There are 2 ways to create a learning log entry

• Via EduBrowse – Chrome extension
• Manually – found at the top of the learning log

Between the Learning Analytics and the aggregated log proper is Filters. By selecting “Show” a selection of ways to filter are offered: By

• Words in Title
• Words in url
• Date
• Personal tag
• Organisational tag

It is at this point that the system can also only display items identified as Capability, Competency, Compliance or Currency, depending on who the log is intended for, the audience.

Capability, Competency, Compliance or Currency: What type of learning is this?

Educators are in a constant state of learning, capturing the real learning is the challenge, fulfilling compliance requirements, as determined by employers or boards of registration are “Must do” items. Competencies are demonstrated evidence of skills or knowledge being obtained, the “Can do”s. Capabilities are those skills / competencies that you “Could do” based on previous experience and potential. The evidencing of Currency is indicative of how recently learning has been updated.

This is also where deleted items can be restored as the content is saved – just in case.

Once the filtering have been selected then the user can apply or reset according to their need.

By selecting the logged items title (in purple) you open the Item Summary. An example is shown “How to Cite Social Media in Scholarly Writing”.

Note, at the top and bottom of the item summary are 2 choices:

• edit
• share

Edit will take you to the back end of the item where item xP value, processing, choice of demonstrated learning, and more, can be adjust on each item.

Share is where you can choose to share to a learning pod/ group, “Time’s on” feed or email a friend.

This is followed by the series of information captured by the EduBrowse. Some of these items have been added to increase depth of processing by going to the back end of the item.

The other important function found on the item summary is send this information to an ePortfolio artefact. Quotes, reflections and screen captures can be sent to your ePortfolio to used as a reference in expressing your understanding. It is a matter of choosing the relevant artefact or creating a new one.

This is the value power house. Select the edit on the log entry or item summary. Each logged item can be adjusted, amended, added to. Integrity in having this much control is a given.

Change the Type of learning – CCCC

Add missing information from the Title

URL record

Adjust Date / time (not usually used)

Amend amount of time spent

Amend or remove or add quotes

Amend personal tags if you change your mind

Amend Reflection/Comments

Add or amend Questions Generated

Demonstrated Learning (Optional)

When demonstrating learning there is a range of choices to respond to the article. These choices are to provide documentary evidence of products or learning events that have been linked to the topic. They are original pieces of work generated by you – and uploaded or url linked.

Each type of Demonstrated Learning is allocated an xP amount according to depth of thinking and effort, modelled on Hess’ Cognitive Rigor Matrix.

Global Goals for Sustainable Development

Identifying which goal this learning item is connected to. Up to 3 goals will be displayed in connection with the item.

Remove Screen Captures

Copy to ePortfolio artefact

This gamified platform uses features of games as part of the user experience.

What is the point of the xPs?

Incremental movement through the levels of the system are achieved every 25000xPs. Once you have achieved 25000xPs you can apply to be an EduCorp Mentor (Level 1). This enables you to host learning pods on site, in your areas of expertise or knowledge.

With each level of Mentorship comes new privileges and opportunities. xPs also equate to credentials.

At the top of the Learning Log is the learning analysis. This is where you contemplate your personal learning pathway. It is a place to set goals, break them down into objectives (tasks) and then manage your learning. Notice the links in the top right to Linked In and About Me. These have been placed as potential reference points for you to reflect on your current circumstances and plan forward. The + at the right side opens the section.

Agile Learning Methodology

This Agile Learning Process is used in the determining and managing of learning in a Learner Centred platform.

The process is out lined at left and you will recognize some of the terms embedded in the explanation of the Learning Analysis sections: goals (epics), backlog, sprint – the time between check-ins, standup (check-in), review/retrospective (scrum).

At the top of the section is that place to add your goals, “I want to learn because…..”

Once you have either completed a learner needs analysis or gathered your thoughts and begun setting your goals.

At the right, in purple, Show Smart+ Goals is an outline for writing a goal, which you might like to consider. These are your epics.

Once your goals have been formulated they will   appear on the list. They can be re-ordered according to your priority by dragging the on the left of each goal. It is recommended to “Only show the top 3 goals”, to focus on 3 goals at a time.

Mark your goal as achieved

Once a goal has been achieved, there is a box at the left to select. Once selected a line will go through the list item and it can be moved to the bottom.

Goals can also be deleted by selecting the red cross.

Once goals are determined the next step in learning management is to break the goal down into achievable tasks.

Beginning with the first 3 goals, create new tasks (objectives). This is the backlog of self-determined items to achieve.

Again “only show tasks in progress” are shown to avoid visual/ mind clutter. Each task can be re-ordered and the status changed by selecting the down arrow on the right.

Similar to the Learning Log, each task has a Description, Achievement Criteria and can be Related to ePortfolio Artefact to show evidence of achievement. There is also the capacity to link to the Goal the task.

This information is entered as part of your planning process via the edit and delete buttons.

By selecting edit, the backend of the task is revealed.

Data is entered on an optional basis and only those fields entered will appear on the task.

Goal, Related to ePortfolio Artefact and Status all have drop down choices to select. Status is the only required item and it explains level of progress on the item – new, in progress or completed.

Starting with a recommendation for learning log management.

The Check-in (stand –up) is the next part of the learning process. Reflecting on your learning after a set period of time eg daily or weekly– this can be done personally or shared in a learning pod (group of 6).

The Review/Retrospective (scrum) would occur fortnightly or monthly

Preparation for a check-in/review is similar. A check-in proforma has been provided. A date is selected and then a record kept of the learning that has been done, is in progress – doing and if there are any challenges or blockers.

During a stand-up this check-in is shared with others. Below is an example of a completed check-in.

At the end of a sprint, which is a pre-determined period of time, retrospective is held to review the learning period. A Google Drive Template has been created to assist in this process.

The last item in the Learning Analysis, which is created according to your actions and data gathered about you and your learning.

Below is an example of the learner profile created from the learning log data.

Total logs

Average Points (xPs)

Average time per log

Most Productive Day

Most Productive Hours

Top 5 Personal Tags – Show More to see more

Demonstrated Learning Graphic – showing most preferred learning methods

The accumulation of time spent and xPs are visually demonstrated with the awarding of badges.

Currently the badge system quantifies this information, ready to present as part of CPD (Continuing Professional Development) / Proof of Currency requirements. Badges will in the future also indicate frequency of using particular methods of demonstrated learning and competency of using learning and demonstration tools.