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In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)These will include not only the results from games and other competitions with other people and with simulators, but also their creative work, their multimedia projects, their interactions with other people in ongoing or ad hoc projects, and the myriad details we consider when we consider whether or not a person is well educated.Though there will continue to be ‘degrees’, these will be based on a mechanism of evaluation and recognition, rather than a lockstep marching through a prepared curriculum. And educational institutions will not have a monopoly on such evaluations (though the more prestigious ones will recognize the value of aggregating and assessing evaluations from other sources).Earning a degree will, in such a world, resemble less a series of tests and hurdles, and will come to resemble more a process of making a name for oneself in a community. The recommendation of one person by another as a peer will, in the end, become the standard of educational value, not the grade or degree.

At the same time,

probably

seemingly re-found public appetite

ntellectual/philosophical tension around how we open the door for creativity by students

How can we use ePortfolio for assessment without losing the flavor and the creativity that brought many of us into the movement?

I don’t see institutional assessment as separate from student self-assessment

Europe's education and training systems in need of reform European education and training systems need reform to better prepare people to find jobs, to help businesses find the staff they need to succeed and innovate in the face of global competition.

education systems play a key role in supporting social inclusion, cultivating responsible citizenship and openness towards other cultures. For that, lifelong learning must become a reality across Europe so people can acquire key skills early and update them throughout their life

They include the reading literacy of 15 year-olds, early school leavers, and the participation of adults in lifelong learning. The Commission proposes to review these benchmarks and to consider new benchmarks in more key areas such as tertiary education attainment, employability and student mobility.

There’s a bit of magic in the process where wholes become more than the sum of their parts and tools and creativity are melded.

I just want to make sure we don’t forget that these characteristics are driven by our behavior, not the tools we use, which remain inert whether we sleepwalk through their use or not.

All the study in the world won’t produce a painting by itself, so figuring out the tools is necessary. But the end result is mostly interesting without any knowledge of the brand of paint, the weight of the canvas, or even the particular tools used to transfer paint from the palette.

In the fifty years since, his thoughts (Reaction, Learning, Behavior, and Results) have gone on to evolve into the legendary Kirkpatrick’s Four Level Evaluation Model and become the basis on which learning & development departments can show the value of training to the business. How has the model evolved over fifty years, is it still relevant? As designers of learning, have we applied the model with Don’s intent?