Digital Promise Reports and Publications

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Browsing Digital Promise Reports and Publications by Author "Alexandra Merritt Johnson"

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    Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity
    (Digital Promise, 2023-07) Kelly Page; Alexandra Merritt Johnson; Kristen Franklin; Bria Carter; Marilys Galindo, Ed.D; Teresa Solorzano; Sangyeon Lee; Zohal Shah
    Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.
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    Principios de Aprendizaje de la Transición de Diseño para los Expedientes de Aprendizaje y Empleo: Co-diseño para la Equidad
    (Digital Promise, 2023-07) Kelly Page; Alexandra Merritt Johnson; Kristen Franklin; Bria Carter; Marilys Galindo, Ed.D; Teresa Solorzano; Sangyeon Lee; Zohal Shah
    Las tecnologías emergentes, como los registros de aprendizaje y empleo (LER), se han identificado como una solución prometedora para que los alumnos y trabajadores histórica y sistemáticamente excluidos (HSE) compartan y accedan a sus datos de aprendizaje y competencias a partir de sus itinerarios de aprendizaje y transiciones individuales. Sin embargo, los itinerarios de aprendizaje rara vez son lineales; la forma en que los alumnos y los trabajadores pueden demostrar y obtener reconocimiento por sus habilidades y competencias puede evolucionar con el tiempo. Además, las barreras sistémicas y las desigualdades arraigadas en los itinerarios de aprendizaje de las comunidades de HSE afectan de manera desproporcionada a su capacidad para acceder y persistir en el ecosistema educativo y laboral. Es fundamental que los LER se diseñen de forma accesible y equitativa para las comunidades de HSE a fin de mitigar las desigualdades sistémicas y estructurales en el ecosistema educativo y laboral. Con el generoso apoyo de la Fundación Bill y Melinda Gates, Digital Promise colaboró con alumnos adultos y trabajadores de la ESS para establecer un conjunto de principios de diseño que sirvieran de base para el desarrollo de tecnologías de REA para su uso a lo largo de la trayectoria profesional y de aprendizaje de las personas, incluidas sus transiciones de aprendizaje. Mediante entrevistas individuales y talleres de grupo con alumnos adultos y trabajadores de la HSE, se han identificado los principios de diseño clave para influir en la infraestructura de datos LER desde la educación hasta la fuerza laboral.
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    Socratic Circles: Building OER Tools for Racial Equity Classroom and Community Discourse
    (Digital Promise, 2023-11) Alexandra Merritt Johnson; Kristian Lenderman
    This report details how Reynoldsburg City Schools utilized the Inclusive Innovation model to introduce an innovative Open Educational Resource, Socratic Circles, designed to assist teachers in guiding discussions on racial and social justice in the classroom. These OER will be accessible to educators who are inspired by this work and interested in incorporating Socratic Circles into their classrooms. This report also offers insights from members of Reynoldsburg City Schools’ Inclusive Innovation Core Team on how they applied the Core Tenets of Inclusive Innovation throughout their process.