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Digital Credentials Summit 2020 Agenda

The annual IMS Digital Credentials Summit is open to all individuals and organizations.

VENUE: Hyatt Regency Atlanta Perimeter at Villa Christina, 4000 Summit Boulevard, Atlanta, Georgia 30319

REGISTRATION: ALL ATTENDEES MUST REGISTER BY 24 JANUARY 2020, 12:00 NOON EST

  • Registration for the IMS Digital Credentials Summit (11-12 February) only is $400.
  • Registration for IMS members attending the IMS Quarterly Meeting (10-13 February) and the Digital Credentials Summit is $500.
  • Please complete your registration online by 24 January 2020. Registration after 24 January will be an additional $100. Onsite registration is an additional $200.
  • Cancellations received on or before 24 January 2020 are eligible for a full refund of fees paid, less $20.00 processing fee. Absolutely no refunds will be issued after 24 January, although you may have someone attend in your place.
  • Online registration ends 4 February 2020.

HOTEL: Make your hotel reservation at the Hyatt Regency Atlanta Perimeter at Villa Christina by 20 January 2020. If you need assistance, call 888-421-1442 and ask for the IMS Global Digital Badges Summit 2020 room block.

THANK YOU

Digital Credentials Summit 2020 Sponsors

AEFIS logoConcentric Sky Badgr logoCampus Labs logoCredly logo

 Interested in sponsorship? Contact us for details.   

AGENDA

Tuesday – 11 February

8:00 AM – 5:00 PM
 

Registration

8:00 AM – 9:00 AM
 

Breakfast

9:00 AM – 9:10 AM
Welcome
 

Innovations for Lifelong Learning

Rob Abel, CEO, IMS Global Learning Consortium
Rob Abel
Chief Executive Officer
IMS Global Learning Consortium
9:10 AM – 10:00 AM
Keynote
 

Credentials, Education, and Workforce: A Look at the Future

Perhaps like no other time in our world’s history has it been so imperative for education to play such a significant role in the lifetimes of an educated society amid rapid change. Higher education is under increasing pressure to deliver work-ready graduates while preparing them for an uncertain future. How do credentials play a role in this future? What can standards do to enable a global conversation and engender mobility of workers to be valuable, wherever and whenever they choose? How do we include everyone in the conversation—but more importantly—keep them engaged and participating in their learning journey? How can this be done in the current system of higher education?
Nelson C. Baker, Ph.D. Dean, Professional Education Georgia Institute of Technology
Nelson C. Baker, Ph.D.
Dean of Professional Education and Professor in the School of Civil and Environmental Engineering
Georgia Institute of Technology
10:00 AM – 11:00 AM
Panel
 

The Intersection of Work, Education, and Technology

We live in a dynamic economy that competes on talent. This dynamism poses a unique challenge where companies need to manage constantly changing skill and credentialing requirements in order to stay competitive. The result is often a persistent skills gap that threatens the ability of companies to compete and grow. To address this, companies have become more agile in finding and sourcing top talent. Others are developing strategic partnerships with education and workforce providers to build robust and responsive talent pipelines. Employers are also increasingly becoming educators themselves as they invest more in training and credentialing opportunities for employees and front-line workers. Join a panel discussion to hear from leading employers and employer associations on how the business community is managing their workforce needs and how they are leveraging new and emerging data and technology to transform their talent pipelines.
Jason Tyszko, Vice President, Center for Education and Workforce, US Chamber of Commerce Foundation
Jason Tyszko (Moderator)
Vice President, Center for Education and Workforce
U.S. Chamber of Commerce Foundation
Tamera Maresh-Carver, Managing Director of Global Learning and Development, FedEx Express
Tamera Maresh-Carver
Managing Director of Global Learning and Development
FedEx Express
Richard Price, Research Fellow, Clayton Christensen Institute
Richard Price
Research Fellow
Clayton Christensen Institute
11:00 AM – 11:15 AM
Lightning Talk
 

AACRAO’s Vision for Standards-based Digital Learner Records

What constitutes student learning in American higher education? Is it only those topics covered by the syllabus of a course, or does it extend to experiences and competencies mastered in and out of traditional faculty-student interactions? Since 2015, the AACRAO and NASPA, the National Association of Student Affairs have partnered on the concepts of a Comprehensive Learner Record and have achieved important milestones, now setting the course for 21st century student records.
Michael Reilly, Executive Director, American Association of College Registrars and Admissions Officers (AACRAO)
Michael Reilly
Executive Director
American Association of College Registrars and Admissions Officers (AACRAO)
11:15 AM – 11:30 AM
Lightning Talk
 

Failure to Reflect is Failure to Progress: Uncovering the Superpowers of CLR

The power of self-reflection is invaluable to one’s growth during an academic or professional career. Yet, learners need an intentional approach to self-reflection. The AEFIS platform provides and end-to-end solution to implementing Comprehensive Learner Record (CLR) which provides verified, validated and self-issued achievements as visual display of artifacts and feedback in real-time. In collaboration with a diverse set of institutional partners, we will share use-cases of CLR and the powerful reflection processes that empower learners and earners with evidence of their achievements.
Suzanne Carbonaro, Director of Client Success, AEFIS
Suzanne Carbonaro
Director of Client Success
AEFIS
11:30 AM – 11:45 AM
Lightning Talk
 

Equity, Competency, and the Whole Child Experience in K-12 Education

With student equity in high focus, the time is right for us to take the vision of a Comprehensive Learner Record (CLR) into mainstream acceptance and adoption in K-12. Colleges are increasingly looking for more holistic validations of admission applicants and schools are more determined than ever to capture growth in learning across the whole child experience, from leadership to academic achievement. We are excited to marshall the national OESIS Network behind this worthy public-private partnership.
Sanje Ratnavale, President OESIS Network, and Co-Chair PIVOT
Sanje Ratnavale
President
OESIS Network
11:45 AM – 12:00 PM
IMS Update
 

How IMS is Enabling the Lifelong Learning Ecosystem

IMS Global Learning Consortium members, partners, and technical projects are at the forefront of lifelong learning innovation through digital credentials and skills-data interoperability. Progress milestones in 2020 include the final release of the Comprehensive Learner Record and Badge Connect, the next generation technology for learner's control of their Open Badges. Learn about the projects that are advancing digital learning credentials and aligning educational outcomes and workforce needs for the 21st century.
Mark Leuba, Vice President, Product Management, IMS Global Learning Consortium
Mark Leuba
Vice President, Product Management
IMS Global Learning Consortium
12:00 PM – 1:00 PM
 

Lunch

1:00 PM – 1:45 PM
Keynote
 

Follow the Data: What HR Leaders Want Educators to Know Today

Education credentials issued by colleges and universities are taking on added importance in a historically tight job market near full employment and where talent strategy has emerged as a top corporate priority. With college costs rising, many different parties have called into question the value of traditional academic degrees—and this is amplified by falling public confidence in higher education. What can data collected from 750 U.S. corporate human resources leaders tell us about the evolving value of educational credentials in hiring? How are employers interpreting new forms of educational credentials and micro-credentials? What are the key signals of quality; and what is the viability of various new credential constructs and degree alternatives? These perspectives from the employer community can and should influence the strategies of post-secondary institutions, policymakers, employers and all stakeholders in the ecosystem.
Sean Gallagher, Executive Director, Northeastern University’s Center for the Future of Higher Education and Talent Strategy
Sean Gallagher
Executive Director
Northeastern University’s Center for the Future of Higher Education and Talent Strategy
1:45 PM – 2:00 PM
Lightning Talk
 

Applying the Network Approach to the Resume Problem

There's an old adage about job seeking that, "It's not what you know; it's who you know." It's time to update that adage—and the standard resume—to more accurately reflect the future of work. We believe it's a combination of what you know, how you communicate it, and who you can connect with. Digital credentials in isolation have laid the foundation of what's next for the resume. Join us to find out what Credly and it's robust network of credential issuers have planned for connecting industry with learning, and opportunities with qualified individuals.
Alex Hripak, Vice President of Technology, Credly
Alexander Hripak
Vice President, Technology
Credly
2:00 PM – 2:45 PM
Panel
 

Great Educators are Better Collaborators

Educational models that will survive into the future will have collaboration at the core of their development processes, with the educator being a key player in a holistic view of work, life and education that cycles over a lifetime. Fundamental shifts in our economy are resulting in major changes to workforce development over a longer career and lifespan. These changes require systematic approaches to new models of education and career pathways stretching over an extended time horizon. Creating these pathways requires collaboration and creativity among a diverse set of organizations, critically K-12 and postsecondary education. This session will focus on the need for collaboration and other special qualities of educators who will thrive in this rapidly arriving future.
Marie Cini, President, Council for Adult and Experiential Learning (CAEL)
Marie Cini (Moderator)
President
Council for Adult and Experiential Learning (CAEL)
Daniel Gohl, Chief Academic Officer, Broward County Public Schools
Daniel Gohl
Chief Academic Officer
Broward County Public Schools
Richard Irwin, Executive Dean, Global and Academic Innovation, University of Memphis
Richard Irwin
Executive Dean, Global and Academic Innovation
University of Memphis
Lisa Larson, President, Eastern Maine Community College
Dr. Lisa Larson
President
Eastern Maine Community College
Nan Travers, Director of the Center for Leadership in Credentialing Learning, SUNY Empire State College
Nan Travers
Director of the Center for Leadership in Credentialing Learning
SUNY Empire State College
2:45 PM – 3:00 PM
 

Break

3:00 PM – 3:15 PM
Lightning Talk
 

Sponsor Lightning Talk

 
 
 
 
Campus Labs
3:15 PM – 4:15 PM
Panel
 

The Future of the Registrar: 2020 and Beyond

 
Scott Owczarek, Registar, University of Wisconsin
Scott Owczarek (Moderator)
Registar
University of Wisconsin
Thomas Black, Assistant Vice Provost and University Registrar, Johns Hopkins University
Thomas Black
Assistant Vice Provost and University Registrar
Johns Hopkins University
Tom Green, Associate Executive Director, AACRAO
Tom Green
Associate Executive Director
AACRAO
4:15 PM – 4:45 PM
Interview
 

A National Call to Action: Interoperable Learning Records

American workers who engage in lifelong learning deserve a way to translate their full education, training, and work experience to a record of transferable skills that will open the doors to higher wage occupations and careers. The current administration established the American Workforce Policy Advisory Board (AWPAB) to develop actionable recommendations for better information on workers’ skills attainment, employers’ skills needs and educational institutions’ programs. The AWPAB’s Data Transparency working group has identified interoperable learning records (ILRs) as a novel, technically feasible and achievable way to communicate skills between workers, employers, education and training institutions. Nina Huntemann will discuss the goals, objectives, and plans of the Policy Advisory Board with Jessica Nicholson, project coordinator of the group’s Whitepaper on Interoperable Learning Records.
Nina Huntemann
Senior Director, Academics and Research
edX
Jessica Nicholson
Senior Policy Advisor to the White House
American Workforce Policy Board
4:45 PM – 5:00 PM
IMS Update
 

Day One Wrap Up

Jeff Bohrer, Technical Program Manager, IMS Global Learning Consortium
Jeff Bohrer
Technical Program Manager
IMS Global Learning Consortium

Wednesday – 12 February

8:00 AM – 5:00 PM
 

Registration

8:00 AM – 9:00 AM
 

Breakfast

9:00 AM – 9:45 AM
Track 1
 

Using Badges to Build Student Capacity for Lifelong Career Success

 
 
 
 
Track 2
 

How the PIVOT Transcript Partnership Can Move the Ball on Student Equity

Schools are looking at learning more holistically, capturing skills and competencies across not only academic disciplines but also the co-curriculum. In this session, we look at the opportunities for student equity and how the suite of IMS Global Learning Consortium standards from CASE, CLR and Open Badges can help maximize student opportunity and agency. We look at how movements in programming from SEL, CBE and PBL increasingly rely on distributed pathways that need to be accommodated. We examine what the likely evolutions might be from hyperlinked transcripts, to badge embedded co-curricular records, deeper student profiles in college application portals, and ultimately to full holistic CLR records capturing learning within a school and in the networked ecosystems available to the learner.
Sanje Ratnavale, President OESIS Network, and Co-Chair PIVOT
Sanje Ratnavale
President
OESIS Network
9:45 AM – 10:30 AM
Track 1
 

U.S. Department of Education Blockchain Project

 
 
 
 
Track 2
 

Utah Microcredentials: Building a State K-12 Digital Credentials System

The Utah State Board of Education has developed a statewide microcredential system. Utah Microcredentials launched on January 1, 2019, and focuses on best practices used by classroom teachers, administrators, school counselors, and other K-12 educators. Utah Microcredentials is an evidence-based system, i.e., earners must demonstrate competency in the target skill or concept by submitting evidence of success and consistent implementation. The system platform, MIDAS, mediates all microcredential interactions, including submission and storage of evidence, rubric-based evaluation and feedback from reviewers, notification of award, and microcredential transcripts. We address the challenge of how to allow credential flexibility, while also keeping credential standards rigorous by creating agreed-upon expectations for what kinds of evidence must be included and how much credit a credential is worth. Unique in the Utah Microcredential approach is the emphasis on these partnerships with Local Educational Agencies (LEAs) which can create their own microcredentials representing important professional learning goals within their agency.
Daron Kennett, Professional Learning Supervisor, Davis School District
Daron Kennett
Professional Learning Supervisor
Davis School District
Richard West, Associate Professor, Instructional Psychology and Technology, Brigham Young University
Richard West
Associate Professor, Instructional Psychology and Technology
Brigham Young University
10:30 AM – 10:45 AM
 

Break

10:45 AM – 11:15 AM
Track 1
 

Sponsor Session TBA

 
 
 
 
Track 2
 

Sponsor Session TBA

 
 
 
 
11:15 AM – 12:00 PM
Track 1
 

Learning Models that Recognize Skills, Competencies, and Achievements for Lifelong Learning

Wichita State University is working in partnership with two national professional associations to develop digital badge programs to combat identified skill gaps and the resulting qualified worker shortage. The top area employer challenge is the inability to find, hire, train and retrain staff. For one employer who experiences an average turnover rate of 35-39% for key positions, many clients are left unserved. Open badges are seen as a cost effective and convenient way to provide training and support.
Kimberly Moore, Director, Workforce, Professional, and Community Education, Wichita State University
Kimberly Moore
Director, Workforce, Professional, and Community Education
Wichita State University
Track 2
 

Advances in Open Badges: Demonstration of Badge Connect API

This session will demonstrate the latest Open Badges 2.1 standard in action. This version provides a secure API for sending Open Badges between systems. Come see how early adopters of OB 2.1 are implementing the Badge Connect API.
IMS Open Badges project group members
 
 
12:00 PM – 1:00 PM
 

Lunch

1:00 PM – 1:45 PM
Track 1
 

Thinking About Quality For Digital Credentials

Considering quality for digital credentials is important for both those who create them and those who consume them. Currently, there is no single set of standards, no mechanism or system to help workers, employers, policymakers, and educational institutions define quality or measure it. As a result, confusion about digital credentials and their value in educational and career pathways reigns. All stakeholders would benefit from the clearing of that confusion. The Rutgers University, Education and Employment Research Center recently developed a conceptual framework to help guide measurement and understand the components of quality for non-degree credentials. Our session will explore digital credentials and quality thinking through four aspects of credentials that contribute to determinations of quality: credential design, competencies, market processes and outcomes. This session will be helpful to organizations developing, offering and consuming digital credentials. Using real world examples of digital credentials, platforms and tools, we will examine how quality is currently thought about in the creation and consumption of those credentials by the many stakeholders of interest. Finally, we will address how notions of quality may be changing as digital credentials become more prevalent in the credential marketplace and what this means for those in the field.
Heather McKay, Director, Education & Employment Research Center, Rutgers University
Heather McKay
Director, Education & Employment Research Center
Rutgers University
Michelle Van Noy, Associate Director, Education & Employment Research Center, Rutgers University
Michelle Van Noy
Associate Director, Education & Employment Research Center
Rutgers University
Track 2
 

Credentialing Online: Compelling Stories of Three Online K-12 Programs

In this panel conversation, three statewide virtual schools will share their vision for moving from a course-completion model to competency-based learning for students, teachers, and administrators. These organizations are leveraging Open Badges (OB), Comprehensive Learner Record (CLR), Competency & Academic Standards Exchange (CASE), and CASE Network to empower the digital credentialing happening in their states. In this session, participants will discover how each organization takes a unique approach to credentialing to realize a shared vision for CBE transformation. For example: Georgia Virtual is qualifying and quantifying teacher credentials for teaching online, making it easier to identify, recognize, and align its human capital. Idaho Digital is launching a computer science credentialing program that enables dual enrollment credit at the competency-level. Michigan Virtual is supporting statewide efforts to address early literacy challenges and offering alternative recognition for school leaders through credentialing. Get your questions answered and leave inspired on how digital credentialing can empower your K-12 programs to achieve mastery- and competency-based digital transformation.
Bruce Umpstead, Director of State Programs, IMS Global Learning Consortium
Bruce Umpstead (Moderator)
Director, State Programs
IMS Global Learning Consortium
Ken Dirkin, Executive Director, Michigan Virtual Learning Research Institute, Michigan Virtual
Ken Dirkin
Executive Director, Michigan Virtual Learning Research Institute
Michigan Virtual
Ryan Gravette, Director of Information and Technology, Idaho Digital Learning
Ryan Gravette
Director of Information and Technology
Idaho Digital Learning Alliance
Keith Osburn, Associate Superintendent, Georgia Virtual Learning
Keith Osburn
Associate State Superintendent, Georgia Virtual Learning
Georgia Department of Education
1:45 PM – 2:15 PM
Track 1
 

The IMS Comprehensive Learner Record Standard

The Comprehensive Learner Record provides students with a greater understanding and narrative of their educational experiences in a secure, portable, verifiable and easily understood format. This project demonstrates how students’ skills, competencies, and achievements are presented within an institution-verifiable digital credential using the CLR standard. The CLR standard allows for true scalability within and across institutions, and it also aligns the learner with the workforce by providing a machine readable JSON export.
Chris Jackson, CEO, Paradigm
Christopher Jackson
CEO
Paradigm
Thomas Black, Assistant Vice Provost and University Registrar, Johns Hopkins University
Thomas Black
Assistant Vice Provost and University Registrar
Johns Hopkins University
Track 2
 

Open Badges & CTE: Explore the Missing Link in the Earning Ecosystem

Practicing digital credential issuers and instructional designers have spent the last several years working to gain traction in connecting K-12 earners to the higher ed and industry ecosystem. Our project empowers the open badge earner to articulate unique and desirable professional skill sets that directly connect to the job market needs. By partnering with local organizations and employers via the Chamber of Commerce, joint pathways of learning are identified and reinforced by local Career and Technical Education programs. This ensures direct ties between K-12 earning and both personal and professional impact beyond. In addition, it supports efforts throughout the Open Badge community to demonstrate real-world application of open badges to professional opportunities.
Cate Tolnai, Co-Founder, BUOY Consultants
Cate Tolnai
Co-Founder
BUOY Consultants
2:15 PM – 3:00 PM
Track 1
 

Blockchain-Based Academic Credentials at Georgia Tech

 
 
 
 
Track 2
 

Upskilling Employees

Upskilling is a hot term, but it is also higher education’s moral imperative to ensure broad access for all to learning that is in step with market trends and needs. Many colleges are launching digital badging initiatives in an effort to offer smaller chunks of industry-recognized learning, which could benefit historically marginalized populations who lack time and money to build their skills and be viable in a competitive job market. But if colleges want to do this in a way that meets the needs of all stakeholders, they should engage in a thorough design process to unbundle, map and re-bundle competencies, in collaboration with employers. Over the past 6 months, Education Design Lab has built an exciting program as a part of the Upskill SA! Project. In collaboration with Alamo Colleges Online, Palo Alto College, and Goodwill San Antonio, the Lab has designed and implemented a program that will best meet the needs of Goodwill San Antonio incumbent retail workers.
Isaac Agbeshie-Noye, Education Designer Education Design Lab
Isaac Agbeshie-Noye
Education Designer
Education Design Lab
3:00 PM – 3:15 PM
 

Break

3:15 PM – 4:00 PM
Track 1
 

Opportunity Ready: Microcredentials to Engage the Incarcerated Population

 
 
Katy Grant
Education Director
State of Maine Department of Corrections
 
Joseph L'Africain
Curriculum Designer
Maine Community College System
Megan London, Curriculum Designer, Eastern Maine Community College
Megan London
Curriculum Designer
Eastern Maine Community College
Nicholas Runco, Instructional Technologist, Eastern Maine Community College
Nicholas Runco
Instructional Technologist
Eastern Maine Community College
Claire Sullivan, Assistant Vice Chancellor for Innovation in Digital Badges and Micro-Credentials, University of Maine System
Claire Sullivan
Assistant Vice Chancellor for Innovation in Digital Badges and Micro-Credentials
University of Maine System
Track 2
 

Session TBA

 
 
 
 
4:00 PM – 4:45 PM
Track 1
 

Leveraging an Entire Institution to Design a Scalable Credentials Strategy

The prevalence of digital credentials, or badges, is increasing across institutions of higher education due to their ability to demonstrate students' intermediary skills and knowledge obtained on the way to earning a degree. The majority of credentialing programs focus on specific curricula, extra-mural, or continuing education endeavors. However, few institutions have a cohesive credentialing approach that can address the learners' needs across their lifespan. Drawing on its inclusion-based charter, Arizona State University (ASU) has established an initiative known as the Learning Futures Collaborative (LFC) that catalyzes collaboration amongst all of its constituents. One of the LFC's primary charges is to design a credentialing strategy that serves anyone at any point of their personal learning spectrum. This session will share the lessons learned from one university's exploration into a collaborative approach to design a scalable credentialing system hand in hand with a vendor.
Yuna Buhrman, Director of Learning Innovation, College of Health Solutions, Arizona State University
Yuna Buhrman
Director of Learning Innovation, College of Health Solutions
Arizona State University
Allison Hall, Senior Instructional Designer, Herberger Institute of Design and Arts, Arizona State University
Allison Hall
Senior Instructional Designer, Herberger Institute of Design and Arts
Arizona State University
Christopher Sheehan, Manager, Digital Portfolio Services, Arizona State University
Christopher Sheehan
Manager, Digital Portfolio Services
Arizona State University
Track 2
 

Comprehensive Evidence of Learning: Evidence, Artifacts, Signals

The University of North Texas issues digital, marketable skills badges and micro-credentials (sets of badges), and will issue digital credentials (sets of micro-credentials) that demonstrate student competency and proficiency in a variety of marketable skills. Students attain badges in each skill based on the high-impact practices they engage in, the skills introduced and/or assessed in those experiences, the overall rigor of the experience, and a demonstration of skill. In order to award credentials with evidence, Career Connect collaborates with university stakeholders to catalogue supporting student, faculty, and staff learning activities, materials, ratings, and artifacts in marketable skills pathways. Connect participation is expected to positively impact student outcomes every semester and has already impacted student retention and GPA. Connect allows UNT students to keep track of and showcase—in real time and after college—their progress towards multiple, marketable-skills credentials. These efforts will also allow UNT to rigorously test Connect's impact on student outcomes every semester, across semesters, and under the diversity settings that Connect is being implemented.
Mike Simmons, Assistant Vice President, Academic Affairs, University of North Texas
Mike Simmons
Assistant Vice President, Academic Affairs
University of North Texas