Transcript Competencies and Badges for General Education in Colleges and Universities A Moodle Use Case June 2014 Elizabeth Dalton 11/7/2015

Competencies and Badges
for General Education
in Colleges and
Universities
A Moodle Use Case
June 2014
Elizabeth Dalton
11/7/2015
Advantages of Competencies
 Course/Program Consistency
 Alternate Delivery Models
 Internship Management
 Prior Learning Assessment
 Accreditation
 Micro-credentialing
 Transfer Equivalencies
 Placement
Elizabeth Dalton
11/7/2015
AAC&U VALUE Rubrics
 Association of American Colleges and Universities
 Developed for Liberal Arts Programs
 Based on Existing U.S. University Programs
 16 Content Areas
 5-6 Rubric Elements per Area
 4 Levels of Proficiency per Rubric Element
 http://www.aacu.org/value/rubrics/
Elizabeth Dalton
11/7/2015
Example of Content Area
CRITICAL THINKING VALUE R
I
for more information, please contact [email protected]
Definition
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
Benchmark
2
1
Explanation of issues
Issue/ problem to be considered critically is
stated clearly and described
comprehensively, delivering all relevant
information necessary for full
understanding.
Issue/ problem to be considered critically is
stated, described, and clarified so that
understanding is not seriously impeded by
omissions.
Issue/ problem to be considered critically is
stated but description leaves some terms
undefined, ambiguities unexplored,
boundaries undetermined, and/ or
backgrounds unknown.
Issue/ problem to be considered critically is
stated without clarification or description.
Evidence
Selecting and using information to investigate a
point of view or conclusion
Information is taken from source(s) with
enough interpretation/ evaluation to develop
a comprehensive analysis or synthesis.
Viewpoints of experts are questioned
thoroughly.
Information is taken from source(s) with
enough interpretation/ evaluation to develop
a coherent analysis or synthesis.
Viewpoints of experts are subject to
questioning.
Information is taken from source(s) with
some interpretation/ evaluation, but not
enough to develop a coherent analysis or
synthesis.
Viewpoints of experts are taken as mostly
fact, with little questioning.
Information is taken from source(s) without
any interpretation/ evaluation.
Viewpoints of experts are taken as fact,
without question.
Influence of context and assumptions
Thoroughly (systematically and
methodically) analyzes own and others'
assumptions and carefully evaluates the
relevance of contexts when presenting a
position.
Identifies own and others' assumptions and Questions some assumptions. Identifies
several relevant contexts when presenting a several relevant contexts when presenting a
position.
position. May be more aware of others'
assumptions than one's own (or vice versa).
Student's position (perspective,
thesis/hypothesis)
Specific position (perspective,
Specific position (perspective,
thesis/ hypothesis) is imaginative, taking into thesis/ hypothesis) takes into account the
account the complexities of an issue.
complexities of an issue.
L imits of position (perspective, thesis/
Others' points of view are acknowledged
hypothesis) are acknowledged. Others'
within position (perspective,
points of view are synthesized within
thesis/ hypothesis).
position (perspective,
thesis/ hypothesis).
Specific position (perspective,
thesis/ hypothesis) acknowledges different
sides of an issue.
Specific position (perspective,
thesis/ hypothesis) is stated, but is simplistic
and obvious.
Conclusions and related outcomes
(implications and consequences)
Conclusions and related outcomes
(consequences and implications) are logical
and reflect student’s informed evaluation
and ability to place evidence and
perspectives discussed in priority order.
Conclusion is logically tied to information
(because information is chosen to fit the
desired conclusion); some related outcomes
(consequences and implications) are
identified clearly.
Conclusion is inconsistently tied to some of
the information discussed; related outcomes
(consequences and implications) are
oversimplified.
Elizabeth Dalton
Conclusion is logically tied to a range of
information, including opposing viewpoints;
related outcomes (consequences and
implications) are identified clearly.
Shows an emerging awareness of present
assumptions (sometimes labels assertions as
assumptions).
Begins to identify some contexts when
presenting a position.
11/7/2015
Example of Rubric Element
Evidence
Selecting and using information to investigate a
point of view or conclusion
Benchmark
Information is taken from source(s) without any interpretation/
evaluation.
Viewpoints of experts are taken as fact, without question.
Milestone 1
Information is taken from source(s) with some interpretation/
evaluation, but not enough to develop a coherent analysis or
synthesis.
Viewpoints of experts are taken as mostly fact, with little questioning.
Milestone 2
Information is taken from source(s) with enough interpretation/
evaluation to develop a coherent analysis or synthesis.
Viewpoints of experts are subject to questioning.
Capstone
Information is taken from source(s) with enough interpretation/
evaluation to develop a comprehensive analysis or synthesis.
Viewpoints of experts are questioned thoroughly.
Elizabeth Dalton
11/7/2015
Alignment With Sample
College Catalog
General Education Category
AAC&U VALUE Rubric Content Area
Critical Inquiry
Critical Thinking
Information Literacy
Written Communication
Written Communication
Quantitative Inquiry
Quantitative Literacy
Communication
Oral Communication
Teamwork
American Culture
Civic Engagement
Global Learning
Cultural Inquiry: International
Global Learning
Intercultural Knowledge & Competence
Arts & Humanities
Reading
Creative Thinking
Scientific Inquiry
Inquiry & Analysis
Problem Solving
Social Science
Intercultural Knowledge & Competence
Ethical Reasoning
Connecting
Elizabeth
Dalton to Your Major
Integrative Learning
11/7/2015
Foundations & Skills for Lifelong Learning
Example of Category
Alignment
CULTURAL INQUIRY: INTERNATIONAL
AAC&U VALUE Rubrics
Students will
critically analyze the particulars of history and
culture in an international context.
Global Learning
• Perspective Taking
• Cultural Diversity
• Understanding Global Systems
Select one of the following approved
courses
Intercultural Knowledge and Competence
• Knowledge of Cultural Worldview Frameworks
• Empathy
• Curiosity
• Openness
•
ARTS 551 Survey of World Architecture
•
•
•
•
•
HIS 502 Great Civilizations
HIS 512 European History: Renaissance
through the Industrial Revolution
HIS 513 European History: 19th and 20th
Centuries
HIS 611 Topics in World History
HIS 618 History of World War II
HIS 627 Vietnam War: An Historical Perspective
•
•
HUMN 504 World Religions
HUMN 560 Elementary Spanish I
•
Elizabeth Dalton
Recommendations
Include remaining Global Learning competencies
• Global Self-Awareness
• Personal and Social Responsibility
• Applying Knowledge to Contemporary Global
Contexts
Courses providing credit in this category should
include a “Global Social Responsibility” project that
applies knowledge to local action to help
address a complex global problem
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Micro-credentialing: Badges
 Experiential, Evidence of Accomplishments, not Activities
 Aligned with Competencies
 Recognition of Excellence
 Involve Faculty Judgment
 Include Portfolio/Evidence Metadata
 Publishable by Learner
 May be combined to form “Constellation Badges” or
Certificates
Elizabeth Dalton
11/7/2015
Badges Example
Civic Engagement VALUE R
for more information, please contact v l
I
c . g
Definition
Civic engagement is " working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values, and motivation to make that difference. It means
promoting the quality of life in a community, through both political and non-political processes." (Excerpted from Civic Responsibility and Higher Education, edited by Thomas Ehrlich, published by Oryx
Press, 2000, Preface, page vi.) In addition, civic engagement encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and
socially beneficial to the community.
Competency
Diversity of Communities and
Cultures
Capstone Criteria
Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity
of communities and cultures. Promotes others' engagement with diversity.
Analysis of Knowledge
Connects and extends knowledge (facts, theories, etc.) from one's own academic study/ field/ discipline to civic
engagement and to one's own participation in civic life, politics, and government.
Civic Identity and Commitment
Provides evidence of experience in civic- engagement activities and describes what
she/ he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued
commitment to public action.
American Culture
Civic Communication
Tailors communication strategies to effectively express, listen, and adapt to others to establish relationships to further civic
action
American Culture
Civic Action and Reflection
Demonstrates independent experience and shows initiative in team leadership of complex or multiple civic engagement
activities, accompanied by reflective insights or analysis about the aims and accomplishments of one’s actions.
American Culture
Civic Contexts/Structures
Demonstrates ability and commitment to collaboratively work across and within community contexts and structures to achieve a
civic aim.
American Culture
Elizabeth Dalton
Badge Image
GenEd Category
American Culture
American Culture
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Certificates: Content Areas
Civic Engagement
Global Learning
Intercultural Knowledge
Inquiry & Analysis
Information Literacy
Critical Thinking
Creative Thinking
Oral Communication
Reading
Quantitative Literacy
Written Communication
Problem Solving
Integrative Learning
Lifelong Learning
Teamwork
Elizabeth Dalton Ethical Reasoning
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Cognitive Competencies:
“Diamond Badges”
 Excellence Across Multiple Topics, Tasks,
Contexts
 Requires “Capstone” level achievement in 3 or
more Content Areas
 Core Liberal Arts Themes
 Valuable to Employers
 Backed by Evidence of Accomplishments
Elizabeth Dalton
11/7/2015
Employer Priorities
 Innovation
 Critical Thinking
 Written and Oral Communication
 Complex Problem Solving
 Ethical Judgment
 Intercultural Skills
 Continuous Learning
Hart Research Associates. It Takes More Than a Major: Employer Priorities for College Learning and Student
Success (Washington, DC: AAC&U, 2013), www.aacu.org/leap/public_opinion_research.cfm Retrieved from
http://www.aacu.org/leap/documents/2013_EmployerSurvey.pdf
Elizabeth
Dalton
11/7/2015
Cognitive Competencies:
Excellence across multiple topics, tasks, and contexts
Elizabeth Dalton
Analysis
Application
Context
Communication
Creativity
Diversity
Technology
Evaluation
Identity
Perspective
Responsibility
Scope
Teamwork
Lifelong
Learning
Strategy
Transfer
11/7/2015
Cognitive Competency Example: Evaluation
Competency
Capstone Criteria
Evaluation of Different
Ethical
Perspectives/Concepts
Student states a position and can state the objections to,
assumptions and implications of and can reasonably defend
against the objections to, assumptions and implications of
different ethical perspectives/ concepts, and the student's
defense is adequate and effective.
Social Science
Evaluate Information and its
Sources Critically
Chooses a variety of information sources appropriate to the
scope and discipline of the research question. Selects
sources after considering the importance (to the researched
topic) of the multiple criteria used (such as relevance to the
research question, currency, authority, audience, and bias or
point of view).
Critical Inquiry
Presentation of Supporting
Material
A variety of types of supporting materials (explanations,
examples, illustrations, statistics, analogies, quotations from
relevant authorities) make appropriate reference to
information or analysis that significantly supports the
presentation or establishes the presenter's credibility/
authority on the topic.
Communication
Evaluate Potential
Solutions
Evaluation of solutions is deep and elegant (for example,
contains thorough and insightful explanation) and includes,
deeply and thoroughly, all of the following: considers history
of problem, reviews logic/ reasoning, examines feasibility of
solution, and weighs impacts of solution.
Scientific Inquiry
Written Sources and
Evidence
Demonstrates skillful use of high- quality, credible, relevant
sources to develop ideas that are appropriate for the
discipline and genre of the writing
Communication
Elizabeth Dalton
Badge
Image
General Education
Category
11/7/2015
Cognitive Competency Example: Context
Competency
Capstone Criteria
Civic Contexts/Structures
Demonstrates ability and commitment to collaboratively
work across and within community contexts and
structures to achieve a civic aim.
American Culture
Influence of context and
assumptions
Thoroughly (systematically and methodically) analyzes
own and others' assumptions and carefully evaluates
the relevance of contexts when presenting a position.
Critical Inquiry
Understanding Global
Systems
Uses deep knowledge of the historic and contemporary
role and differential effects of human organizations and
actions on global systems to develop and advocate for
informed, appropriate action to solve complex problems
in the human and natural worlds.
Cultural Inquiry
Limitations and
Implications of Inquiry
Insightfully discusses in detail relevant and supported
limitations and implications of a line of inquiry.
Scientific Inquiry
Connections to Discipline
Independently creates wholes out of multiple parts
(synthesizes) or draws conclusions by combining
examples, facts, or theories from more than one field of
study or perspective.
Connecting to Major
Reading Genres
Uses ability to identify texts within and across genres,
monitoring and adjusting reading strategies and
expectations based on generic nuances of particular
texts.
Arts and Humanities
Elizabeth Dalton
Badge
Image
General Education
Category
11/7/2015
Advantages of Rubric
Integration
 Descriptions of Assignments may vary per course; Rubric Criteria remain
constant
 Template Courses can combine mandatory rubric-assessed assignments
with instructor-customized content
 Competencies can also be recognized through PLA, internships, and other
alternatives using the same rubrics
Elizabeth Dalton
11/7/2015
Moodle Implementation
MDL-40230 “Integrate outcomes stage 2 into core,” specifically:

Existing “outcomes” do not integrate with Rubrics as Advanced grading methods:
MDL-43545 Add the ability to auto-create a new rubric from the outcomes
associated with the assignment

Outcomes should be tied to Activities, especially Assignments: MDL-43549 Add the
ability to associate outcomes with activity/course completion. It may also be
desirable to define a number of instances required to consider an outcome
“complete.”

Completion of a set of outcomes to defined standard should automatically issue a
badge to the student: MDL-43543 Integrate badges with new outcomes

Moodle Badges allow students to publish and be recognized for micro-credentials
and certificates, as well as degree completion
Elizabeth Dalton
11/7/2015