Category: Skills Based Approach

When you create an original concept, you think how it solves a specific problem – on a micro level. But later, as it gains momentum, you start to see how it solves bigger problems – on a macro level. The idea of learning labels is intriguing.

The genesis idea of learning labels was based on trying to reduce the amount of typing in a tasking application (Skills Based Approach). But the learning labels solve a bigger problem. There is not a standardized display (representation) of learning expectations. (For a point of reference, examples of standardized displays include a nutritional label for food or resume for professional evaluations.)  There is no basis of comparison between traditional and emerging learning resources. Over the past couple of years, I realized these learning labels have even more potential.

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I am creating new personalized grading with the learning labels technology. It is easy to think of new features for a product, the difficult part is narrowing the list and focusing on ones that add the most value. There are clear reasons why this feature adds value.

With learning labels, I work to convince practitioners we need to track learning on a discrete level – a task level. To accomplish this, there needs to be a mechanism and navigation to connect learning labels into a series – so they represent a project, learning plan, or course. I think this was the biggest influence in adding personalized grading into the platform. It is possible to create a series of labels, connect them based on performance, and grade each learner. Then, a learner navigates through the series based on their achievements.

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I like to see the progress and movement we are experiencing with competency-based learning. In 2011, I started Skills Based Approach; I do not think there is much difference in what the phrases represent.

A key aspect of this type of learning is an assessment – evaluation or estimation of a person’s ability. It is intriguing to play a game, complete a project, or take a test and through an assessment get an accurate portrayal of a competency – like taking the SAT, GMAT, or LCAT, which produces a score of a capability in a field of study. But these standardized tests have a similar shortcoming in that they do not consider the context behind the knowledge –experiences.

For this reason and others, I think there is significant value in tracking the successful completion of learning tasks – a record of learning. An assessment might be included within or after a task or series of tasks.

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