weebleRemember those little toys shaped like an egg called weebles? “Weebles wobble, but they don’t fall down.” This is a pretty good life lesson if you think about it. How do we cultivate such a mindset in the life of our students, helping them learn to persist through the wobbles or failures of life, learning from them, persisting through them, and having a joy and resilience in life? I contend that one thing we can do is revisit how and what we teach about failure. Here are then places to start.

1. Create a culture where failure is a natural part of the learning process. Failing has turned into a bad word, a character flaw, and something about which to be ashamed. Yet, if we go to thriving startup communities, failure is not always seen that way. Risk-taking is respected, and failure is bound to happen at times when we take risks, even calculated ones. If we want to help students develop into adults who have courage and confidence as calculated risk-takers, then why not start it in school?

2. Consider alternatives to letter grades. – For many, it is hard to separate the concept of school from grades, but it is possible. In fact, there are a growing number of schools around the world that are coming up with alternatives to letter grade systems: standards-based report cards, narrative feedback, portfolio assessment and more. My support for alternatives continues to grow, largely because I believe that grades are counter-productive. While they serve as extrinsic motivators, what is the cost? What is lost? They seem to encourage playing it safe, and discourage experimentation and striving for things with potentially uncertain results.

3. Use ungraded and formative feedback. I realize that many will not get rid of letter grades. That is alright. There is still value in minimizing their role. If the goal is to help students get better at something, then give them a chance to practice and get feedback before getting a grade. There is even research to show that students are less inclined to cheat in such an environment. Grading every practice activity is just about rewarding those who don’t need much practice. That makes school about rewarding people who don’t have to work as hard, and leading those who do to feel like they are inadequate.

4. Debrief it. Whether things are a failure, success, or a combination of the two; there is so much opportunity for learning in debriefing the experience. What went well? what didn’t? What other strategies could you have tried? What would you do the same or differently if you could do it again? What knowledge or skill would increase your chance of success next time? How can you gain that knowledge or develop that skill? These are a few of the many helpful questions for debriefing, and they sometimes lead to many valuable learning vistas…those “a ha” moments.

5. Celebrate people who try something new or hard and fail. This will help nurture a culture with grit, persistence, and getting back up and trying again. Removing the social stigma of failure frees students to strive for goals that are out of their reach.

6. Teach about growth and fixed mindsets. For fixed mindset people, failure is a sign that you are a failure. For people with a growth mindset, it tends to be seen as feedback and a challenge to work hard and keep at it until you get the result you want. A growth mindset knows there is progress that comes from trying and trying again.

7. Model failure. Teachers can also be candid about their failures, how they dealt with them, and what they learned from them. This goes a long way in modeling that failure is not something about which to be ashamed, but something from which we can learn and that we can use to improve.

8. Set big goals and incremental ones. Big goals without the incremental ones can be overwhelming and discouraging. By teaching students to set incremental goals, they can learn to monitor their progress. They see that a failure is not an end point, but just a temporary setback in the journey toward a larger goal. When students persist to the larger goals, have them reflect on the steps along the way, the inspiring, challenge, discouraging, and motivating parts throughout the journey.

9. Study the failures of great leaders and inspirational people from the past and present. Make failure a topic of study, learning how people cope with it, use it, and overcome it. Each of these become stories/scripts to guide us as we work through failures along the road to success.

10. Teach that human worth is not rooted in a person’s successes or failures. Human worth is inherent. It is not based upon what a person does or does not accomplish. Life is a gift and each person has been granted value that can’t be taken away, not from the greatest failure. Coming from a Christian background, this is foundational part of my world view. I believe that God gave each of us inherent value. God declared us as precious and important. Such a mindset gives us to freedom to be risk takers, innovators, and people who fail with grace. Yes, failure can be painful, but it doesn’t take away your worth.

Do fully online courses exist? Or, are good online courses ever fully online? I know the first seems like a strange question, because we all know that such things exist, at least as we usually think of online courses. And the second question seems like a challenge to the concept of online courses, but it is not. Instead, this is my way of suggesting strategies for highly personal and potentially high-impact online courses by leveraging an aspect of online course design that is sometimes forgotten, namely the offline world. With that in mind, following are tips for integrating the offline world in your online courses.

1. Start with the Learner

This may seem insignificant at first, but I find it critical to remember that the single most important part of your online course is never online, the student. After all, one of the fundamental rules of good instructional design and teaching is “know your learner.” The student who will take your online course lives in a physical world, surrounding by physical people and things. Consider that world when you design your course. Provide suggestions to the students on how to create or find spaces that are conducive to studying, reflecting, and learning in the course. Ask students to look at their life schedule and share upfront when they are blocking off time to work on the course amid their other responsibilities and life challenges (That also lets you know good times to contact them). As an ice-breaker, have students share a few pictures from the world around them…and them in that world. It provides context, personalizes the experience, and it is a fresh ice-breaker and way to get to know each other a bit better. Early in the course, have students reflect on the physical world around them. How can that world help them in this course and what distractions will they need to manage? And on a more fundamental level, start the course by making sure students have the necessary physical hardware expected in the class (computer, headphones and mic (if necessary), tool for creating images and video, etc.).

2. Build for Offline Breaks and the Use of Physical Movement

Don’t design massively long video lectures or content without planning for breaks. Break the videos into segments and verbally suggest that students take breaks. In your instructions for activities and exercises, be explicit and intentional about tips for when to take a break and why. You can include tips like, “It might be good to take a quick break, go on walk, or do something else for a bit before you move on to this next part.” Check out some of the research about the value of movement and learning, note-taking, memory and breaks, and engaging all the senses. Think about how you can leverage these in your online course. For example, think about an interactive recorded lecture online where you give the student activities within the lecture (things to say out loud, movements that serve as anchors for remembering items, a scavenger hunt…like go find an item in your room or house that you could use as an analogy or illustration to explain this idea to someone else…). These activities can increase engagement, increase understanding and sometimes add a level of fun and playfulness. Try this Teacher Toolbox for Physical Activity Breaks for a few ideas.

3. Interviews

Consider how you can give students assignments to conduct simple and informal or deep and formal interviews to enhance their learning in the class. They can interview people in their family and community. This can be a great way to have students build a personal learning network in the physical world, learn from experts, better understand how what they are learning applies in real-world contexts, and it adds a rich type of face-to-face interaction to the online course design.

4. Observations

Create assignments that require students to observe the natural world, people, or groups of people. Then have them report back what they learned and experienced. This can be an individual writing assignment, an ongoing learning journal, a follow-up real-time chat with you as the instructor, or a contribution to an asynchronous online discussion. These can add a rich and practical element to courses in many subject areas. Don’t be too quick to suggest that it doesn’t work for your content area. Almost everything we teach has implications in the physical world. Find those implications and use them to help the students make meaningful connections.

5. Service Learning

Service learning integrates meaningful community service into a curriculum, and adds substantive reflection and debriefing. How can students use what they are learning in the course to serve someone in a small or simple way? It doesn’t need to be a commitment that takes hours or days. It might even be micro-acts. How could you add 5-minute service learning activities that relate to what you are teaching? This adds engagement, leverages the human connection, and models how this content can help you love the neighbors (literal and figurative) in this world.

6. Show and Tell from the Offline World

I mentioned this onet in #2, but have students make analogies and connections between what they are learning and what they see in the physical world around them. This drives their thinking to higher levels (analysis, evaluation, even creation), and it makes for fun and interesting sharing in the online discussions. The students are forced to think deeply about what they are learning, and their examples can help others in the class better understand concepts.

7. Experiments

This is done in some online science classes by actually including a lab-in-a-box or kitchen science experiments. However, it can work in almost any content area. What are social, personal, or physical experiments they could try to better understand a concept or to learn something new? I’ve successfully used what I call life experiments for some time. I have students test out a concept or idea by creating some sort of relevant social experiment, reporting their findings, and reflecting on what they can learn from the findings. This works very well for social science classes, but with a little creativity, you can come up with wonderfully engaging life experiments for almost any class. Some of these can even be designed as games they try to play with someone or a group.

8. Images and Video Footage

Each learner in an online class may come from a different physical location, so why not leverage that diversity in the class? Have students capture relevant pictures and video footage from their unique world, connecting that with specific lessons and concepts that are being learned. Over time, the students collectively generate a rich repository of visual and multimedia content for the class.

9. Peer Feedback

Build into assignments the requirement to run their work or ideas past one or more people in the physical world. They don’t need to find someone to carefully edit their work, maybe just give five minutes of time to talk through a few of the ideas and share their impression.

10. Connect Offline

Sometimes you have online students who are local, or students in the class who live close to one another. A quick meeting at a coffee shop, library or the school can be a rich enhancement. Or, in the absence of this, you can use any number of synchronous tools with video to add a visual and real-time element to a course. Phone chats work as well. These are not entirely offline, but they do add some of the affordances of communication in physical spaces. Also, encourage students who live near one another to try one or two study sessions. In my experience, this adds a wonderfully personal element to their online learning experience.

What do you think? Are you ready to integrate the offline world into your online class? Consider trying a few of these and see how they work. It will help to conduct your own short survey or questionnaire to get feedback on how students experience these physical enhancements. Or, having students keep a learning journal will give you keen insights into how the offline design features are impacting the student experience.

By now, you’ve probably read a few articles or at least watched a couple of videos about the idea of mindset and the connection to learning. Carolyn Dweck, in her book Mindset: The New Psychology of Success, explains the difference between a fixed mindset and a growth mindset. A fixed mindset is exemplified by the person who takes great pride in her IQ. She is naturally smart. Dweck explains that an unhealthy emphasis on fixed traits and our genetics when it comes to learning is a disadvantage. When I do well, it is because I am smart. When I don’t, I may get frustrated quickly because a failure might mean that I’m not smart enough. I am also less likely to take risks because failure is a character flaw from this mindset.

A growth mindset is different. This person likely recognizes genetic traits, but doesn’t focus upon that. After all, there isn’t much you can do about your genes. Instead, the growth mindset person is more concerned about how much more one can do with effort, persistence, and the cultivation of new skill. This person is not blind to the fact that some classmates can multiply two four digit numbers in their head faster than others can tie their shoes. However, the growth mindset student doesn’t dwell on such things. She instead knows that she can get better at multiplication with hard work, practice, and persistence. When such a person faces a challenging problem, she is more likely to persist…less likely to give up. She is going to make more progress. This is the spirit of the recent blog post by Salman Khan where he explains, “Why I’ll never tell my son he’s smart.

Some might reply by arguing that you have to be realistic with kids. Know their limitations and make sure they know them as well. Know your students well is a fundamental principles of good teaching and learning, but here is the problem I have with that emphasis. It is hard to truly know limits. Yes, it is true that a person without legs will never be able to compete and win in the high jump at the Olympics. However, what about the 3rd grader who struggles with math or reading. Is that a sure sign that she’ll never be an award-winning author, a scientist who finds a cure for cancer, or the President of the United States. Or, what about the little girl who dreams of being a ballerina, but she lacks any signs of graceful movement? Yes, that is amazingly difficult. Don’t we want kids to strive for amazingly difficult things? Even if they don’t achieve them, they may have made tremendous progress.

I tend to set very high goals for myself. I’ve always done that. I remember a debate with a high school teacher. He argued that we should always set stretch goals that are achievable. I asked how you know if they are achievable. Why not set goals that are possibly or even likely out of reach. Shoot for the stars, knowing that you might only make it half way, but what a view! As I understand it, the rewarding part of goals comes more from the pursuit than the achievement anyway. At the same time, I accept the reason and value behind a mixed of goals, some more reasonable and short-term, but others that go big, really big, even if you or others think you don’t have what it takes.

I’ve heard too many stories of people whose teachers and guidance counselors told them that they could never be a __________ (fill in the blank), or that they are just not college material. In fact, I’ve experienced a number of situations where graduate students wrote worse than the eighth graders I once taught. There was a time when I took that as a sign that they were not leadership material. Do we really want a principal who doesn’t know the difference between to, two, and too? Here is the problem with that judgement. It is wrong. I’ve see great leaders who struggled with basic skills along the way, and many great leaders have weaknesses…but they still became valued and, in the eyes of many, accomplished and effective leaders.  I’ve also heard far too many stories of young people who lacked confidence, but were encouraged by growth mindset teachers, teachers who were more interested in what they can achieve by hard work and perseverance than labeling students and making sure they know their learning limitations.

The truth is that it is hard to know our limitations. Maybe it is fair to say that you will not be an NBA center if you are five feet tall, but most people figure those things out for themselves. What we do need is intentional encouragement, reminders that hard work, perseverance and grit often trump raw intelligence. And we often need coaching on how to cultivate these habits. Instead of declaring what people can and can’t do, why not make education about an experiment in just how much you can do, how far you can go, how much you can learn, and how much of an impact you can make in the world?

Follow the educational technology blogosphere and conversations on Twitter, and you start to notice certain categories. I don’t write this to label people or to make fun (at least not in a mean-spirited way). In fact, most of us fit into many of these categories. Some of us take pride in associating with almost all of them. Looking over the list, I’m pretty sure that I fit into at least 10 of them. Regardless, here are the big fifteen. Feel free to suggest others that you notice by posting a comment.

1. Ed Techies – These are the educational technology enthusiasts who love the software and/or hardware. They might be part programmer and part educator, or maybe part techie and part educator. They sometimes run the labs, fix the computers, and teach in a typical day at work. They talk about their love for education, but tend to enjoy talking about the tools themselves or equipping young people with the skill to leveraging technology. While they love teaching, they are also comfortable doing the troubleshooting. They are big on practical “how to” guides and tutorials, so people often appreciate the practical nature of what they write.

2. Ed Tech Cheerleader – Just like it sounds, these are the pro- bloggers. They write about what excites them, and that is a lot. They cheer on new efforts and invite others to join them. Things are exciting and these bloggers are likely to describe people doing great things in Ed Tech as rock stars…with three exclamation points. Oh, also enjoy using exclamation points, bold, caps, emoticons, and big fonts.

3. Ed Technophiles – These are ed tech groupies. They are similar to the cheerleaders. They love all things educational technology. They know the big names in the field, are up on the latest developments in the industry, and do a great job curating resources and keeping the rest of us up to speed.

4. Ed Technopreneurs – These are the ones who want to help shape the future of education through innovation, new educational technology venutres, ed tech startups, and coming up with new methods, models and strategies. They blog about what they are doing, but it is clear that what really energizes them is the creating and doing something that has never been done before.

5. Ed Technophobe – This is an interesting one. This is the ed tech blogger who is compelled to write about educational technology topics, but often ends up writing about the fears, dangers, and concerns about the future. Have we gone too far? Was this a worthwhile effort after all? Maybe we should slow down a bit.

6. Ed Technocritic – These are the ed tech bloggers who find themselves pointing out the limitations of technology in education, drawing our attention to the dangers, the unexpected consequences. Or, sometimes it is focused on critiques of current efforts in the ed tech word, frequently the strongest voices against mindless acceptance, careless planning, and uninformed decisions. They are fans of ed tech, but they are not afraid to call out what they think is stupidity in the field.

7. Ed Techno-philosopher – The techno-philisopher is fascinated by the many philosophical question that come from exploring the nature of life in an increasingly technological world. I include the psychological and sociological questions in here as well. What is the nature of community in a digital world? How is the digital world impacting our understanding of authority, community, collaboration, meaning, or dozens of other topics?

8. Ed Technicist – Technicism has many meanings, but one is the idea that new is better. New technology is good. Newer technology is even better, and technology is increasingly beneficial to society. These ed tech bloggers love to write about the latest technological developments and their possibilities for education.

9. Ed Tech Humanist – This is the educational technologist with a love for the humanities and liberal arts. They might talk history, philosophy, or even delve into literary references. They see lots of power and possibility with educational technology, but they approach it with the mind and heart of a humanist.

10. Ed Technethicist – This is the blogger who is focused on exploring the many ethical issues around life and learning in a technology rich world. There might be an emphasis on cybersafety, cyberbullying, the digital divide, or ethical issues around openness and access to education.

11. Ed Technopolist – In Neil Postman’s book technopoly, he used the term to describe a world where technology is turned into some sort of messiah. I’m instead using it to describe people who use their position in ed tech to explore any topic under the sun. These are the people who have defined educational technology is the broadest possible way. Pretty much anything in education is educational technology, whether it be a new teaching strategy, the software and hardware, or new models of schooling. By the way, I’m probably 90% ed technopolist.

12. Ed Tech Conspiracist – These bloggers like educational technology, but it isn’t really about the technology. They are proud participants in an educational technology conspiracy, a movement to promote openness, the democratization of education, do-it-yourself learning, or some other compelling cause.

13. Ed Tech Gurus – These are the big name bloggers. They are gurus because people come to them to learn. They are known names with massive numbers of Twitter followers. When they hang out at the ISTE Blogger’s Cafe, you see people pointing at them or running over excited to finally meet them in person. Some have published books. Others do the speaker circuit. Still others made their name through a well-known podcast or by staring a Twitter chat. Many of them make a living through their blog and the work that comes from it (consulting, endorsements or sponsors, etc.).

14. Ed Tech Corporate Ambassador – These are the bloggers with a loyalty. Sometimes it is formal. Other times it comes from a personal love for a certain company or product. In this category, I include the Google Certified educators, Apple Distinguished Educators, those in the Discovery Education Network, and the like. They may have a special loyalty, but many of them are also open to other ideas and possibilities. It is just that they invest much of their time and energy around their company or product of interest. By the way, a sure giveaway for bloggers in this category is when that include part of a company name in their Twitter handle.

15. Ed Tech Networker – These people love building their personal learning network. It is all about connections, meaningful connections for them. They are often open, and bring the gift of hospitality to the field, being quick to introduce two different people with shared interests. They often don’t feel a need to lead the conversation or be in the spotlight, but they love learning with and from others; and helping foster the connections that make exciting things happen in the field.

What do you think? Have you come across any of these bloggers? What other categories would you suggest?

There was a man traveling beside a river who found himself in a dangerous place. He noticed that there was safety on the other side of the river, but the waters were fast and there was no boat or bridge in sight. He gathered sticks and twigs, and he built a raft to safely cross to the other side. What do you suppose he did with the raft when he got to the other side? The Buddha’s Raft Parable is one of the better known stories of Buddhism, told in many ways and simply stated in the Diamond Sutra. “Understand that the words of the Buddha are like a raft built to cross a river:  When its purpose is completed, it must be left behind if we are to travel further!”

While the lessons of this parable are intended to teach about the nature of the Dharma or teaching of the Buddha, I sometimes think about this parable in terms of educational trends and innovations. I’ve met many educators, parents and administrators who critique the near constant trends and innovations to which we cling in education for a short time, only to leave them behind for something else. There is truth and value in this critique. There is a risk for those of us in education to become drawn to the next shiny thing in the realm of educational ideas with little critique or consideration about the affordance and limitations, the ultimate benefit. There is need to examine the data and research, and it is equally important to leverage and analyze the trends in service to the greater purpose and mission of a learning organization.

At the same time, this opening parable gives us another useful perspective on the role of educational trends and innovations. I find it helpful to see them as tools to face present challenges and opportunities. You only need a raft as long as you need to cross a river. Once you are on land, there is little need for such a vessel. At that point, you may need an altogether different set of resources. Isn’t the same true when it comes to thinking about educational trends, innovations and technologies? The needs depend upon the context, the learner profile, upon the current challenges and opportunities. Also, as new knowledge and technologies develop, we will find tool that better meet our needs than those of the past. This is the nature of tools. While there is a valid critique of the mindless meandering from one trend to the next, perhaps it is helpful to see these items as more temporary and transient, albeit useful.

This parable also prompts me to look at perceived failures with educational trends and innovations from another angle. Yes, some efforts and innovations are largely and widely seen as failures, sometimes because they did not live up the promises attached to them. Yet, there is so much benefit that we can gain from the lessons learned of a failed effort, if we are open to embracing them as learning opportunities. I think of the many failed 1:1 implementations in schools, failed in the sense that there was not enough planning and limited consideration for the scope of such a project. Some abandon the effort, label it as a failure and move on. It just didn’t work out. Still others look at it more strategically. What did we learn from this effort that we might not have otherwise discovered about ourselves, the learners, the need for planning and research, and the importance of involving different stakeholders? Without such “failures”, it might be difficult to pass on these lessons to others, or certain important lessons might remain hidden from us.

This is not a defense of poor planning, careless experimentation, or ignoring issues related to stewardship of time and resources. There is wisdom in small experiments before trying larger ones, taking the time to review the research, and going through a systematic process. Yet, even the best plans do not always produce the best results. So, we learn to fail fast, reflect often, and extract as much meaning and learning as possible from our efforts. And as the goals, contexts, and technological landscape changes; we will still find ourselves leading behind even our best rafts as we head into new learning journeys.

I have a lot of disposable rafts in my history with educational innovation and experimentation. I used to look at more of them as embarrassments and failures. Yet, from the long view, I also see how work on some of these “failures” led to many more recent successes. Perhaps those failures are not always failures after all. Maybe they were just disposable rafts that served their purpose and made the way for future adventures.

What is your experience with disposable rafts in the realm of educational technology and innovation?

According to Kaihan Kirppendorff, out-thinkers are entrepreneurs, innovators, leaders, or marketers “with a new playbook.” They don’t just study what the best leaders, marketers, and innovators do. They certainly might study and learn from the work of others, but in the end they insist on writing their own playbook. By having a bent toward creating and not just imitating, they see things that others miss, challenge age-old practices that sometimes allow for breakthrough innovations and opportunities, they even transform fields/disciplines/markets.

Kirppendorff’s text is largely framed as a different way of thinking about business competition, about doing more than winning by investing the most money, being bigger or more powerful. Instead, these are people who look for third, fourth, fifth, and sixth options and possibilities. Add this mindset to the heart of a social entrepreneur in the education sector and you see amazing things happening.

You don’t just see new models for doing school, but you see models that might be hard-pressed to even fit into a category labeled as school.

You don’t just see new curriculum, but entirely new ways of thinking about curriculum, design and development.

You don’t just see new businesses taking advantage of the latest policies or government mandates, but you see entrepreneurs who shape future policy and practice.

You don’t just see people who bolster an existing and sometimes struggling educational system, but you see new visions of how to think about life and learning.

These people are more compelled to seize new opportunities and possibilities than to please those managing the status quo.

These sorts of educational entrepreneurs are different. In my experience they know and value the need to collaborate, but they also don’t just flatter people. They don’t tend to network and collaborate by telling people that they are amazing and what they are doing is great. For example, consider the many educational companies and organizations that spend so much time telling us teachers how they think we are valuable and amazing. It is nice to get encouragement, but we educators are not in this to be applauded. Great educators are in it for learners, difference-making and social impact. The vocation of educator exists to serve others, not to secure our positions, champion for our preferences, and gain the reverence of a society. We exist for students and society. The out-lookers in the educational innovation landscape get that.

I was at an invitation-only meeting of higher education leaders hosted by several leaders at a massive, innovative and well-known technology company; one that you know well and whose services you have probably used a dozen or more times today. This company has teams working in everything from marketing to education, new media to communication technologies, commerce to health and wellness. When a panel of leaders from this company was talking about some of their work in the education sector and the future of education, they were sharing some brilliant and exciting possibilities around crowd-sourced learning, blended learning, and the democratization of education.

During the question and answer time, I asked how they saw their work impacting the educational establishment and teachers. I was taken aback by what seemed like defensiveness.

“Oh, we love teachers.”

“Teachers are the most important part of education.”

“Teachers will never be replaced by technology.”

“We are pro-teacher.”

I was stunned. My question wasn’t about how much they valued teachers. I was generally curious about their honest, substantive and candid reflection on how their work in the education space might impact the field as a whole. Their work is clearly verging on disruptive and it has already transformed the role of teacher and learner in some contexts. Yet, they backed away from talking about any of that. It felt like they were afraid of getting on the bad side of teacher’s unions, or that they might get an anti-teacher label like some try to place on Salman Khan (which I contend is unjustified).

That was terribly disappointing for me. Here I was with leaders in one of (if not the) most powerful and influential companies on the planet. They have a deep interest in education and their products and services are creating unprecedented possibilities and opportunities. And in that moment, I started to realize that the leaders of the education team that I was meeting were not out-thinkers. They were not going to contribute to some of the most exciting and emerging possibilities in the education landscape. They could not. Their in-thinking would now allow them to see these other possibilities. They sacrificed a rich pro-learner advocacy for a pro-teacher pitch that may well blind them from seeing how close they are to addressing huge and important needs in education.

Please don’t misinterpret this as an anti-teacher post. I am an educator. I’ve been one for over twenty years. Yet, I also realize that the moment teachers make education about the needs and wants of teachers, it becomes about kingdom building, self-promotion, furnishing a warm and tidy comfort zone, and self-preservation. We have real and important needs in education. The digital and connected world along with a rapidly growing educational entrepreneurship sector is giving us wonderfully exciting possibilities to explore! And for that to happen, we need out-thinkers in the field, people don’t just replicate but who “write their own playbook.”

Sample Competency-based Badges from the CUW Online EDT Program

Sample Competency-based Badges from the CUW Online EDT Program

I don’t typically use this blog to write directly about my work at Concordia University Wisconsin, but I’m very proud of one of our latest innovations and I want to spread the word about it. I would also appreciate your help by telling others and sharing a link to this article on your favorite social media outlet.

As of August 2014, Concordia is offering the first (to the best of my knowledge) online master’s degree in educational technology that is built around competency-based digital badges. That means that you earn your master’s degree along with a series of digital badges, each of which represent new knowledge and skill that you are developing as you work through the courses and program. This also means that you are gaining new micro-credentials (digital badges) even before you finish a full course. These are credentials that you can display online as evidence of your growing competence and perhaps your qualification for a new position for your current employer, or evidence of your skill for that future dream job.

Throughout your study, it is possible to earn 50+ digital badges that represent your competence in diverse areas. Each badge comes with an attractive visual design and important data attached to it denoting who issued it, what competency you met, and exactly what you needed to do to earn the badge. These are quality badges because each one represent solid evidence of knowledge and skill in a designated area. Here is a sample of badges that you can earn during this program.

  • Project-based Learning
  • Game-based Learning
  • Evaluating Tools and Technologies
  • Service Learning with Technology
  • Digital Literacy
  • Careers in Educational Design and Technology
  • Building a Personal Learning Network
  • Mind-Brain Education
  • Technology, Culture and The Human Experience
  • Collaborative Learning
  • Integrating Technology Models
  • Learning Experience Design Foundations
  • Social Media for Teaching and Learning
  • Internet Safety and Online Identity Management
  • Foundations of Educational Design and Technology Ethics
  • Data Versus Trend-based Decisions in Education

These badges are embedded into 3-credit online courses that last for eight weeks. During each course, you have the challenge and opportunity to earn 4-6 competency-based badges. You earn these badges by completing one or more applied and practical projects that show your competence. Depending upon the time that you can devote to the program, it is possible to earn the degree in 1 to 2 years.

I should note that this is no program for people who just want a quick and easy way to add a credential for their résumé.

  • The program is flexible.
  • You get multiple attempts to earn a competency-based badges within each dedicated eight-week course.
  • You get the benefit of ungraded formative feedback from the instructor (and often classmates) as you progress toward competence in new areas.
  • The instructors are deeply committed to your learning and providing you with personalized guidance on what activities will best help you.

However, know that there are high standards. You will be stretched and challenged to grow as an educational leader and innovator. This is a program for people who want to be edupreneurs, educational innovators and difference-makers in the lives of learners. We want students and graduates who will proudly model the program’s goal of equipping competent, high-impact educational technology innovators and servant leaders who make learners and learning a top priority.

As you work through the courses, you will also have the chance to network, collaborate and co-learn. Weekly required discussions are on part of this. However, in this age of networked learning, you will:

  • have opportunity to get mentoring from expert professors (all who have real-world experience as educational leaders and innovators),
  • grow and learn through interaction with classmates,
  • and build a robust personal learning network as you reach out to people and groups around the world amid your journey toward competence in different areas.

The degree can be earned entirely online, and new courses start every eight weeks. So, if you or others are interested, you can inquire or apply by filling out a quick Start Here form. Please consider this for yourself or help me spread the word by sharing the news with friends and colleagues (in person, via email, or on your favorite social network).

We’ve spent years of research and work creating the vision for this program, and I am excited to share it with passionate educators and aspiring educational innovators around the world. We’ve worked hard at offering this at a very competitive tuition rate with the goal of making it available to as many interested educational innovators as possible.

*Note: This is not a competency-based program like you might have heard about with the UWFlex Program or Western Governor’s University. This is a traditional online collaborative learning graduate degree that has integrated competency-based digital badges. 
**Another Note: While we are currently staffed well for the program, we are always looking for high-impact badge designers and instructors (two separate roles) who share the Christian mission of Concordia University Wisconsin. So, if you are such a person, feel free to contact me directly at bernard.bull@cuw.edu.