Connecting Credentials Through ePortfolios Re-Bundling Higher Education High-Impact ePortfolio Practice and the New Digital Ecosystem March 2-3, 2017 Stella and Charles Guttman Community College, CUNY Nan Travers, Ph.D. SUNY Empire State College Center For Leadership in Credentialing Learning

Credentials are the essential bridge that connect people to jobs, education programs and define career pathways. Education Employment Credentials

Undergraduate Degrees Credentials Countless Types Varying Purposes Different Quality Certificates Micro-Credentials Badges Undergraduate Degrees Graduate Degrees Licenses Certifications Courses

Certificates Micro-Credentials Badges Undergraduate Degrees Licenses Certifications Prior Learning Assessment On-line Learning Open Educational Resources MOOCS Workplace Learning Training Centers Public Institutions Extended Transcript Graduate Degrees Boot Camps ePortfolios For-Profit Institutions Private Institutions Becomes even more complex when combined with providers and modalities to acquire these credentials Continuing Education

Frameworks…

Frameworks Many Frameworks Emerging Each has its purpose Connecting Credentials Framework Global Learning Qualifications Framework Degree Qualification Profile Essential Outcomes of a Liberal Arts Education Value Rubrics Resiliency Competency Model DOL Competency Frameworks Frameworks Many Frameworks Emerging Each has its purpose They can supplement each other

Lifelong and Life-wide Learning Future Learning Prior Emergent Learning Convergent Learning Relational Nan

Frameworks to Types of Learning Prior Learning ~ Global Learning Qualifications Framework Emergent Learning ~ Essential Outcomes of a Liberal Arts Education ~ Value Rubrics ~ Resiliency Competency Model Convergent Learning ~ Degree Qualification Profile ~ DOL Competency Frameworks ~ Industry Frameworks ~ Connecting Credentials Framework

Connecting Credentials Framework ~ Degree Qualification Profile ~ DOL Competency Frameworks ~ Industry Frameworks ~ Essential Outcomes of a Liberal Arts Education ~ Value Rubrics ~ Resiliency Competency Model ~ Global Learning Qualifications Framework Connecting Credentials Framework Connecting Credentials Framework Prior Learning Emergent Learning Convergent Learning Connecting Credentials Framework Convergent Learning Emergent Learning Learning Prior

In 2015, the Lumina Foundation and Corporation for a Skilled Workforce collaboratively established the Connecting Credentials initiative and a call for a national dialogue on how to build a transparent and sustainable 21st century credentialing ecosystem. Increase the proportion of Americans with high quality degrees, certificates and other credentials to 60% by 2025 www.connectingcredentials.org

Connecting Credentials Framework Helps users compare and contrast credentials Makes it easier to understand competencies associated with any credential Establishes a common language to describe across types of credentials what recipients should know and be able to do Framework Purpose Developed by CSW team on behalf of Lumina Foundation with input from industry, colleges, certification/accreditation agencies, and policy organizations Aligns with DQP and Tuning initiative, the Employability Skills Framework, the Global Learning Qualifications Framework and others Development Competency-based and content agnostic Organized around 2 learning domains; 1) Knowledge and 2) Skills (specialized, personal, and social) 8 levels determine the relative complexity, breadth and depth of learning achievement Structure

Levels within the Framework The eight level requirements and competencies in study and work are described in terms of the degree of: Adaptability Range Complexity Selectivity Novice Advanced Beginner Competent Proficient Expert 1 2 3 4 5 6 7 8

Competencies Across Domains Knowledge describes what a learner knows, understands and can demonstrate in terms of the body of facts, principles, theories and practices related to fields of application (study and work). The requirements and competencies are described in terms of: Depth • Breadth • Dimension Skills describe what an individual can do in applying knowledge, completing tasks, and solving problems (involving the use of logical, intuitive and creative thinking). Skills can be described in terms of types and complexity and include cognitive, technical, communication, interpersonal and practical skills (involving manual dexterity and the use of methods, materials, tools and instruments). Specialized skills include occupational and discipline-specific skills. Personal skills describe the competency required to act in an independent and responsible manner in various situations, to exercise judgment and demonstrate critical thinking and problem solving. Social skills describe the individual’s ability to demonstrate respect for the behavior of others and differing viewpoints, to communicate with others effectively, and to work effectively with people from diverse backgrounds and points of view.

Overall Levels Level 1 Demonstrates achievement of fundamental competencies to complete narrow and limited tasks within a highly structured field of study or work under direct supervision or guidance. Level 2 Demonstrates achievement of fundamental competencies to complete technical, routine tasks within a structured field of study or work largely subject to overall direction or guidance.

1 2 3 4 5 6 7 8 Level 3 Demonstrates competencies for processing well-defined technical tasks that are less structured and include non-routine tasks. These tasks have some degree of complexity, assigned within a comprehensive field of study or occupational activity subject to some change and largely subject to overall supervision or guidance. Level 4 Demonstrates competencies for the processing of specialized and complex tasks within a comprehensive field of study or an occupational environment that is subject to change. This requires theoretical knowledge and practical skills to select appropriate principles and procedures and may involve overall supervision.

1 2 3 4 5 6 7 8 Level 5 Demonstrates advanced competencies for the processing of comprehensive tasks assigned within a complex and specialized field of study or occupational activity subject to change. This requires the ability to select and apply appropriate theoretical knowledge and practical skills to perform technical tasks in a broad range of contexts. Level 6 Demonstrates mastery in the processing of comprehensive tasks and problems within subareas of a field of study or within a field of occupational activity characterized by a high degree of complexity and by frequent changes. This requires a high degree of theoretical knowledge and practical skills.

1 2 3 4 5 6 7 8 Level 7 Demonstrates competencies for the processing of new and complex professional tasks and problem settings within a scientific subject or an occupational field characterized by frequent and unpredictable changes. This requires the need to elucidate the major theories and the application of advanced specialized knowledge, research methods and approaches in various contexts. Level 8 Demonstrates competencies for obtaining research findings in a scientific subject or for the development of innovative solutions and procedures in highly complex and novel problem situations within a field of occupational activity. This requires a capacity for a wide range of strategic and scientific thinking and creative action.

Process to Use the Connecting Credentials Framework Functions as a reference tool to build profiles Profile Enables “apples to apples” comparisons within and across profiles Analysis Learning derived from profiling; making connections more explicit Strategy Actions taken to leverage learning Process to Use the Connecting Credentials Framework Value Added It’s important to think about the Framework as a reference tool that’s used in conjunction with a profiling template. When used together they help produce a standardized and scalable way to compare credentials. The analysis part of the process provides the value-add of profiling using the Framework. It helps show patterns, expose gaps, uncover opportunities in the design of curriculum or pathways or credentials.

Learning Analysis Framework Learning Analysis Competencies Assessments Frameworks function as a reference tool to think about the type of learning, the level of learning and how it all connects What students need to know and do in relationship to the field of knowledge and industry Specifics on what learners know and can do in language that the learner can understand and is measurable Ways in which students can document learning and provide evidence and that learning is assessed It’s important to think about the Framework as a reference tool that’s used in conjunction with a profiling template. When used together they help produce a standardized and scalable way to compare credentials. The analysis part of the process provides the value-add of profiling using the Framework. It helps show patterns, expose gaps, uncover opportunities in the design of curriculum or pathways or credentials.

ePortfolios Role of ePortfolios Prior Learning Emergent Learning Convergent Learning ePortfolios

Cumulative ePortfolios Prior Learning Freshman Seminar Intermediate Courses Connecting Credentials Framework Knowledge Specialized Skills Personal Skills Social Skills Continuing Education Introductory courses Internships Advanced Courses Continuing Employment Professional Courses Capstone Courses

Beta Credentials Framework Field Tests Hope Street Beta Credentials Framework Field Tests Capella University The Right Signals 20 Community Colleges Southern Oregon Project SUNY Empire State College Geospatial Foundation DOL NCCRS Field Tests: Provide a proof-of-concept platform Engage a variety of stakeholders/users in experimentation Identify utility and value Identify how to improve the Framework Create a network of users ACT MSSC Work Keys Pearson Pearson Montgomery Community College

Discussion What is the role of ePortfolios in the credentialing ecosystem? How can you see this working with your ePortfolio projects? Are you interested in being a field test?

Thank You! Nan Travers, Ph.D. Director Center for Leadership in Credentialing Learning SUNY Empire State College Nan.Travers@esc.edu (518) 580-4933