bits of trust, austin march 2016
TRANSCRIPT
Let’s share a…
Serge Ravet, Open Badge Passport Personal Open Ledger
Design CharretteAustin March 22-23 2016
This presentation is based on work supported by John D. & Catherine T. MacArthur Foundation under Prime Award No. 13-104890-000-USP and The Regents of the University of California.
ePortfolio
Identity Trust
Open Badges
Open Badge Passport
Personal Ledger
Portfolio
Competency Based
Education
Quality
Blockchains
1985 1995 2000 2010 2015
Simulation
self-study Bit of…
Relevant Practice
222
Unit G2 Co-ordinate the running of projects
Element G2.2 Co-ordinate activities, resources and plans
The National Standard
This section provides criteria to assess whether you co-ordinate activities, resources and plans to the National Standard
of competence. It also lists the knowledge and understanding which are essential for effective performance.
Performance criteria Knowledge requirements
You must ensure that
a) you monitor and evaluate project work in a way
which is consistent the agreed plans
b) you accurately measure progress against plans and
identify emerging risks and difficulties and their
causes
c) you obtain clear authorisation for all stages of work
to start, continue or finish
d) you clearly inform your higher-level manager of any
emerging problems or risks in good time for
remedial action to be taken
e) you keep activities and resources in line with the
project’s plans or seek approval from the
higher-level manager for any amendments to plans
and resources
f) you recommend changes in project activities, plans
and resources in a way which keeps disruption to a
minimum
g) you make any adjustments to activities, resources
and plans with the knowledge and agreement of the
team and accurately record and store these
adjustments
h) you inform the higher-level manager promptly and
clearly of any need to review the project’s scope
and definition with the sponsor.
You need to know and understand
Analytical techniques
• how to identify and assess emerging risks.
Change management
• the importance of managing change in projects and
how to minimise disruption wherever possible.
Project management
• awareness of different project management methods
and their possible uses
• methods to monitor and evaluate project progress
effectively
• the importance of obtaining authorisation for all
stages of work to start, continue or finish according
to your evaluation of progress
• why activities need to be kept in line with the plans
for the project and control methods to ensure this.
Resource management
• why resources need to be tightly controlled and
methods to achieve this.
Working relationships
• why higher-level managers need to be promptly and
clearly informed of any implications for the project’s
scope and definition
• why you should have the agreement of team
members in order to adjust activities, resources and
plans
• who needs to be consulted on what kinds of changes
• how to negotiate adjustments to the satisfaction of
all those involved.
EIfEL COMPETENCIES FOR E-LEARNING PROFESSIONALS
e-learning standards Page 1 First Draft for Comment: 21/03/y
© EIfEL
Key Area A. Provide strategies and leadership for individual
and organisational learning
KEY AREA A. PROVIDE STRATEGIES AND LEADERSHIP FOR INDIVIDUAL AND
ORGANISATIONAL LEARNING ........................................................................1
Introduction to Key Area A......................................................................................
.............................3
AA Develop a vision and strategy for individual and organisational learning.............................5
AA 1 Collect and disseminate intelligence on KILT 5
AA 1.1 Identify current provision and developments in learning services, infrastructure and products 7
AA 1.2 Identify and disseminate good practice in using KILT for learning services, infrastructure and
products 7 AA 1.3 Benchmark organisational learning practice in using KILT for learning services, infrastructure and
products 8 AA 1.4 Promote the use of KILT for learning services, infrastructure and products 8
AA 2 Establish strategies for individual and organisational learning 9
AA 2.1 Create a shared vision and mission to give purpose to learning 11
AA 2.2 Gain support for organisational learning strategies. 12
AA 2.3 Develop strategies for learning
12
AA 2.4 Implement strategies for e-learning 13
AA 2.5 Evaluate and improve strategies for learning 13
AA 3 Contribute to strategies for e-learning 14
AA 3.1 Establish your role and responsibilities for learning strategies 15
AA 3.2 Evaluate and improve your contribution to learning strategies 16
AA 3.3 Make significant contributions to learning strategies 15
AA 4 Promote a culture that encourages innovation, learning and knowledge sharing 16
AA 4.1 Communicate the value of innovation, learning and knowledge sharing 17
AA 4.2 Provide support for innovation, learning and knowledge sharing 17
AA 4.3 Recognise achievements in innovation, learning and knowledge sharing 17
AA 4.4 Responds appropriately to changing environments 18
AA 5 Establish and maintain partnerships for learning 18
AA 5.1 Support and communicate the value of building partnerships 19
AA 5.2 Recognise achievements of partnerships 19
AA 6 Lead a learning organisation
5
AA 6.1 Create and support a learning organisation 5
AA 6.2 Promotes and support professional development 6
AA 6.3 Promotes and review effective training and learning 6
AB Manage quality of learning services and products .................................................................20
AB 1 Manage Organisational performance 20
AB 1.1 Develop measures and criteria to evaluate your organisation’s performance 20
AB 1.2 Evaluate your organisation’s performance 20
AB 1.3 Explain the causes of success and failure in organisational strategies. 20
AB 1.4 Measure the impact of policies on organisational learning, innovation and knowledge creation 21
AB 2 Promote accountability
21
AB 2.1 Promote outcome-based performance 21
AB 2.2 Interpret and apply relevant legislation and policy 21
AB 2.3 Collect, analyse and report relevant data 22
AB 2.4 Operate in an ethical framework 22
AB 3 Establish and maintain quality assurance systems 22
AB 3.1 Promote quality
23
AB 3.2 Establish quality assurance systems 23
Evaluation Report
TEACHER COMPETENCY FRAMEWORK
TEACHING IN THE 21ST CENTURY
!
AEMA
COMPETENCY FRAMEWORKA PROJECT FUNDED BY THE EUROPEAN COMMISSION
ADULT EDUCATION MADE ACCESSIBLE
Partners
Adult education made accessible.
Want to be part of the AEMA [email protected]
www.facebook.com/aemanetwork
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the commission cannot be held responsible for any use which may be made of the information contained therein.
www.linkedin.com/groups/ Adult-Education-Made-Accessible-8101817
@AEMAnetwork
www.aemanet.eu
ADPIOS
Symbiosis Foundation
not everyone has equal access to adult education
www.aemanet.eu
we aim to change that
Adult education made accessible.
Partners
Adult education made accessible.
Want to be part of the AEMA [email protected]
www.facebook.com/aemanetwork
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the commission cannot be held responsible for any use which may be made of the information contained therein.
www.linkedin.com/groups/ Adult-Education-Made-Accessible-8101817
@AEMAnetwork
www.aemanet.eu
ADPIOS
Symbiosis Foundation
not everyone has equal access to adult education
www.aemanet.eu
we aim to change that
Adult education made accessible.
2004 2012 20151996
Scholarshipp & Research
publications
Planning Assessment
indicators activities
Producing Evidence
personal ledgers
Assessing Evidencefeedbacks
endorsement
Designing Learning
Experienceschallenges
playlists
Designing Learning
Ressources
Designing Competency /
Outcome Frameworks
Accrediting Learning
open badges personal ledgers
Connecting Learningnarratives portfolios
Learning Community
Exploiting Learning
Informs
Connecting Communities
EmploymentSelf-EmploymentCareer developmentSocial involvement
Professional Practicenarratives
Review Outcomes
endorsements
Scholarshipnew knowledge
Professional Development
PD programmes
AccreditationCredentials
Standardsknowledge
skills attitudes values
Learning Community
Informs informed practice
Good Standards
Forward Looking Transformative
Encourage innovation and risk taking
Based on functional analysis (rather than task analysis)
–Alfred Korzybski, Polish-American scientist and philosopher
“The map is not the territory”
PracticeStandards inform innovationconformance
–Stephen Downes “Connectivism and Connective Knowledge.”
“The most important function of a person in a community is no longer conformity, but rather, creativity and expression. ”
“The effectiveness of knowing is defined not by conformity but by adaptation.”
–Alfie Kohn
“Deeper learning and enthusiasm require us to let students generate possibilities rather than just choose items from our
menu; construction is more important than selection.”
“We need to look at Open Badges (and credentials) as seeds that need to be nurtured, rather than pretty pictures that would fade over time if they were not digital. Trust is the fertiliser at our disposal”
Percentage of adults reporting that they trust others - Education at a Glance 2014 OECD Indicators
70 7050 5030 3010 100 060 6040 4020 20% %
By literacy proficiency level By educational attainment
Slovak RepublicEstonia
ItalyCzech Republic
FranceKorea
GermanyJapan
IrelandPoland
England/N. Ireland (UK)Average
Flanders (Belgium)CanadaSpain
AustriaUnited States
AustraliaFinland
NetherlandsSwedenNorway
Denmark
Below upper secondary education
Upper secondary or post-secondary non-tertiary education
Tertiary educationLevel 4 or 5Level 3Level 2Level 1 or below
A teenager had spent many months in a young peoples psychiatric hospital. When he was about to leave a therapist asked him what was the most significant thing which helped him in his recovery. He responded that it was the moment when in and art group the therapist asked him to fetch some art paper from a cupboard in another part of the building. The therapist handed him the keys to the cupboard which were on a key ring with many other keys to the rooms in the building.
They young man said he felt so good, not just because he had been chosen to do the small job when his esteem was very low but because the therapist had not hesitated but just handed him the keys. He knew he could have used those keys to get up to all sorts of mischief but he felt trust to act responsibly.
Julie Lunt <julie at newpaths.eu>
Personal Ledger(personal capital)
Invest
WithdrawDevelop
open services
Open Badge Passport(portfolio)
open services
(storage)Backpack
Issuing
RevokingCollecting
spray & pray
My Debts
My Credits What I have invested in others
What others have invested in me
My Assets Artefacts producedWhat I have produced / own / share
Endorsement received
Endorsement offered
Pers
onal
Ledger
1000 Received Credentials Name ID BoT Issuer Criteria Evidence Picture …
2000 Issued Credentials Name ID Earner Criteria Evidence Picture …
3000 Evidence Name ID Type … … … …
4000 Assets Name ID Type … … … …
5000 … … … … … … … …
… … … … … … … … …
4000 Assets Name ID BoT Type … … … …4100 IPR … … … … … … …4200 Publications … … … … … … …4300 … … … … … … … …Pe
rson
al Le
dger
1000 Date/Time Name ID BoT Issuer Criteria Evidence Picture …
1001 1/6/2016/11:23 Ledger Expert Level1 1FL2LFL8K8… +4 I82NCJ7FK… CF84KULF… ELPO7DUJ… PINFJ48D6… …
1002 24/9/2017/09:12 Assessor Level 2 1IFN74JS91… +849 IK49FL4MM… C3MPG7D… FP4TLRS4… null …
1100 24/9/2017/09:13 … … … … … … …
1101 … … … … … … …
Received Credentials
Issued Credentials
2000 Date/Time Name ID BoT Earner Criteria Evidence Picture …
2001 … Trustworthy Company 2FL2LFL8K8… 1 IKFI7469HL… CCL0FLD.… EPFLDKD8… - …
2002 … Creative 2IFN74JS91… 138 I0DU7CHKB… … … … …
2100 … … … … … … …
2101 … … … … … … …
EvidenceCompetency Framework
Sum of BoTs in earners’ ledgers under the entry
“Creative”
Trust received (debt) + Trust invested in others (credit)—————————————— My Trust capital
Social Trust Capital = ∑debts = ∑credits
Using data analytics to move from analytical to analogical approaches
I want to hire someone like this person
graph of a community of practice (trust network) elicited with
Which pathways to become someone like her?
Open Data
Open ServicesOpen Discovery VRMOpen Knowledge Open Social ....
Open Trust
Open SocietyOpen Learning Open Employment Open Government
Open Passport Personal Ledger
Open Business
...
...
Personal Proxy Personal Data Store
Open Badge Infrastructure Blockchain ...SDSI + SPKI FOAF + SSL
Trust, the Revolution! ePIC 2016Pathways to educational andsocial innovation
BOLOGNA 27-29 OCTOBER
Open Badge
ePortfolio
Identity
Trust
Blockchain
http://openepic.eu
0101011
01100
Serge RavetFrance ADPIOS, EUROPORTFOLIO, Badge Europe,@Szerge, learningfutures.eu, iosf.org openbadgepassport.com, europortfolio.org
Merci !SR