowledge-driven workforce and economy, we must restructure the education system to universally recognize anytime, anywhere learning. Many states and districts have taken steps to move in new and improved directions, but more work must be done to meet students where they are and accelerate them to successful futures and prosperity. We must question the fundamental purposes of our education system, align our goals to that purpose, and expand learning to anytime and anyplace, with greater opportunities for next generation learning.

Aurora Institute’s latest Federal Policy Priorities represent an equity-oriented and future-focused set of recommendations designed to ensure that the nation’s education system moves from its current state to a system capable of preparing all learners with the knowledge and skills necessary to achieve lifelong success.

From DSC:
I post this because I like the design thinking exhibited herein. I love the idea of greater collaboration between K-12, higher education, vocational training, and the workforce/workplace. We should consider eliminating — or at least building much better bridges between the — existing silos. These silos seem to be easier to put up than they are to take down.

A Turning Point for Prison Education — from chronicle.com by Taylor Swaak
With reinstatement of Pell Grants imminent, the programs weigh technology’s long-term role.

Excerpts:

Incarcerated people who participate in postsecondary-education programs are 48 percent less likely to return to prison, according to a 2018 study from the RAND Corporation.
…
Three colleges that The Chronicle spoke with are in varying stages of adding technology to their prison-ed programs.

Addendum on 5/11/22:

Prisoners receive college degrees at graduation ceremony inside a Michigan prison — from mlive.com by Bradley Massman

It was a proud, and somewhat routine commencement ceremony for Calvin University on Monday, May 9, though held in the confines of a state prison.

Calvin University and Calvin Theological Seminary joined the Michigan Department of Corrections Monday to host the graduation ceremony for Calvin Prison Initiative (CPI) students at the state’s Richard A. Handlon Correctional Facility in Ionia.

Addendums on 5/16/22:

More than new 70 colleges and universities chosen to help the incarcerated get credentials — from universitybusiness.com by Chris Burt
The Department of Education is expanding Second Chance Pell Experiment for prospective students in prison.
“Facing Life” by Brandon Tauszik & Pendarvis Harshaw — from booooooom.com

Coursera launches skills training academy for colleges and companies — from highereddive.com by Natalie Schwartz
Experts say the move could help the company strengthen its focus on selling courses to colleges rather than consumers.

Excerpts:

Coursera, like other popular MOOC platforms, has made its name by bringing online classes to the masses. But lately, the company has been expanding efforts to provide these offerings to colleges and employers rather than solely to consumers.

The company doubled down on that strategy Wednesday, when it announced the launch of a career training academy that enables users to earn entry-level certificates from companies like Meta and IBM in fields such as data analytics, social media marketing and user experience design. Institutions — including colleges, businesses and government organizations — can sign up to make the platform available to their students or employees.

The move signals a shift in strategy for the company. While Coursera is still focused on delivering courses directly to consumers, it’s also been building out its offerings to colleges and employers. This business segment includes Coursera for Campus, which allows colleges to use the platform’s content in their classes.

From DSC:
For those who think MOOCs have come and gone:

Coursera has been using academic content created by universities for years to build its audience, amassing some 97 million users by the end of last year, according to its latest earnings report.

Addendum on 5/11/22:

Colleges Are Losing Students. Is That A Growth Opportunity For Coursera? — from edsurge.com by Daniel Mollenkamp

How to make competency-based education possible through an intelligent learning platform [Solea]

On 04/25/2022, in CMS/LMS, competency-based learning/education, higher education, intelligent systems, IT in HE, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, online learning, platforms, tools, by Daniel Christian

How to make competency-based education possible through an intelligent learning platform — from blog.neolms.com by Ioana Solea

Excerpt:

Competency-based education plays an essential role in this endeavor. As its name suggests, this type of learning focuses on individual competency. It promotes a learner-centric approach in which students get from level A to level B after acquiring and demonstrating mastery of certain skills.

Competency-based learning is easier to implement when you have the right tools. An intelligent learning platform (ILP) is the ideal option. This technology already incorporates all the features you need to implement a competency-based learning model.

Learn how an ILP enables competency-based education.

2022 EDUCAUSE Horizon Report | Teaching and Learning Edition

On 04/19/2022, in adjunct faculty, blended learning, change, changing business models, collaboration, colleges, community colleges, competency-based learning/education, cost of getting a degree, credentialing, digital learning, education technology, face-to-face, faculty/staff, flipping -- inverted learning, future of higher education, game-changing environment, higher education, hybrid learning, ideas, instructional design, IT in HE, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, online learning, teaching & learning, technology (general), tools, traditional / tradition, United States, universities, vision/possibilities, workplace, by Daniel Christian

2022 EDUCAUSE Horizon Report | Teaching and Learning Edition — from library.educause.edu

Sections include:

Trends: Scanning the Horizon
Key Technologies & Practices
Scenarios
Implications: What Do We Do Now?

Also relevant/see:

Webinar | Exploring the 2022 Teaching and Learning Horizon Report

Also relevant/see:

2022 Educause Horizon Report Suggests Change Is Here to Stay; No Return to ‘Normal’ — from campustechnology.com by Rhea Kelly

Excerpt:

If the COVID-19 pandemic has been a time of unprecedented change in higher education — characterized by rapid pivots to remote work and learning and an explosion in the use of technology across the institution — the future is about reframing those changes into long-term realities, according to the 2022 Educause Horizon Report Teaching and Learning Edition, released this week. Colleges and universities are shifting their mindsets to “reflect an evolution from short-term ’emergency’ or ‘reactive’ modes of offering education during extraordinary circumstances to making strategic and sustainable investments in a future that will be very much unlike our past,” the report suggested.

6 Technologies and Practices Impacting the Future of Higher Education — from campustechnology.com by Rhea Kelly

Instructure’s Acquisition of Concentric Sky Bringing Some Changes to Canvas LMS Users [Kelly]

On 04/19/2022, in Canvas - and other Instructure-related items, CMS/LMS, colleges, community colleges, competency-based learning/education, credentialing, experimentation, higher education, skills, United States, universities, vendors, by Daniel Christian

Instructure’s Acquisition of Concentric Sky Bringing Some Changes to Canvas LMS Users — from thejournal.com by Rhea Kelly
Badgr Digital Micro-Credentialing Platform to be Rebranded as Canvas Badges, Optional ‘Pro’ Upgrades Coming

Excerpts:

Instructure said today its acquisition of Concentric Sky, maker of the Badgr digital credentialing platform, is complete, and the basic Badgr functions will be integrated into Canvas and rebranded as Canvas Badges.
…
Canvas Credentials will enable institutions to “seamlessly award badges that verify and track academic achievements, including competency-based education,” the company explained in a news announcement. With the stackable, shareable credentials, students will be able to track their personalized learning journeys and carry proof of their competencies and skills development.

The Re-Emergence of Competency-Based Education: What It Might Look Like and Why It’s Needed in Today’s Classrooms [Look]

On 04/18/2022, in assessment, competency-based learning/education, education, instructional design, K-12 related, learning, Learning Experience Design, teachers, teaching & learning, by Daniel Christian

The Re-Emergence of Competency-Based Education: What It Might Look Like and Why It’s Needed in Today’s Classrooms — from thejournal.com by Keith Look

Excerpt:

For the current or upcoming unit of instruction, identify three learning targets to be assessed. Have students show what they know through both traditional modes of assessment as well as through CBE experiences. Then, consider what the data shows:

For which learning targets is student competency better presented through traditional assessment? Through CBE?
- Is that a factor of the learning target or the way in which the assessment (traditional or CBE) challenged students?
- Based on this experience, what kinds of learning targets may lend themselves more to CBE? To traditional assessment?
Are there students who more effectively demonstrate competency through the CBE than the traditional assessment?
- Why is CBE a more effective vehicle for those students?
- Could the task itself be revised to unlock the same potential in other students?

Reflections on “Do We Really Want Academic Permanent Records to Live Forever on Blockchain?” [Bohnke]

On 03/19/2022, in 21st century, 24x7x365 access, adult learning, Alternatives, analytics, Artificial Intelligence/Agents/LLMs/and Related, Blockchain, business, career development, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, credentialing, Daniel S. Christian, digital learning, education, elearning, formal learning, future, future of higher education, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, informal learning, innovation, instructional design, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, lifelong learning, love of learning, microlearning, more voice more choice more control, online learning, open courseware and systems, participation, professional development, project-based learning, publishing, real-world assignments, social learning / networks, society, student-related, technologies for your home, the downsides of how people use tech, training / L&D, United States, universities, user experience (UX), vendors, vision/possibilities, youth, by Daniel Christian

From DSC:
Christin Bohnke raises a great and timely question out at edsurge.com in her article entitled:
Do We Really Want Academic Permanent Records to Live Forever on Blockchain?

Christin does a wonderful job of addressing the possibilities — but also the challenges — of using blockchain for educational/learning-related applications. She makes a great point that the time to look at this carefully is now:

Yet as much as unchangeable education records offer new chances, they also create new challenges. Setting personal and academic information in stone may actually counter the mission of education to help people evolve over time. The time to assess the benefits and drawbacks of blockchain technology is right now, before adoption in schools and universities is widespread.

As Christin mentions, blockchain technology can be used to store more than formal certification data. It could also store such informal certification data such as “research experience, individual projects and skills, mentoring or online learning.”

The keeping of extensive records via blockchain certainly raises numerous questions. Below are a few that come to my mind:

Will this type of record-keeping help or hurt in terms of career development and moving to a different job?
Will — or should — CMS/LMS vendors enable this type of feature/service in their products?
Should credentials from the following sources be considered relevant?
- Microlearning-based streams of content
- Data from open courseware/courses
- Learning that we do via our Personal Learning Networks (PLNs) and social networks
- Learning that we get from alternatives such as bootcamps, coding schools, etc.
Will the keeping of records impact the enjoyment of learning — or vice versa? Or will it depend upon the person?
Will there be more choice, more control — or less so?
To what (granular) level of competency-based education should we go? Or from project-based learning?
Could instructional designers access learners’ profiles to provide more personalized learning experiences?
…and I’m certain there are more questions than these.

All that said…

To me, the answers to these questions — and likely other questions as well — lie in:

Giving a person a chance to learn, practice, and then demonstrate the required skills (regardless of the data the potential employer has access to)
.
Giving each user the right to own their own data — and to release it as they see fit. Each person should have the capability of managing their own information/data without having to have the skills of a software engineer or a database administrator. When something is written to a blockchain, there would be a field for who owns — and can administer — the data.

In the case of finding a good fit/job, a person could use a standardized interface to generate a URL that is sent out to a potential employer. That URL would be good for X days. The URL gives the potential employer the right to access whatever data has been made available to them. It could be full access, in which case the employer is able to run their own queries/searches on the data. Or the learner could restrict the potential employer’s reach to a more limited subset of data.

Visually, speaking:

I still have a lot more thinking to do about this, but that’s where I’m at as of today. Have a good one all!

Learning Ecosystems

Verified Skills [Fain] + “Our old way of training Americans for ‘good jobs’ is past its sell-by date [Holston]

Four credentialing and/or accreditation-related items for you

The future of learning: Preparing your L&D organization for the new landscape of work [Joshi]

What would it take for higher education to develop/offer such “capability academies?” [Christian]

A Turning Point for Prison Education [Swaak]

Coursera launches skills training academy for colleges and companies [Schwartz]

2022 EDUCAUSE Horizon Report | Teaching and Learning Edition

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