Wednesday, December 21, 2016

Competencies in Context #5: Increasing the Value of Certificates from LinkedIn Learning

By Daniel Hickey and Chris Andrews

The previous post in this series explored LinkedIn endorsements and recommendations. Chris and Dan used those features to locate a potential consultant with particular skills and considered recent refinements to those features. We also explore the new LinkedIn Learning site made possible by the acquisition of In this post, we explore how endorsements and recommendations might help LinkedIn earn back the roughly $300,000 that they paid for each of's 5000 courses. 

Tuesday, December 13, 2016

Competencies in Context #4: eCredentialing via LinkedIn Recommendations and Endorsements

by Daniel Hickey and Chris Andrews

In the second post in this series on eCredentialing, Dan discussed how new digital Learning Recognition Networks (LRNs) can simultaneously support the goals of learners, educators, schools, recruiters, and admissions officers. A reader posted a question on that post about how the endorsement practices afforded by these new LRNs build on the existing endorsement practices, like those at LinkedIn. Since its launch in 2002, LinkedIn has grown into the largest digital LRN in existence. So, this is a great question. Dan did some digging using his own network to hunt for someone with very specific competencies, while Chris dug into the recent research and improvements to LinkedIn Endorsements. We also peeked into the new LinkedIn Learning made possible by the acquisition of

Thursday, November 24, 2016

Competencies in Context #3: Open Endorsement 2.0 is Coming

By Daniel Hickey and Nate Otto

In the third post of this series, we discuss the Open Badge Specification and its shift from the Badge Alliance to the IMS Global Learning Consortium in 2017. We then discuss the crucial Endorsement features that will be supported in the forthcoming 2.0 Specifications. We will use the example of Luis Lopez's HIPAA badge described in the first post in this series to consider how these new features might operate. This illustrates how Endorsement 2.0 will be crucial in the new Learning Recognition Networks that Dan described in the second post in this series

Monday, November 21, 2016

Competencies in Context #2: LRNs for Micro-Masters and eCertificates

By Daniel Hickey

In this detailed post, I discuss the announced release date of the MyMantl Learning Recognition Network (LRN) from Chalk & Wire and argue that such digital LRNs can add value to online career and professional education programs. This includes more conventional continuing education programs and newer MOOC-based "micromasters" programs. Both types of programs promise inexpensive short-term solutions for career entry/change/advance, but they introduce serious challenges for assessment and accountability. New digital LRNs can help.

Monday, November 14, 2016

Competencies in Context #1: New Developments at Portfolium

By Dan Hickey
In this detailed post, I illustrate how the Portfolium ePortfolio platform is breaking new ground with digital badges and new networking features that readily connect learners and potential employers.  In particular, I highlight my own interaction with a student in LA around one of the badges he earned in his coursework. I presented this example in talks at ePIC in Bologna and Mozfest in London and lots of people had questions about it. What I find particularly exciting about these developments is how it shows healthy competition to around the most effective communication about competencies and evidence of competencies among educators, learners, and employers. The communication is crucial because it provides information about the context in which students competencies were developed and (therefore) the range of contexts where those competencies will be most readily deployed in the future.

Monday, August 29, 2016

Badges + ePortfolios = Helping Turn Artifacts into Open Learning Recognition Networks

by Dan Hickey

This post summarizes a meeting between representatives of six leading ePortfolio providers, four digital badge providers, and four professional associations on August 2 in Boston at the Annual Meeting of the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)
We searched for and found synergy between these two crucial technologies that are helping innovators re-imagine how learning can be represented in the Internet era. They are starting to come together to create what some are calling Learning Recognition Networks (LRNs).

This meeting also brings to a close the two-year Open Badges in Higher Education (OBHE) project, carried out with the support of the MacArthur Foundation. We will be discussing the Boston meeting and future directions for LRNs in the next Open Badges Community Call hosted by the Badge Alliance. The call is at 1200 noon EST on August 31 and all are welcome and encouraged to join (meeting at this Uberconference link).

Wednesday, July 27, 2016

Traditional Approaches to Validity in Assessment Innovation (Part 2: Consequential Validity)

This is the second post in a series on the topic of validity in educational assessment. In my first post, I described the traditional characterization of content-related, criterion-related, and construct-related evidence as they are relevant to educators and credentialing innovators who use and design assessments. This post summarizes traditional characterizations of consequential validity. This aspect of validity concerns the broader consequences of administering assessments to learners and using the resulting scores. It is a complex idea that is really crucial to many assessment and credentialing innovators (because broader change is their goal). Many measurement professionals have long argued that it an "unsanctioned" aspect of validity.  Before I write about how that is changing, I want to describe how consequential validity has traditionally been written about and why I have long disagreed.  

Monday, July 4, 2016

Traditional Approaches to Validity in Classroom Assessment and Innovative Credentialing (Part 1)

By Daniel Hickey
In my work with the Participatory Assessment Lab at Indiana University and in my graduate education courses, I spend a lot of time helping people understand validity in the context of educational assessment.  In this post, I describe validity as it has traditionally been presented to educators. I summarize what one leading textbook has long said educators should know about validity when assessing learning in their own classes, and I extend that to credentialing innovators who are developing digital badge systems, micro-credentials, and competency-based educational programs.  In subsequent posts, I will explore traditional views of “face validity” and “consequential validity.” Together, these posts will lay the groundwork for a final post that will explore several new developments in validity theory that I believe are important for these two communities.

Sunday, May 15, 2016

2016 AAEEBL Midwest Meeting Keynote: Open Badges + ePortfolios: Searching for and Supporting Synergy

By Dan Hickey

This is a brief report and link to a slideshare from the keynote address at the 2016 Midwest Meeting of the Association for Authentic, Experiential, and Evidence Based Learning.  It summarizes potential synergy between these two important educational technologies, as well as progress towards this synergy by the seven leading eportfolio platforms and between AAEEBL, the Open Badges in Higher Education Project, and the Badge Alliance.

Keynote Address at AAEEBL Midwest Regional Meeting at Notre Dame

Once I get this post up I will get to the several dozen emails awaiting me in my inbox with headers suggesting that we have indeed made some progress towards increased synergy.

Wednesday, April 27, 2016

A Situative "Roadmap" for Synergy in Motivating Family STEM Engagement

By Dan Hickey
This is the third post about my collaboration with Iridescent Inc., a science education non-profit in LA. This new post describes how a key assumption in newer "situative" theories of motivation can resolve the tensions between prior empiricist and constructivist approaches. When combined with Design Based Research methods, this assumption can result in a coherent "roadmap" towards synergy across the three approaches. I contend that such a roadmap can help Iridescent and other informal STEM innovators find a route that takes them from current levels of engagement to much higher levels of engagement, both in terms of quantity and quality.

This post could use some work and some trimming but I need to get it up for my class and colleagues and get on to other things. Will try to clean it up soon