chapter 1: welcome to lrm - web viewwe hope you are excited to be at the forefront of a new era of...

LRM Curriculum Designer User GuideVersion 1.106

4/14/2017© 2017 MOTIVIS LEARNING SYSTEMS

LRM Curriculum Designer User Guide

Contents Chapter 1: Welcome to LRM...................................................4

Introduction...............................................................................4

Measuring Student Progress with Motivis LRM.............................5

Chapter 2: Overview..............................................................7Logging In..................................................................................7

Motivis Learning Community.......................................................8

LRM Homepage..........................................................................9

Profile........................................................................................9

Chapter 3: Curriculum Library..............................................12Viewing Performance Scales......................................................13

Building Out Your Competency Library (Competencies, Performance Indicators, and Criteria)........................................14

Step 1: Writing Competency Statements..............................................14

Step 2: Determining Performance Indicators...................................15

Step 3: Evaluate Using Criteria..............................................................16

Editing a Performance Measure.............................................................18

Building Out Your Program Library............................................18

Building Out Your Resource Library...........................................21

Creating a New Resource......................................................................23

Viewing Existing Assignments...................................................26

Building Out the Assignment Library..........................................27

Adding an Assignment Title...................................................................29

Adding an Assignment Description........................................................29

Page | 2


Adding Assignment Resources..............................................................29

Adding Performance Measures..............................................................30

Publishing the Assignment....................................................................33

Duplicating an Assignment........................................................33

Removing an Assignment..........................................................34

Glossary...............................................................................36

Page | 3


Chapter 1: Welcome to LRMThank you for choosing Motivis Learning to advance student learning. We hope you are excited to be at the forefront of a new era of Competency-based Education (CBE), and we are proud to be partnering with you to achieve your goals.

We believe that a competency-based approach to learning puts students at the center of a personalized experience that emphasizes outcomes rather than time spent in a program. Our solutions create highly individualized environments for all your students and position your institution for richer learning assessment.

As your partner, our goal is to go beyond the technology and enable your success by connecting you to a community of practice and determining a holistic strategy, but also, of course, supporting adoption of Motivis solutions.

Again, thank you for bringing Motivis Learning into your mission.

- The Motivis Learning Team

IntroductionTo be successful with Competency-based Education, educators need the appropriate tools and technology that offer a way to mass customize learning for each individual student’s needs. It is possible that, with one login, educators can access real-time, comprehensive social, emotional, and statistical snapshots of our students and can monitor their progression towards mastering competency standards.

Learning Relationship Management (LRM) is the evolution of siloed, course-centric technology to a fully integrated, student-centric platform that combines elements of Learning Management Systems (LMS), Student Information Systems (SIS), community engagement, and coaching. Built around the learner, LRM provides the data and tools necessary for personalized, outcomes-based learning at scale and focuses on fostering productive relationships between the student and their support network. LRM makes information actionable and accessible for those who need it:

Educators:

A real-time, holistic view of each student.

The ability to address all students’ individual learning needs and track their progress.

Page | 4


The ability to accurately measure outcomes and provide timely feedback.

Warning alerts to help those students in need.

Administrators:

Easy access to complete and actionable data.

Agile, flexible tools that can adapt to their particular needs.

Educator evaluation through competency-based standards.

Students:

Learning experiences personalized to their unique interests, wants, needs, and aspirations.

The ability to learn at their own pace, anywhere, anytime.

Relationships that support them in achieving their goals.

Measuring Student Progress with Motivis LRMOne of the strengths of the Motivis Learning platform is its ability to deeply analyze and measure student progress towards mastery and growth through data. Drawing from best practices within competency-based programs, we built guardrails into the LRM to ensure best practices for data collection.

To accurately provide real-time measurement of student progress, Motivis LRM includes three necessary components:

1. Competency Statements

2. Performance Indicators

3. Criteria

The hierarchy of competencies, performance indicators, and criteria provides the structure that creates consistent measurements of student performance, while allowing for the individualization and customization of student demonstration of mastery.

Page | 5


We understand that Motivis partners vary in terms of their experience and approach to building curriculum for competency-based programs, and our aim is to provide assistance wherever needed. We have outlined the steps to creating specific, thorough, scalable elements of your competency-based curriculum. Refer to the Curriculum Development Template within this document to help you organize your curriculum.

Page | 6

Joy Case, 04/17/17,

It is in this document so I would keep the link, but remove “within this document”.


Chapter 2: OverviewLogging InMotivis Learning Relationship Management (LRM) solution is a cloud solution, meaning you can access it via most current web browsers on any device, including your computer, tablet, or mobile phone.

Once your school’s administrator sets up your user account, you will receive an email with a link from Salesforce.com with your username. Follow the link to set up your password in the system.

Note: Your username will most likely be your school email address, but there may be exceptions. Please contact your administrator with any questions regarding your username or your school’s URL.

To log in to Motivis LRM after your first login, you must start at your institution’s unique URL.

Example: https://<your school>.force.com

Enter your username and password.

Motivis Learning CommunityWhen you log in, you will land on Motivis Learning Community, which is the social community component of the LRM that connects users. Community is an important part of a competency-based program and, as such, is a priority within this Learning Management System.

Page | 7

Joy Case, 04/17/17,

General comment for screen shots: You should add a thin line black box around screen shots so they don’t look like they are floating on the page. Also center screen shots that don’t take up the whole page.


As a curriculum designer or instructor, from Motivis Learning Community you can:

Participate in groups

Manage events

Share updates

Post news

Share resources

LRM HomepageAs a curriculum designer, you will access the Learning Relationship Management solution by clicking on the LRM Homepage link from the left-hand navigation menu.

Page | 8

Joy Case, 04/17/17,

Can we delete “or instructor” since this is a CD guide?


From the LRM Homepage you can navigate to all components of the LRM, including:

Curriculum tab: Where you build assignments, resources, and competencies in your library.

Community tab: Where you return to Motivis Learning Community for social engagement.

ProfileFrom anywhere within the LRM portal, click your profile icon in the upper right corner of the screen. The My Account page is displayed.

Page | 9


From your My Account page, you can perform the following tasks:

View and edit your personal information, professional data, and affiliated organizations.

Add and change your profile picture.

Page | 10


Chapter 3: Curriculum LibraryAs a curriculum designer, you are able to add new curriculum to the LRM. From the Curriculum tab you can:

View the Assignment Library, which lists all available assignments.

Create new assignments.

View existing and create new competencies (including linked performance indicators and criteria).

View existing and create new resources.

View and modify programs.

Page | 11


Logic built into the LRM triggers creation of new records and workflows as a result of taking certain actions, making the order of actions important. When creating curriculum, the best practice is to follow the following steps:

[1.] Set default Performance Scale (set up by your sSystem aAdministrator)

1.[2.] Create Competency Statement (Educator)

2.[3.] Create Performance Indicator (Educator)

3.[4.] Create Criteria (Educator)

Viewing Performance ScalesThe Scales tab displays the standard evaluation scale used for the program and is set by your system administrator. You can view the scale by selecting “Competency Library” from the Curriculum drop-down menu and then selecting the Scales tab.

Note: If an institutional performance scale needs to be updated, the user should contact their Salesforce.com administrator to change the default performance scale.

Page | 12


Building Out Your Competency Library (Competencies, Performance Indicators, and Criteria)The Performance Measures tab allows you to create, view, and edit competencies, performance indicators, and criteria. You can view performance measures by selecting “Competency Library” from the Curriculum drop-down menu and then selecting the Performance Measures tab.

Step 1: Writing Competency StatementsCompetency Statements should be written in a clear and descriptive way that captures the skills students need to be successful outside of a class. The true indication of learning is what students retain after a course is completed. Develop competency statements by identifying what skills are necessary for students to be successful in life or a particular field. Competency statements should have real-world, authentic application and require a deep understanding of content, as well as application of knowledge to a variety of settings.

A strong competency asks students to create complex, conceptual connections and exhibit a level of understanding that goes beyond the stated facts or literal interpretation and defend their position or point of view through application of content.

Competency statements should be informed by enduring understandings derived from state or national standards that are clustered and connect content to high level course or program concepts or concepts that transcend across courses or industries.

We highly encourage you to craft competency statements that are NOT just national, state, or local standards. Taking the time to write statements with the recommendations above will not only pave the way for a successful CBE program, but will ensure appropriate and automated measurement of student success.

Example of a competency statement:

Computer Science course Competency

Students will apply concepts and create programs that adhere to strong Object Oriented Principles (programming).

You can quickly search for existing competencies by using the filter at the top of the Competency Library.

Page | 13


Note: You might consider a prefix or naming convention that makes searching for Competencies easier.

The default order for competencies is by last modified date. The most recently modified competency statements appear at the top of the list.

Use the icon to create a new competency.

Step 2: Determining Performance IndicatorsOften industry standards (higher education), Common Core State Standards, C3, Next Gen science (K-12) will identify specific learning outcomes, or help narrow down what specific indicators of student performance are needed to measure to reflect mastery of the competency statement. For each competency statement written, there should be several performance indicators that are actionable examples of student learning outcomes that clearly indicate a student has obtained and can apply the skills embedded in the competency statement. These standards can be identified and then “unpacked” to show common threads and outcomes within a course or interdisciplinary.

Strong performance indicators define what is to be measured in clear and descriptive language. Performance Indicators should promote multiple and varied opportunities to demonstrate evidence of learning in interdisciplinary fashion.

Example of performance indicators:

Page | 14


(Relates to the competency statement above)

[1.] Student is able to construct and implement well well-formed objects.

1.[2.] Student is able to create valid classes that provide functionality defined in a specification.

2.[3.] Student is able to develop code that adheres to the concept of separation of concerns.

Click on a competency to open the performance indicator column of the

Competency Library. Use the icon to create a new performance indicator.

Step 3: Evaluate Using CriteriaHow will you know that a student’s learning experience is successful as they progress towards mastery? You need to identify specific criteria that indicate learning has taken place and when completed, enable a quantifiable measure of student progress.

Example of criteria:

(Criteria relates to performance indicators)

[1.] (PI) Student is able to construct and implement well well-formed objects.

a. (criteria) Object contains required structures like name, constructor.

b. (criteria) Object created demonstrates composition.

c. (criteria) Object created demonstrates polymorphism.

Page | 15


1.[2.] (PI) Student is able to create valid classes that provide functionality defined in a specification.

a. (criteria) Classes created compile.

b. (criteria) Classes created execute without unhandled errors.

c. (criteria) Classes created provide functionality defined by a specification that is not contained in the object definition.

2.[3.] (PI) Student is able to develop code that adheres to the concept of separation of concerns.

a. (criteria) Code created demonstrates effective use of encapsulation.

b. (criteria) Code created demonstrates effective use of Polymorphism.

You will see this ordered approach built into the LRM Rubric builder design. The guardrails in place guide users to begin with competencies, then move to performance indicators, then move to criteria. Criteria may be re-used across many assignments that are tied to the same performance indicator. From there, the user can define descriptors for each criteria and performance level.

Click on a performance indicator to open the Ccriteria column of the

competency Library. Use the icon to create a new criterion.

Page | 16


Editing a Performance MeasureTo edit a competency, performance indicator, or criterion, hover over the statement you want to edit. Click the ellipses icon that displays and then select the “Edit” option.

Note: In order to use a competency, it must have attached performance indicators and criteria. Descriptors are optional.

Building Out Your Program LibraryCurriculum designers can access an academic program library, where they can view and search all existing programs. From the Program Library you will be building the courses that make up the programs offered by your institution. You will also be determining which competencies belong to each program. You can do this by selecting “All Programs” from the Curriculum drop-down menu. For each program, you can:

View its name, ID, and performance scale, as well as days since last modification.

Associate selected courses and competencies. Remove associated courses and competencies.

To add a course to a program:

1. Click on the program you wish to edit.2. Click the Add From Library button within the Courses section of the

page.3. From this page, click the Add button next to any of the courses you

wish to add.4. Click the Save button.

To remove a course from the program, simply click the “X” next to any of the courses you wish to remove.

To add a competency to a program:

1. Click on the program you wish to edit.

Page | 17


2. Click the Add From Library button within the Competencies section of the page.

3. From this page, click the Add button next to any of the competencies you wish to add.

4. Click the Save button.

To remove a competency from the program, simply click the “X” next to any of the competencies you wish to remove.

Notes: If using the SIS offered by Motivis Learning, adding courses to a program will affect which courses students can register for within the Student Registration Portal.

Note: If using the SIS offered by Motivis Learning, identifying which competencies are in a program will affect how transcripts are generated.

Page | 18


Page | 19


Building Out Your Resource LibraryResources are items that you can attach to assignments to support your students. These could be documents, websites, or other media that assist them in completing an assignment successfully.

All existing resources are available for viewing in the Resource Library. You can access the Resource Library by selecting “Resources” from the Curriculum drop-down menu.

You can search for existing resources using the filter at the top of the Resource Library. Consider your naming convention to make searching easier.

Page | 20


You can edit or view a resource by clicking the ellipsis icon to the right of the resource and then selecting either the “Edit” or “View” option.

Creating a New ResourceResources must be added to the Resource Library so that you can add them to a specific assignment later.

From within the Resource Library, click the Add New button.

Page | 21


The Add Resources page displays. From here you can add files in several ways:

Add a website by entering the URL.

Drag and drop a file.

Choose one or multiple files.

Page | 22


After you have added resources, you can hover over any of the following information and click to:

Edit the resource title.

Add the resource summary.

Click the file to open it in a new browser tab.

When editing a resource, hover over the URL or the resource summary. An edit pencil will appear.

Page | 23


Page | 24


Once changed, click the green checkmark to save any changes, or select the “X” to discard changes to the title or the summary.

Viewing Existing AssignmentsYou can view existing assignments by selecting “All Assignments” from the Curriculum drop-down menu. The Aassignment Library lists all existing assignments with the most recently created assignment listed first.

Page | 25


From this view you will see assignments divided into four categories:

All—Both - Both published and draft assignments.

Draft— - Assignments that are not yet published and therefore cannot be selected for a course.

Published— - Assignments that are available to include in a course.

Trash— - Assignments you moved from the Aassignment Library to the trash. Once in the trash, you can restore assignments to the Assignment Library or permanently delete them.

You can search for a specific assignment using the filter at the top of the Assignment Library. Consider your naming convention to make searching easier.

Building Out the Assignment LibraryAssignments must be added to the Assignment Library so that you can later add them to specific courses. You can access the Assignment Library to view existing assignments or create new ones by selecting “All Assignments” from the Curriculum drop-down menu.

Note: An instructor may use an assignment created by another instructor, provided the assignment is tied to the same performance indicator as the course.

Page | 26


You can search for existing assignments using the filter at the top of the Assignment Library. Consider your naming convention to make searching easier.

There are two ways to create a new assignment and add it to the Assignment Library.

From the Curriculum tab, select “All Assignments” and then click the Add New button.

From the Curriculum tab, click the Add New button.

Either option will take you to the New Assignment screen.

From the New Assignment screen, add the following assignment information:

Assignment Title

Description

Resources

Page | 27


Performance Measures (from your Competency Library)

Assignment Type

Authoring Status

Adding an Assignment TitleAdd a relevant and searchable assignment title. This is how the assignment will appear in the Assignment Library.

Notes: The assignment title cannot be more than 250 characters. (Your school may want to organize assignments by course name or number so you can find them easily later).

Note: If an assignment title is not entered, the system will automatically generate one with the date and user’s name.

Adding an Assignment DescriptionAdd a description of the assignment. You can include formatting, hyperlinks, and images using this text editor, or add additional documents and links as resources from the Resource Library.

Note: The dDescription cannot be more than 32,000 characters.

Adding Assignment ResourcesTo add resources to an assignment:

1. Click the Add From Library button within the Resources section.

[1.] EitherDo one of the following:

Input a URL in the Enter URL box and click the Add button.

Click the Choose Files button to upload a local file.

Click the Add button next to any of the existing resources within the Resource Library.

2. Click the Save button.

Page | 28


Adding Performance MeasuresAdd competencies, performance indicators, and criteria to the assignment. These should already be in your Competency Library. Assignments must have performance measures to be published or tied to a course.

Essentially, this is how you are building the rubric for the assignment. This rubric will not only act as a structure for students to follow, but will ensure to the instructor that learning has taken place based upon satisfactory completion of each competency, performance indicator, and criteria.

When you select a competency, related performance indicators are displayed and you are prompted to select some or all criteria for a given performance indicator using the Add or Add All buttons. As you select performance measures, the right hand side of the screen will show the competencies, performance indicators, and criteria you selected. To view the default descriptors for each criterion, click the down arrow to the left of a criterion.

Page | 29


Once criteria are added to an assignment, you can modify the dDescriptors for each criterion. You must first save your changes on this page and you may then modify the dDescriptors on the Edit Assignment page by clicking a dDescriptor and making your changes (this will apply to the criteria for that assignment only).

Page | 30


You can remove a competency, performance indicator, or criterion from an assignment by clicking the “X” to the right of an item. This removes the link to the assignment.

Notes: You must add performance measures if you want to publish the assignment; otherwise, you can only save the assignment as a draft.

Because you must select from existing competencies and performance indicators in the Competency Library, the best practice is to think through your curriculum in advance.

Page | 31


Publishing the Assignment

From the Publish section on the right side of the New Assignment screen, add the following assignment information:

Assignment Type:

An assignment can be either a submission assignment or a discussion assignment.

Submission Assignment— - An assignment that requires student submission of work.

Discussion Assignment— - An Assignment that requires student participation with peers in a public group discussion.

Authoring Status:

Choose between Draft and Published. Once the assignment is published, it can be connected to a course and assigned to students.

Make sure you click the Save button to save any changes you made to the assignment.

Note: Linked resources and performance measures are saved to the assignment regardless of whether the Save button is clicked.

Duplicating an AssignmentIf you like the format and content of an assignment, you may want to use it as a starting point for another assignment.

From the Assignment Library you can duplicate an assignment by selecting “Resources” from the Curriculum drop-down menu, clicking the ellipsis icon to the right of the assignment, and then selecting the “Duplicate” option.

Page | 32


A copy of the assignment is created and listed in the Assignment Library. The copy is designated by the word “COPY” in the title.

Removing an AssignmentYou can remove an assignment by selecting “Resources” from the Curriculum drop-down menu, clicking the ellipsis icon to the right of the assignment, and then selecting the “Trash” option.

The assignment is removed from the Assignment Library and placed in the tTrash where it can be restored or permanently deleted.

Page | 33


GlossaryCompetency-based eEducation is new, and standardized terminology has yet to be completely solidified. To ensure we are all clearly communicating about the components of CBE, we are including this list of definitions for our application’s terminology. You may call these terms something different, and that i’s ok, though you may want to share these terms with Motivis LRM users for clarity.

AssignmentHoused in an Assignment Library, an assignment is an expected outcome that a faculty member can give to a student where the student is expected to perform. An assignment has a relationship to performance indicators and then competencies. Each displays on student progress.

CompetencyHoused in the Competency Library. Enduring knowledge and skills that transcend a lLearner’s time in a course that are comprised of a collection of performance indicators. Not to be confused with course objectives, they are what students need to know for their next steps in their academic or professional journey. The competency is the “parent” to performance indicators.

CourseA specific class, unit, or project that a student must complete as part of a program.

CriteriaHow a student demonstrates mastery of a performance indicator. A performance indicator is composed of criteria, which are unique to each assignment. The “what” component of a rubric.

Criteria DescriptorMotivis Learning LRM term for text defining/summarizing degree of proficiency for the performance level of a criteriaof a criterion within the context of a given assignment.

Page | 34


GuardrailMotivis Learning term for features built into the LRM that encourage and guide best practices for meaningful data collection enabling rich assessment and measurement while accommodating individual institutional needs.

Motivis Learning CommunityMotivis Learning Community is the social component of Motivis LRM, where you can create groups of any mix of students within your program, post calendar events, add resources, create general announcements, and more.

Page | 35


Performance IndicatorOften generated by bundling together common state or industry standards, performance indicators are clear and measurable skills that demonstrate mastery. Multiple performance indicators can be tied to a single assignment, and a single performance indicator can be tied to multiple assignments.

Example:

“Students develop initiative and take ownership of their learning.”

Performance MeasuresFor a given assignment, a collection of criteria as it pertains to a performance indicator relative to the competency. This allows for measurement of learner mastery of a competency.

Page | 36


Performance ScaleHoused in the Competency Library, the scale is a collection of performance levels that will be assigned to a rubric, thereby providing the instructor with directions on how to evaluate the student for an assignment.

Example of a fFour-l Level Performance Scale:

Emerging Expert

Strategic Learner

Advanced Beginner

Page | 37


Beginner

ProgramA set of courses that are bundled together under a specific topic, theme, training, or mastery area.

ResourceHoused in a Resource Library, resources are content that is available to all students and provide information relevant to specific assignments.

Example:

Tutorial video

Instructions PDF

Link to original source

Page | 38

chapter 1: welcome to lrm - web viewwe hope you are excited to be at the forefront of a new era of...

Documents