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A Competency-Aligned,

Student-Centric Learning a Transcripting Architecture

EDUCAUSE 201 ! #ndianapolis

 $e% &rann ! Capella Uni'ersity(aren )ignare ! Uni'ersity o* +aryland Uni'ersity Colill ughes ! Learning ./ects, LLC

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Introductions

 Jef  &rann, hDAcademic Director Assessment Learning Analytics

Capella Uni'ersity

Architect o* Capella3s competency-aligned em/edded assessment process

#nno'ati'e CE authority, practitioner,and thought leader

Karen )ignar)ice ro'ost *or #nno'ation in LeaSuccess

Uni'ersity o* +aCollege

Champion o* ne4models and learU+UC

#nno'ati'e leadeadapti'e learningCE5

Bill ughesChie* Strategy .6cer

Learning ./ects, LLC

#nno'ation leader and strategist atLearning ./ects5

 Trac7 record *or dri'ing education

inno'ation *or millions o* learners5

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8hy is Changing Transcripts #mpor

1. Students need to show what they know and can do2. Measurement of earning is changing from time!grade base

com"etency#. Legacy systems don$t ha%e ca"acity to aow this detaied

information

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Competency-Based Education (CBE)

9 &a"idy growing' ()0

institutions9 *ocus on com"etencof acti%ities

9 +ternati%e "aths to credentias

Uni:ue technoloin*rastructure

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Typical legacy infrastructure

LMS #1

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INCONSISTENTLY FORMATTED, O

DISAGGREGATE DATA THAT IS R

REPORTED AGAINST PROGRAM

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Fundamental architectural need

Learning%esign

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Coalition focused on CBE standards

$MS %$$&L ./%/0$&LS$0$$&$/S

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 T# roect 201 Timeline

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 Technical #nteropera/ility ilot ;T#<*rame=or7

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 T# re*erence architecture

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 T# participants

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 T# participant proect roles

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CE Challenges

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 T# rototype> CE Data +odel

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 T# proect update

Competency programs  c

a rich and descripunderstanding  of what

knows and has demon

ca"abiities of keen instudents and "ros"

em"oyers. The traditioof record (the SIS) ar

incapable of producing s

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E4tended Transcrip ;eT< rototype

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non-

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