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Open Assessment; PLA; Lifelong Learning [clear filter]
Thursday, November 7

10:45am MST

Open to be Qualified
Students are often faced with the difficult question of how to match their academic credentials and their life experiences with potential jobs. A new tool from Qualified enables potential students to submit a summary of their background, which is then evaluated, in order to dynamically identify and document their career-based experience and academic experience. This information is then used to develop a skill-based profile. This profile can then be used to evaluate possible fits to job listings, identify skill gaps between current and desired positions, and recommend courses that directly address these gaps.

This process allows potential students in today?s workforce to better understand how their own skills and background fit with their dream jobs. Qualified measures each course in terms of skills, and directs prospective students to classes and programs they are missing in order to reach their career choice. The student is provided with numerous options to help them reach their goal. Qualified is committed to providing open access and coordination with all open educational resource providers. Thus, options are not restricted to any one school or program.

Further, this tool is designed to assist employers as well, in that its aim is to assure that potential employees are career-driven and qualified for the offered position. The goal is to help employers spend less time learning about an applicants? background, and more time developing their employees potential! Additionally, it gives employers the opportunity to help current employees evaluate their current skills and then match them with open education resources, in order to continue to grow and develop as professionals. Another service that Qualified will provide is a data bank that will allow students to see available positions.

avatar for John Ittelson

John Ittelson

Professor Emeritus,, CSU Monterey Bay
John is a Professor Emeritus of Information Technology and Communications Design at CSUMB. He earned his Ph.D. in 1978 from Northwestern University in Educational Psychology/Instructional Design. John also servers as CalStateTEACH Faculty Technology Advisor and is an  Apple Distinguished... Read More →

Peter Smith

Senior Vice President - Academic Strategies and De, Kaplan University
Peter Smith has been leading innovation in higher education domestically and internationally for over 40 years. Founder and first president of two colleges, the Community College of Vermont (1970) and California State University, Monterey Bay (1995), Peter has also served as the Dean... Read More →

Thursday November 7, 2013 10:45am - 11:10am MST
Painted Horse

11:15am MST

Deploying Our Faculty: On the Road to Academic Freedom!
This presentation will outline and describe an effective approach (model) used by Chadron State College leadership to empower faculty to collaborate, design and develop OER materials, courses and modules that will work to enhance the quality of education provided to Teacher Education Candidates, and ultimiately reduce their overall education costs. This model is easily transferrable to other disciplines and/or levels of education.

Topics to be shared include:
1. Open Education Nebraska! ? a CSC Open Education Online Resource Repository http://www.OpenEducationNebraska.com
2.CSC E-Scribe Student Initiative
3.Kaleidoscope Open Course Initiative?multi-institutional Next Generation Learning Challenges Grant (NGLC) to improve student academic success via the use of Open Education Resources (OER)
4.Nebraska State College System OER Summit.
5.CSC's Open Education Learning Community
6.CSC Teacher Education Dept. Initiatives-
--develop all Elementary Education Endorsement courses to an Open Education format and textbook zero by Spring 2015.
--develop all SPED Endorsement courses to an Open Education format and textbook zero by Fall 2014
--develop the first Open Education/Textbook Zero Bachelor's of Science in Education Degree program (Elem. Education and Special Education) by Fall 2015.

avatar for Don King

Don King

Chair, Education Dept., Chadron State College
I'm in my 20th year here at Chadron State, and currently am Chairperson of the Education/Special Education Department. I hold a BS Degree from California Polytechnic State University in Agricultural Sciences, and a Ph.D. in Agriculture Education. I have worked in 7-12 High School... Read More →

Thursday November 7, 2013 11:15am - 11:40am MST
Painted Horse

11:45am MST

Assessment and accreditation of Learners using OER
This paper examines existing and potential scalable approaches to formal assessment and accreditation to digital learning, comparing and contrasting such uses with more traditional approaches. Unbundling of services, so that assessment & accreditation are separate from teaching and support, makes OER much easier to implement and build upon. There is little requirement for physical space, so it can grow in a similar fashion as that of many Internet platforms. This of course makes OER much more scalable than physical institutions can compete with. While international or even national accreditation & assessment services are not currently widespread or easily accessible, developing a robust system that can service thousands or even hundreds of thousands of students could change the dynamic of access to post-secondary education. All of the technology is already available, such as payment systems, content management systems, and exam taking.

Lessons learned so far from key initiatives in this area are discussed, proposing tentative guidance for policy makers and various stakeholder groups in this area.
Currently, the greatest potential and demand for OER:
is in non-OECD countries;
at non-traditional institutions;
at institutions with PLAR models in place.

Breaking down institutional silos is still a major issue before a large-scale OER/PLAR/RPL system is in place. In terms of cost-effective and sustainable approaches to student support, peer-to-peer learning support models were considered to be the most effective, followed by support from retired academics or other volunteers, and the design of system to enable senior students or graduates to provide support for junior students.
As for the types of assessment methods that would most likely be used in the future recognition of prior learning via portfolio assessment and course-based portfolios were both considered appropriate, as well as automated online assessments.

The greatest barriers to participation in open assessment and accreditation practices identified were the lack of availability of committed staff members to support such activities, and the potential costs of redeveloping courses as open educational resources. Lack of support for OER-based courses from senior management was a significantly greater concern for participants from traditional education institutions than for those from institutions with open policies, and was perceived to be a more significant barrier within public than private institutions. These findings suggest that institutions that already have policies that support open assessment and accreditation practices will be able to easily align the implementation of collaborative OER courses with existing policies and processes.

The key institutional success factors for the provision of open assessment and accreditation services appear to be a strong support base within institutions ? both in terms of leadership and resources, and an existing culture of openness, including policies and practices around the creation and use of OERs, as well as policies that enable either open access or recognition of prior learning via credit transfer or PLAR. Institutions that are already characterized by these features are likely to be best placed for the implementation of assessment and accreditation of OER-based learning, and could provide models for other organizations


Rory McGreal

Professor, Athabasca University
I am the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chair in Open Educational Resources and the director of TEKRI at Athabasca University

Thursday November 7, 2013 11:45am - 12:10pm MST
Painted Horse

1:15pm MST

Opening Up Assessment: Open Tools and Item Banks
One of the defining characteristics of Open Education has been the widespread sharing of course materials from OpenCourseWare to Open Textbooks to more generally open educational resources (OERs). Unfortunately many OERs are primarily content or course materials and do not include sufficient quizzes or other activities that students can use to check for understanding and that instructors can use to track engagement and performance. Research shows that embedding assessments in texts increases student completion rates and learning. Open Assessment complements existing OER efforts with tools to allow instructors to embed assessments in any OER, and to create shared collections of assessment items.

MIT and Open Tapestry are developing tools and services to allow instructors and authors to embed assessments directly in any content (e.g., in any OpenCourseWare course) thereby providing a richer learning experience. And BYU will be developing validated item banks of open assessments that can be shared (which will be developed by domain experts and psychometricians). Our approach differs from current practice because existing tools require one of two things: either a system that presents both content and assessments together as part of a dedicated system or the the learner is required to leave the content to take an assessment in a separate quiz system breaking the flow of learning. To be able to embed an assessment of your choosing in any existing OER wherever it might be presented will be truly powerful.

This panel presentation will provide conference participants the opportunity to understand how to use the tools, existing and forthcoming open assessment item banks, and how to use open assessment in their OER content regardless of where it's located right away.

avatar for Justin Ball

Justin Ball

CTO, Atomic Jolt
I measure my chocolate consumption in pounds.
avatar for Joel Duffin

Joel Duffin

CEO, Atomic Jolt
I'm the CEO of Open Tapestry, a startup focused on helping organizations leverage open education content. Open Tapestry is a platform for online learning that helps you discover, assemble, deploy, and track online learning resources.
avatar for Brandon Muramatsu

Brandon Muramatsu

Associate Director, Projects, MIT
avatar for David Wiley

David Wiley

Co-Founder and Chief Academic Officer, Lumen Learning
I've spent over 20 years creating, clarifying, elaborating, and evangelizing the core ideas of open education to students, faculty, institutions, companies, and governments. I've also worked to place a solid foundation of empirical research beneath these core ideas. Now, my colleagues... Read More →

Thursday November 7, 2013 1:15pm - 1:40pm MST
Painted Horse

1:45pm MST

Personalized Learning - Worthy of the Hype?
In spite of the significant progress in technology for learning, today?s education systems remain largely ?one-size-fits-all?, ignoring the individuality of students and forcing them into artificial timelines for learning that often result in learners either becoming bored or falling behind. As a result, there has been considerable recent interest in personalized learning systems (PLS) such as instructional modules that enable students to learn at their own pace and interactive computer programs designed to respond to the learner?s questions.

While successful, PLSs have been extremely difficult to realize without major investments of time, money, and expertise. Moreover, recent studies indicate that they do not always facilitate improved learning. In this presentation, we will discuss how openness enables new ways and means to advance personalize learning. In particular, we will discuss how OpenStax Tutor, a collaboration between engineers and cognitive scientists at Rice University and Duke University, improves learning by fusing cognitive science learning strategies and modern machine learning algorithms; the result is an automated, personalized, and optimized learning experience for today?s courses and students.

OpenStax Tutor marshals many different open educational resource (OER) sources in its quest to improve student learning, but two repositories stand out: Connexions (cnx.org) for rich e-texts and Quadbase (quadbase.org) for assessments. Connexions is one of the world?s first and largest OER projects. Connexions? repository of free, open-source educational content is accessible to students, instructors, and authors worldwide. Quadbase is an open access question bank, focused on serving instructors and educational platforms with support for multiple question types and embedding options. Both platforms thrive on community-submitted and -curated content, and access remains free to all under a Creative Commons attribution license.

Thursday November 7, 2013 1:45pm - 2:10pm MST
Painted Horse

2:30pm MST

In 2007, the Bernard L. Schwartz Communication Institute at Baruch College, CUNY, launched VOCAT, the Video Oral Communication Assessment Tool), an open-source, web-based teaching tool and assessment instrument that allows instructors to give students written and oral feedback on uploaded videos. Since 2007, the Schwartz Institute has supported VOCAT in over 900 sections from courses across more than a dozen disciplines. More than 15,000 students and 200 instructors have used the system. We?ve used it for prior learning assessment, advisement, reviewing rehearsals, debate prep, and several other purposes.

This fall, along with Cast Iron Coding, a Portland, Oregon web development firm, we will be rolling out a rebuilt tool. This version features server-side processing, real-time video annotation, mobile application support, and a customizable rubrics library. It can handle multiple media types and export summative assessment data from across the application. This latest version of the software can be shared widely across institutions since it can be simply installed and demands fewer hardware and system administration resources. With its new feature set, VOCAT can be used by educators to explore a wide range of pedagogies and curricula.

We are excited to share the tool at OpenEd, and to think collectively about how it might be used and further developed.

avatar for Lucas Waltzer

Lucas Waltzer

Baruch College

Thursday November 7, 2013 2:30pm - 2:55pm MST
Painted Horse

3:00pm MST

Breaking through to Open Learning Potential by Unbundling Learning Achievements
What happens if/when courses are no longer the coin of the realm, and increasingly learners acquire skills and demonstrable knowledge through individual learning activities from multiple providers that have been unbundled/disaggregated from traditional educational frameworks? Clay Shirky has argued that MOOCs are the MP3 of higher education, threatening to disrupt current business models when consumers expect easier, cheaper access to individual components of education, rather than being forced to buy the whole ?album? from a traditional provider (?Higher Education: Our MP3 is the MOOC?). Whether or not you agree with Shirky, we are already seeing unprecedented shifts in higher ed that support this unbundling.
Innovative institutions are beginning to respond to this demand through a variety of approaches:
? Credit for completing MOOCs.
? More robust and flexible ways of providing prior learning credits.
? Competency-based learning outside and across traditional courses.
Can we position the phenomena driving changes in education to unleash even more progressive open learning opportunities?
? Traditional degrees and certificates that are composed of traditional credits, but the credits are compiled from courses plus a variety of other sources, such as prior learning credits, community service, and badge frameworks.
? Alternative credentials that substitute for traditional degrees or certificates, composed of demonstrated/validated competencies tailored to the desired outputs. Examples are emerging in vocational areas, such as specific manufacturing skill sets, where the source of the learning is insignificant in comparison to the verified ability to perform a job. The evolution of partnerships between educational institutions and employers, unions, and industry associations is changing this arena to provide more effective academic to workplace transitions.
? Fluid, lifelong engagement in learning communities that provide reputation frameworks for peer validation, with badging and other designations of achievements. As these communities evolve, they integrate with ecosystems for employment, civic engagement, and other contexts outside traditional educational institutions.
The capabilities to realize these possibilities already exist. Emerging technologies make it increasingly easy to track and aggregate learning activities, as well as provide assessment and human/social validation. Data visualizations from learning analytics make it easy to find and develop learning connections (human and intellectual), formulate alternative learning paths and track progress, gather evidence of learning, and combine achievements for a variety of purposes. Badge frameworks are being integrated into many different types of learning environments.
None of us will pretend that there are not significant barriers to these opportunities, including ponderous institutional infrastructures and attitudes, inflexible policy and regulatory frameworks, and centuries of ingrained expectations about what it means to be educated. But we should expect that learners will increasingly demand flexible learning achievement environments, and by providing them, we can contribute to changes that fire learning enthusiasm, improve learner success, and ultimately increase human potential.
This presentation will provide concrete analysis of recent examples that are breaking barriers and unbundling learning achievements. The speakers will demonstrate the immediate and emerging impact of changes in government policy, civic/educational partnerships in badge frameworks, and breakthrough implementations of competency-based learning in the workforce.

avatar for Deborah Everhart

Deborah Everhart

Director of Integration Strategy, Blackboard
Opening up new opportunities through open badges, social learning, and personalized, flexible, competency-based learning.

Thursday November 7, 2013 3:00pm - 3:25pm MST
Painted Horse