Supporting Next Generation Credentialing Practices …...LinkedIn, Google+, and Facebook Micro-credentialing opportunity to identify and credential several skills, behaviours, knowledge

Duklas Cornerstone Consulting

Supporting Next Generation

Credentialing Practices for Student

Success and Transfer Joanne Duklas, Duklas Cornerstone Consulting

CATNB, October 2016


Roundtable Format

Framing the discussion: what is happening nationally and

internationally

Turning it over to you: Table Top discussions

Goals: sharing ideas; capturing your perspective; helping to inform the

research for the ONCAT project


Core Research Questions

Several institutions across North America have implemented competency-

based academic credentials to document final learner achievement.

What typology of options are emerging in North America?

How have (or might) these initiatives facilitate student mobility?

What type of system wide and/or institutional supports were

cultivated to ensure success (technology solutions, data exchange

opportunities, and standards)?

How might these exemplars inform the development of competency-

based academic credentials at Canadian institutions?


Inspiration for the Conversation


Why Bother?

Allows a focus on students first and foremost

How to help them articulate and translate their learning in

meaningful ways

Provide a way to transparent understand, connect and reflect on

their learning

Creates efficiencies

Changes the evidence of learning and, potentially, allows us to move

to complement or extend the credit hour

Clarifies and deepens evidence of learning; focuses on outputs

through documenting achievement of learning outcomes


Interesting Perspective on Learning

http://elearninginfographics.com/total-learning-strategy-complements-702010-framework-infographic/


Evidence Supporting Change

Students: growing desire for autonomy and portability to present their

learning differently

Innovations: learner focused teaching pedagogy that is focused on outputs

= moving towards learning outcomes

Relevancy: Elon University saw an increase in uptake as a result of adding a

robust secondary credential that documented validated learning outcomes

Portability: Credentialing enhances portability

Interesting article: Matt Pittinsky http://er.educause.edu/articles/2015/3/credentialing-in-higher-

education-current-challenges-and-innovative-trends


In Canada – 20 Co-curricular Examples in

the Transcript and Transfer Guide


International Approaches to

Documenting Learning

Facilitating documentation of student learning

Australia AHEG

UK HEAR

European Diploma

Supplement


In the US

Lumina Foundation

AACRAO & NASPA

PESC

Third party

vendors

http://www.aacrao.org

/resources/resources-

detail-view/extending-

the-transcript-

framework--white-

paper-and-conference-

track

https://www.luminafoundation.org

/files/resources/dqp.pdf


Part of AACRAO and

NASPA’s

Comprehensive

Student Records

Project

Digital transcript this

fall for its MBA

students

Sample: University of Maryland University

College’s Digital “Extended Transcript”


Sample: Elon University’s “Visual

Experiential Transcript”



https://aacrao-

web.s3.amazonaws.com/files/nhTq0K3iRaGe4zjqQPMV_L

EAD%20Certificate%20%20Corporate%20Innovation.pdf

Sample: Stanford University’s “Certified

Project Certificate Program”


Sample: Northern Arizona University’s

“Competency Report”

https://www.insidehighered.com/sites/default/server_files/files/Competency%20Transcript%20Draft%20v12.pdf

https://www.insidehighered.com/sites/default/server_files/files/Competency Transcript Draft v12.pdf


University of Maryland University College’s digital

“Extended Transcript”

UMUC is one of the universities participating in AACRAO and NASPA’s

Comprehensive Student Records Project

UMUC will release a digital transcript this fall for its MBA students (a

digital prototype is now available online)

Some structural issues with data

“They’re [UMUC] housing data in a lot of different places… Getting the

data to be in one place for every student so that you can make it into

whatever you might is one of the biggest challenges we’re seeing in that

project.” – Thomas C. Green, Associate Director at AACRAO


Other Examples

Brandman University

Alverno College

Interesting Canadian examples

Brescia College, Western University

BCIT and MacDonald’s

Queen’s

Niagara College and Brock University


Rubrics and Frameworks – Example –

Lumina Foundation

How institutions have already used the DQP…

Reviewing Learning Outcomes (Cal State U, East Bay, Marshall U)

Curriculum mapping (Kansas City Community College, Utah State U)

Review of degree proficiencies (Texas A&M, Univ of Hawaii, Kapi’olani

Community College)

Transfer and articulation (Cal State U, Georgia State U, Northridge

and Pierce College)


Other Forms of Documenting Learning Open Digital Badges

Allows learners to pull together collections of badges from multiple spaces to create a personal learning story; learner centered because of credential portability from the space where it may be earned (e.g. inside a course) to a profiled space - Example: Mozilla Backpack which allows dispersal to multiple social networks like LinkedIn, Google+, and Facebook

Micro-credentialing

opportunity to identify and credential several skills, behaviours, knowledge and/or abilities that make-up a higher level of understanding around a topic; allows acknowledgement for engagement; allows visibility of learning process and greater understanding of acquired skill-sets


Roundtable Discussion Questions


Questions to Explore

Table Top Discussion #1

What is your impression of all this? Are you doing anything similar at

your schools?

How might the registrarial community support these kinds of

initiatives and be part of developing and leading innovation?

Table Top Discussion #2

What are some of the potential opportunities and hurdles?


Thank you!

Joanne Duklas


Phone Number: 905-877-7485

[email protected]

Supported by Jean Bridge, Academic

Colleague

mailto:[email protected]


Case Study 5: Lumina Foundation’s

Degree Qualifications Profile

The DQP describes what students should generally know and be able to do at

the associate’s, bachelor’s and master’s degree level

A “learning-centered framework,” which institutions may alter and adapt

The goal of the DQP is not to standardize postsecondary education

400 institutions in the US have used the DQP


Case Study 5: Lumina Foundation’s

Degree Qualifications Profile

The DQP’s Five Broad Learning Outcomes for Associate’s, Bachelor’s,

and Master’s Degrees…

1. Specialized Knowledge

2. Broad and Integrative Knowledge

3. Intellectual Skills (breaks down into 6 cross-cutting skills)

4. Applied and Collaborative Learning

5. Civic and Global Learning

Documents

Supporting Next Generation Credentialing Practices …...LinkedIn, Google+, and Facebook Micro-credentialing opportunity to identify and credential several skills, behaviours, knowledge