Learning transformation is limited by the current higher education infrastructure. Transforming higher education will require a different approach to learning technology, one that is fundamentally learner (rather than institution or faculty) centric. Learning Objects, a Cengage business unit, provides a holistic, learner-centric approach to curriculum design, delivery, and reporting. While Learning Objects can support traditional courses and semesters, it is not hard-wired to do so. Rather, it is built to support learners and their goals, regardless of the amount of time they study or the activities (e.g., courses) they engage in.

1. © 2017 Learning Objects.
Digital Credentials & the
Extended Transcript
Jonathan Mott
15 June 2017

2. © 2017 Learning Objects.
How about an Adaptive,
Competency (or Outcomes) based,
Analytics-Driven, Personalized,
Next-Generation, Micro-
credentialling Digital Learning
Environment?

3. © 2017 Learning Objects.
How about an Adaptive,
Competency (or Outcomes) based,
Analytics-Driven, Personalized,
Next-Generation, Micro-
credentialling Digital Learning
Environment?

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Course Takers?

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Knowledge
Acquirers?

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“If you can
Google it,
don’t teach it.”
David Wiley

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Degree Seekers?

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Career Builders?

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Life-Goal Pursuers

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LMS #1
non-integrated
LMS #2
(or proprietary
courseware)
Status Quo: Broken, non-integrated layers
SIS
SECTION ROSTER
GRADES
GRADES (manual)
COURSE
SECTION
DATA
COURSE
SECTION
DATA
COURSE
SECTION
DATA
COURSE
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DATA
COURSE
SECTION
DATA
COURSE
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COURSE
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COURSE
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COURSE
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COURSE
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COURSE
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DATA
COURSE
SECTION
DATA
COURSE
SECTION
DATA
INCONSISTENTLY FORMATTED,
OFTEN INCOMPLETE,
DISAGGREGATE DATA

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Programmatic innovation “has
been stymied by a lack of
software support.”
Mark Leuba
VP, Product Management
IMS Global Learning Consortium

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A new architecture

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Backward design
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Activities
Measurement
Policies &
Assessments
Capabilities
Or Attributes
Learning
Design
Alignment
Emphasis on
PERFORMAN
CE
not
TIME or
PROCESSES

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Holistic, Programmatic Alignment
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PROGRAMS
COURSES
MODULES

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Layered Design
Andy Gibbons, PhD
Learning experience
design layers
Curriculum layers?

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Standards-Based
Implementation Example
Texas OnCourse

19. CALIPER
CALIPER
CALIPER
CALIPER
eT LTI LTIOBI

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Q&A

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ADDITIONAL MATERIAL

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IMS Global • Learning Impact Leadership Institute • Denver 2017
IMS Global Initiatives:
TIP & the eT

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Technical Interoperability Pilot (TIP)

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Technical Interoperability Pilot (TIP)

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STANDARDS AND
SPECIFICATIONS WORKING
GROUPS
Joellen Shendy
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COMPREHENSIVE STUDENT
RECORD PROJECT
Jeff Grann
http://bit.ly/CSR-Projecthttp://bit.ly/IMS-CBE

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Extended Transcript Prototype and Code
http://bit.ly/TranscriptCode

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eT Specification Candidate & Open Reader

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IMS Global • Learning Impact Leadership Institute • Denver 2017
UMUC eT Pilot

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IMS Global • Learning Impact Leadership Institute • Denver 2017
Our Team and Sponsors

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Brandman University
Dillard University
Elon University
Indiana University - Purdue University Indianapolis
LaGuardia Community College
Stanford University
University of Central Oklahoma
University of Houston - Downtown
University of Maryland University College
University of South Carolina
University of Wisconsin Colleges and University of Wisconsin - Extension
Borough of Manhattan Community College
Comprehensive Student Record Grantees

31. © 2016 Learning Objects.
IMS Global • Learning Impact Leadership Institute • Denver 2017
eT Pilot Framework
Supports UMUC’s New
Learning Model that focuses
on what the learner can do,
and how they can take this
learning and apply it in the
workplace.

32. © 2016 Learning Objects.
IMS Global • Learning Impact Leadership Institute • Denver 2017
Pilot Overview
PURPOSE
Gather student feedback on the extended Transcript (eT), content and usage
PARAMETERS
● Approximately 2,000 Graduate Students enrolled in the New Learning Model
Format
● Students have access to the eT from December 13, 2016 to March 31, 2017
(Fall 2016, and Winter 2017
● Students access their eT through their classroom

33. © 2016 Learning Objects.
IMS Global • Learning Impact Leadership Institute • Denver 2017
Implementation: Classroom View in D2L

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IMS Global • Learning Impact Leadership Institute • Denver 2017
More information
and survey
Printer-friendly format of
document
Name of program and class
in D2L
Name of competency
What the learner can do
after mastering the
competency
Multiple pieces of evidence
required for mastery
Pilot limited to Fall courses so all
are “in-progress”
Graded assignments

35. © 2016 Learning Objects.
IMS Global • Learning Impact Leadership Institute • Denver 2017
Pilot Overview
RESULTS
● 57% of unique students accessed their eT
● 1,487 accesses during 16 week pilot
● 84% recommended broader implementation of the eT →
“Why wouldn’t you?”
● ~50% would share the eT with a potential employer

36. © 2016 Learning Objects.
IMS Global • Learning Impact Leadership Institute • Denver 2017
Pilot Overview
COMMENTS
“I like it and think it's an amazing idea coming from someone making a career
change without experience”
“Great tool, frequently difficult to properly explain skills and education to
potential employers”
“It's so great that there's finally a way to be able to tell employers "This is
what I did!" because from all the projects and assignments we do, it's hard to
remember . I've also never seen something like this at my undergrad or first grad
school.”

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Learning Objects
Infrastructure Overview

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Manage curriculum design,
competencies, and content
Define competency sets
and hierarchies
Design tool for programs and courses

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Show What You Know → Learning Plan

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Evidence: enhanced credentials enable Olivia to share her work
Evidence of Olivia’s learning is collected by the platform and included in her extended transcript. Olivia curates
portfolios for different purposes as further evidence of her learning. Badges defined by the institution and aligned to
competencies that employers value deepen her set of credentials.
Extended Transcript
that provides rich
insight into learning
Portfolios and badges
that empower the
learner to curate
evidence of learning

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Accessibility & universal design
Universal design means we strive to
deliver a consistently good experience
regardless LO of which tool or device
you use to experience it.
We follow the WCAG 2.0 AA
accessibility guidelines and periodically
reevaluate our compliance. We treat
any accessibility issue uncovered
during use as a high priority defect.
Our design approach is inclusive of
assistive technology, such as screen
readers, and mobile devices.
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Systems Model

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Systems Thinking
PROCESS PEOPLE
DATA TOOLSERIC DENNA
Chief Information Officer
University of Maryland
(College Park)

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Conclusion?
• Think goals, strategy, tactics
• History matters
• Change happens in context
• Systems are key

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PERSONALIZATION
Differentiated
Instruction & Learning

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Bloom’s 2-sigma Problem

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Unspoken Assumption
TIME
ACHIEVEMENT
1
2
3
LEARNING
GOALS

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Unspoken Assumption
TIME
ACHIEVEMENT
1
2
3
LEARNING
GOALS

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Reality
TIME
ACHIEVEMENT
LEARNING
GOALS
DFW
orDiscontinue
1
2
3

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Ideal
TIME
ACHIEVEMENT
LEARNING
GOALS1
2
3

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Right tool, right context
Intensity / frequency of teacher-student interaction
Cognitive complexity of task
Content/activityvolumerequirements
Machinescorable/guidable
Adaptive
Learning
Personalized
Learning
Program-
Based
Learning &
Mastery
Knowledge • Comprehension • Application • Analysis • Synthesis •
Evaluation
Adaptive Practice, Homework, & Test Preparation
Personalized courseware & learning sequences
Personalized program pathways & analytics

54. © 2017 Learning Objects.
The Science of
Muddling Through

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By root or by branch?
Rational
comprehensive
method
Successive limited
comparison
method

56. © 2017 Learning Objects.
Muddling Through
The trouble lies with the fact that most of us approach policy
problems within a framework given by our view of a chain of
successive policy choices made up to present. One’s thinking about
appropriate policies with respect, say, to urban traffic control is
greatly influenced by one’s knowledge of the incremental steps
taken up to the present. … The relevance of a policy chain of
succession is even more clear when an American tries to discuss,
say, antitrust policy with a Swiss, for the chains of policy in the
two countries are strikingly different and the two individuals
consequently have organized their knowledge in quite different
ways.