1. 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

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

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

4. 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

5. Frameworks…

6. 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

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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.

16. 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.

17.
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.

18.
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.

19.
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.

20. 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.

21. 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.

22. ePortfolios Role of ePortfolios Prior Learning Emergent Learning
Convergent Learning
ePortfolios

23. 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

24. 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

25. 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?

26. Thank You!
Nan Travers, Ph.D. Director Center for Leadership in Credentialing Learning SUNY Empire State College (518)