If you were in the workshop and want something fixed – let me know.<\/p>\n
\nApril 19, 2009
\nPaul Clark OU, UK
\nWeave academic and professional competencies
\nDistance ed makes this particularly acute – and need intervention
\nTim Omeara – Ninth House – Leadership
\nCompetence – Leadership dev – soft skills – simple scope
\nWhat do people know – what do they need to know – and how to get the info to those folks.
\nInterest in portable competency definition – PDI as an example.
\n— What about the need to flex – folksonomy – or top down taxonomy
\nShiela MacNeill – JISC CETIS
\nDesign for Learning – design content learning situations.
\nInterest in TenCompetence
\nDavid O’Conner – Pearson
\nHE focus – moving into K12
\nOutcomces and assessing
\nWhat are we trying to learn?
\nChris Kaefer – McGraw Hill – K12 – professions
\nContent Models
\nFocus increasingly work with learning objectives – tagging level align learning objectives – take it outside of text book covers – must insure that design meets needs of adopting customers. Many different meanings and definitions.
\nMichael Erdely – Thomson Learning
\nEngineer – technical
\nFind a way for learners to own their core competencies
\nPortable competencies – secure interoperability
\nMaggie Beers – BC IT -> SFSU
\nLink between a LT Center – best practices – moving into a more technical application for that. Used to being on ent architecs.
\nPDI – consulting firm – intervention 3 x 6 competency model for soft skills
\nLearning objective – comes close to content – tracking point and patch cord connects content – (Satisfied, score) – to some other point in my system.
\nCompetency is contextualized to “my world”
\nThe two are connected but the connection between them is no universal – there is no “one mapping”.
\nThere are lots of levels. Hierarchy is present in both LO and competency definitions.
\nk12 does this in each state.
\nShould we standardize learning objectives? Nah – just give a GUID? Connect them in.
\nLacking: No place to indicate if something helps with a concept or measures a concept – this ends up in
\nBuild global competencies? Portable for what purpose?
\nGlobal LO’s are important for things like CSU Digital market place.
\nLanguage for describing and exchange competencies
\nWhere do the learners fit in? Who knows the mapping? Does the teacher or student or the content maker know about this?
\nImportant to bring learner into this – so folks can find themselves in the netowkr of learning objectives and competencies.
\nBasic Reading skills. Have some trusted bodies. Testing body might certify this that can measure that core competency for you.
\nProblem with national qualification – passing exam is not “does not need remediating”.
\nWho cares?
\nNew Media in BC – not enough graduates – eCompetencies tool – self identifiy – action plan – expected competencies. – marketing plan – data mining. Book volunteer industries that wanted the skills – BC ministry helped seed the thing. Helpful for students.
\nLots of customers care about this? Saves them money to figure this out. Helps keep down wasted time investment – they care when they hire.
\nMake a map – state by state.
\nIn Europe – Working group – IEEE + SCORM folks – lots of europeans – competency data interchange format schema\/manifest. Couple of drafts 0 looks like SCORM 1.3 manifest – roll up – same sort of roll up as simple sequencing. These
\nTransport Canada have competiecies – are there federal examples?
\nWill folks open source the stuff? Not interested in keeping things close to chest.
\nMaking a schema is easy – but true portability – because no one will bow to other opinions of competency model.
\nDescribe problem – Scope and Use cases
\nWhat is the barrier?
\nLack of agreement of competency terminology – taxonomy. But quickly
\nMust stop at a certain level of generality that we must stop at? Accept that the detail is local not global.
\nAt what point do these things become useful?
\nTop down or folksonomy?
\nDo both at once – recognizable interface – to they converge to one point?
\nIn a way – we can do this! In LOM there *is* a taxon-path into *some* catalog – a set of definitions map descriptions. Publish and define the map. Everyone publishes their taxon paths reference – publish the reference – go to catalog – has keywords, etc. Could have maps of things UK HE to Pearson.
\nCan build system that will self assemble.
\nAgreement on common terminology. What does “critical thinking mean”? 300 learning objectives in a book.
\nWhat about a standard of a taxon-path catalog and a services API and web service for a catalog service. Folks could publish their catalog.
\nIf two organizations publish catalogs – then they can
\nif everyone had a catalog that is published – pointers to maps.
\nTaxon catalog – LOM educational purpose – why not require this?
\nWhat about contrib?
\nMake TAXon paths – real uris
\nCatalogs are something that can be searched with text or keywords and give you some potential Taxon paths that might be appropriate for the content you are working on.
\nCompetency model definiton schema. Import and export comp
\nQuestion – should IMS be in the taxonomy registration business? no.
\nShould IMS be in the business of protocols and APIs to navigate taxonomies? OK.
\nFormat of taxonoly description exchange? Certainly yes but – don’t reinvent the wheel?
\nPortfolios is the venue to demonstrate these competencies. Portfolio is something you take with you.
\nLook at IMS ePort and make sure there is a place to capture taxonomy marking – imitating the IEEE LOM pattern for tag marking with Taxonomies.
\nCollection of artifacts that demonstrate some competency.
\nNote general need to improve ePortfolio standards in general – not our particular scope but something we are nervous about.
\nWhere do they get stored? Who owns them? Where is the border between that which the organization and individual
\n. What is authoritative? In the corporate environment – it is even larger.
\nUse cases
\nCal State Digital Market Place \/ Content Federation
\nHelp lead faculty to appropriate content from many sources (free and commercial) and help them mix in content from many publishers in some uniform model based on globally known competency identifiers.
\nFaculty Development \/ Lesson Planning
\nLesson plans – never saw a proper learning outcome – enter a topic – prompts for competencies – select competencies – learning outcomes present – make a lesson plan – learning activities – learning tools. Suggests resources – ranking – Amazonning – select some assessment – automatically makes space – find other portfolios that demonstrate achievement – practice achieving these things – export their own competency into a portfolio which joins the other sources of evidence.
\nPedagogy planners – wiki based approach – pedagogy wizard – suggests tools, (1) Phoebe – Oxford (2) London Metropolitan Pedagogy Planner.
\nOpen Learn
\nInform counseling session – from perhaps a publisher that has info about a student from prior activity.
\nLearn Direct – Map courses – what we could do is advise them to go to learn direct – learn direct helps optimize student’s learning path.
\nHave a free-text description of the learning outcome – not there is no assessment as to whether the outcome was accomplished.
\nPublishers
\nSomething spans the secondary school \/ college space – re-mediation – placement test. Placement service that can measure competencies.
\nStandard that could be imported into counselor’s system. Note – often publishers are stymied by privacy issues. But counselors and teachers *need* the this information! Have a conversation with instructors where the common vocabulary is what competencies and learning objectives are what is needed.
\nLMS like Sakai\/BB
\nAdding competency tagging to portfolio systems to enhance the richness and usefullness of portfolios as they move from system to system.
\nCorporate like Ford\/Pharma
\nAs training coordinator – I need ot import content and have it align itself and register with my competency model. I just got a mail from the CEO and it is time to get good at “fiber optic” – I need to find content and vendors and select – including soe sense of how effective this will work in my context and competencies.<\/p>\n","protected":false},"excerpt":{"rendered":"
If you were in the workshop and want something fixed – let me know.<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-294","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/posts\/294","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/comments?post=294"}],"version-history":[{"count":1,"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/posts\/294\/revisions"}],"predecessor-version":[{"id":2403,"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/posts\/294\/revisions\/2403"}],"wp:attachment":[{"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/media?parent=294"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/categories?post=294"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dr-chuck.com\/csev-blog\/wp-json\/wp\/v2\/tags?post=294"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}