Capability-Based Learning

Where does Innovation begin? Many would contend that it starts with education; that certainly seems to be a reasonable thesis. Over the past ten years or so STEM (Science, Technology, Engineering, and Mathematics) focused eduction has become all the rage with STEM schools popping up all over the US. However that begs an important question, does what one study determine whether or not they can think critically, creatively or an innovation fashion? Not only that, what about how we study or learn - does that have an impact?

We believe this is a critical topic and we'll be returning to it often here on Technovation Talks. There are a variety of key concepts associated with Learning & Innovation including:

• Capability-Based Learning
• Dynamic Learning
• Learning Objects (content and metadata models)
• Contextual Learning
• Learning Channels
• Learning Integration

 Today we will introduce the topic "Capability-Based Learning." We can define it as:

Learning designed to acquire and/or demonstrate a posteriori (applied, experiential knowledge). Capability-based is tied to somewhat subjective performance and problem solving expectations associated with real-world practice.

Capability-Based versus Assessment Based paradigm characteristics

One of the key differentiating aspects of Capability Based learning (let's say as compared to traditional Assessment Based approaches)  is that there isn't always a neatly definable correct answer; however there is often adherence to various principles or methodologies that may be rated.Capability-Based learning is focused on problem solving as mechanism to assimilate knowledge and demonstrate skills.

So, why is all of this important?  Education is too often viewed as an assembly line - this is true at all levels from K-12 to professional development. The vast majority of learning occurs under the Assessment Based Outcomes paradigm and nearly all current education reforms are directed towards standardized assessments. In helping to achieve some knowledge baseline that is only relevant when comparing statistics are we in fact teaching people to think alike?  The impact to innovation is implicit if we trend too far towards standardized assessment - we shouldn't always teach to the lowest common denominator.

The knowledge we acquire is only as valuable as the uses we apply it towards - shouldn't we focus more on the uses?      

more to come...

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