From badges to breakthroughs.final.rev

From Badges to Breakthroughs:
Unleashing Learner Potential through
Competency-based Achievements
Ellen Wagner, WCET, Chair
Fred Hurst, Northern Arizona University
Karen Solomon, Higher Learning Commission
Deb 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.

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/talkingpoints/WCETTalkingPoints-MOOCs-04-082013.pdf

Dr. Fred Hurst
University of Northern Arizona
Personalized Learning

Northern Arizona University – Personalized Learning

Change is good. You go
first.
- Scott Adams, Dilbert cartoon


Northern Arizona University’s
Personalized Learning enables
motivated students to earn a high
quality 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 and
prescribed - there are no electives
•Every concept - multiple modalities
•Pre-, interim, post-assessments


• Developed degree programs in 6 months:
Small Business Administration, Computer
Information Technology, Liberal Arts

• Lead faculty for each degree
• Student starts any day of the year
• Subscription model - $2,500 per six
months – 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

Federal Definition
 34 CFR 668.10
 Direct Assessment includes range of portfolios,
presentations, examinations and other
documents that reflect mastery of learning goals

 Methodology for determining “credit hour
equivalencies” required

 Federal funding not eligible for giving credit for
prior work
18

Reviewed by

State Coordinating & Governing
Boards

Accrediting Agencies
U.S. Department of Education

19

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
20

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
21

Issues to Address
 Eligibility, Development & Engagement of
Faculty/Instructors

 Subject Matter Experts
 Mentors and Coaches
 Curriculum Designers
 Content Assessors

22

Issues to Address
 Assessment of Student Learning
 Evaluation and Improvement Systems
 Distinguishing Competency-Based Program from
Prior Learning Assessment

 Billing and Title IV
 Tuition Refunds
 Calculation of assistance earned
23

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

24

Current Status
Growing expectations for
transparency regarding persistence,
completion and student success

Four institutions approved to offer
Direct Assessment programs
Application to be available –

ncahlc.org/change
25

Badges:
New Currency for
Professional Credentials
Dr. Deborah Everhart
Director of Integration Strategy, Blackboard
Adjunct Assistant Professor, Georgetown University

No badge is an island.
Open badges work within
a complex ecosystem.

Open Badges Ecosystem
• Primary Stakeholders
– Learners/ Job Seekers
– Learning Providers and Assessors
– Employers and other Badge Consumers

• Key Components
– Verification
– Authentication
– Validation

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Learning Providers and Assessors

Employers and Other Badge Consumers

QUESTIONS for panel:
What is the biggest opportunity you see for your
breakthrough innovation?
What is THE biggest (possible) hurdle you see
as people consider moving ahead with your
breakthrough innovation?
What is the one thing you want people to
remember about what you have presented?
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THANK YOU FOR YOUR INTEREST

39

From badges to breakthroughs.final.rev

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