as

Alison EckertA S S O C I A T E D I R E C T O R

Master of Science in

Educational Design &

Technology

I N S T R U C T I O N A L D E S I G N C O N S U L T A N T

Office of Continuing and

INTERACTIVE LECTURE(?s are welcomed & valued!)

INTRODUCTION TO KEY THEMES & ONE ANOTHER

TERMINOLOGY, EMERGING LEXICON, TRENDS, & PREDICTIONS

MODELS, MAJOR CONCEPTS, & DESIGN/DEVELOPMENT PROCESSES

QUICK TOUR:

CU’S MS IN EDT PROGRAM - VISION, PROCESSES, & LESSONS LEARNED

PLANNING W/ STRATEGY & VISION

RECOMMENDATIONS & FINAL THOUGHTS

INTRODUCTIONS

&

KEY THEMES

1skill

skill

habit

knowledge

knowledge

belief

knowledge

knowledgeskill skill

knowledge

knowledge skill knowledge

habit

habit

habit

skillskill

skill

knowledge

knowledgeknowledge

knowledge

habit

knowledge skill

skill

knowledge

habit 3knowledge

knowledge

42

Primary SchoolSecondary SchoolPost-Secondary SchoolGraduate SchoolWorkplace

FamilyFriendsSocietyInternetMedia

1skill

skill

habit

knowledge

knowledge

belief

knowledge

knowledgeskill skill

knowledge

knowledge skill knowledge

habit

habit

habit

skillskill

skill

knowledge

knowledgeknowledge

knowledge

habit

knowledge skill

skill

knowledge

habit 3knowledge

knowledge

42

Primary SchoolSecondary SchoolPost-Secondary SchoolGraduate SchoolWorkplace

FamilyFriendsSocietyInternetMedia

2 0 0 9 : C U W ’ s T e a c h e r C e r t i f i c a t i o n

Be

A

Darn

Good

Educator

Stars

TERMINOLOGY,

EMERGING LEXICON,

TRENDS, & PREDICTIONS

A visual/digital symbol which indicates

authenticevidence of specific knowledge,

sk i l l s ,accomplishments, etc.

+ meta-dataD I G I T A L

B A D G E

W h a t i s a D i g i t a l B a d g e ?

Digital Badges

Open Badges

OBI-Compliant

Digital Badges

Meta-data

Backpack

Competency-

Based

Education

Direct Assessment

Prior Learning

Credit

Baked Badges

R e l a t e d T e r m i n o l o g y

QUICK TOUR: CU’S MS IN EDT PROGRAM

VISION, PROCESSES,& LESSONS LEARNED

o 33 credits

o 3 Portfolio Reviews (0 credits)

o 8-week courses

o 6 terms per year

o online, collaborative coursesasynchronous & near-synchronousrarely enrolls cohorts

o ~ 100 active students

o degree-completion timeline: 1 - 3.5 yearsaverage ~ 2 years

P r o g r a m O v e r v i e w

Upon completion of the program, graduates are expected to be able to:

P r o g r a m G o a l s

1. Facilitate and inspire learning and creativity using existing and emerging technologies (NETS-T #1)

2. Design and develop effective and engaging learning experiences, environments, resources, and assessments (Expanded from NETS-T #2)

3. Model digital-age work, research, collaboration and learning (Modified from NETS-T #3)

4. Promote and model digital citizenship and Christian discipleship within the context of the digital age. (Expanded from NETS-T #4)

5. Promote research and data-driven decisions about technology-enhanced teaching and learning environments.

6. Engage in ongoing professional growth and leadership(NETS-T #5)

Each Competency will require learners to demonstrate continued, applied habits…o informed by skills & knowledge,o w/ a projected longevity of > 10 years,o using tool / technology / brand-agnostic

platforms,o more than a one-shot demonstration,o making use of the world’s resources, ando including reflection & application to

current or future vocation.

V i s i o n f o r C o m p e t e n c i e s

o maintain a credit-equivalency.25-3 credits each (mode=.5)

o curriculum displays as courses or “bundles” of competencies

o potential to unbundle in future

o assigns letter grades for courses80% competencies20% discussions

G r a d i n g & T r a n s c r i p t s

PLANNING W/

STRATEGY & V ISION

O B I -C o m p l i a n tS t a n d a r d s

D i g i t a l B a d g e s

“Progressive-Credentialing”

Brand Identity&Design

Alignment to External Standards

& Workforce Demands

Our

Process.. .

1. gather all objectives

2. align and assign to thematically-based groups

3. review external standards

4. bundle current objectives into competencies

5. attribute credit-equivalencies to each

6. repackage competencies into courses

C o n s t r u c t i n g C o m p e t e n c i e s

o Badge Title

o Competency

o Credit Equivalency

o Objectives

o Role of Badge Host

o Opportunities for Learning & Practice

o Criteria for demonstrating competency

C o u r s e D e s i g n T e m p l a t e s

Badge INTEGRATING TECHNOLOGY MODELS

Competency

Devises professional development plans for authentic groups of educators that leverage the LOTI, TPAK,and SAMR models.

Objectives

• Design professional development experiences that help educators develop confidence in integrating technology to improve student learning.

• Compare and contrast the role of the LoTi, SAMR, and TPACK in understanding the effectiveintegration of technology for teaching and learning.

• Self-evaluate one's ability to integrate technology effectively by using the LoTi, SAMR, TPACK, and/or other models/frameworks for understanding technology integration.

TOPIC, FOCUS, or CATEGORY

Title of Resource or Activity

Brief annotation noting:

o What is most valuable about this item

o Which learners are likely to find this item valuable:

experience, interest, and/or career

Optional: specialized directions for learners, such as tips for logging in or navigating an external site

linked and/or embedded content/media

O p p o r t u n i t i e s f o r L e a r n i n g & P r a c t i c e

RECOMMENDATIONS

&

F INAL THOUGHTS

o get familiar with current research & recent initiatives related to CBE & Digital Badges

o check on accreditation requirementso set goalso define your own brand of “competency” o identify a team o assign roles o create a timeline

P l a n n i n g

o reflect and re-mapo use what is already availableo identify the desired areas of change

i n i t i a l d r a f t i n g & d e s i g n

o develop a templateo create a common vocabularyo pilots or mock-ups

D e v e l o p m e n t