In designing and building the learning labels application – a patent pending system to manage and track skills, I am quick to show how all the features work (proof of concept).  (I think) many of the videos are great in showing the functionality but might not seem accurate in their application.

In the videos, I use the same sample set of elements. Someone might ask: “Why do geometry, economics, mathematics, and programming elements appear in the same data set?”. And in the examples, I use all the element sections (jobs, syllabi, projects, users, and labels), when a typical practitioner might use only two or three of them.

I spent two consecutive spring semesters working with teachers, graduate students, and professors on usability testing where the system was challenged in its application. Furthermore, there is a complete published book documenting the ‘how and why’, value propositions, and where the system is in five to ten years: Learning Labels - A System to Manage and Track Skills: Map Learning in Skills. Map Jobs in Skills. Combine to Create Pathways.

But I wanted briefly describe a few ‘use cases’ (and later provide videos showing them). Here are a few of them:

Teacher or professor teaching a course. Use the learning labels to map all the tasks, assignments, and experiences (probably 20 to 40 in a semester). Aggregate them by adding them into projects and lesson plans. (A subtle difference in the system: a project states a desired learning outcome with a less defined path and a lesson plan is a step by step guide.)

Alternatively, for personalized learning, put learning labels in a series defined by achievement levels (percentiles) and let students navigate through them. Create a syllabus to define course requirements; add projects / lesson plans and labels. From the syllabus, let students choose and manage their tasks.

If the teacher or professor manages teaches more than one course (with overlapping materials), use syllabi to manage the projects and lesson plans across the courses.

Curriculum director or dean. Create pathways to prepare students for a particular job or career track or a degree. Work with syllabi and projects / lesson plans (and learning labels for specific requirements, like a writing or communication achievement) and map them together.

Ideally, suggest teachers and professors use this framework as described in the previous section. Then, use their syllabi to create the pathways. Therefore, there is no extra required work in defining the learning expectations. A school or college or university works together to create their own set of pathways.

This is a bottom up approach to defining learning as described in this previous post: Thoughts on a Bottom Up Approach to Define Learning and Blockchain. The proposal is to be accurate in defining learning tasks / experiences on a granular level, then combining the elements on an aggregate level to construct responsive pathways.

Career center director. Work with connected companies to map their job requirements to job labels, courses (syllabi), and projects needed for positions they are looking to fill. This mapping is more precise than a standard degree and focuses on job readiness skills. Since the focus is on career preparedness, the objectives might be different than a curriculum director’s – though the same premise in creating pathways.

Human resources onboarding a new employee. One part of bringing on new employees is matching the skills they already possess (have a proven skill achievement) with ones they need for their job function and future progress – re- and up-skilling. Another part is the evaluation process (a trial period). Create a series of labels and let a new worker move through them based on performance. This is a video on how this works: Connect Skills Labels Based on Performance (interface is much better, but the use case is here).

Corporate job poster. Clearly define job requirements with a job label (part of the learning labels system); the system also includes job descriptive information. A ‘skills parser’ reads a block of content (resume or job posting or description) and produces a ranked list of skills, which speeds the process in creating job labels. Use this job label as a point of reference with learning institutions to create pathways.

Finally, there is significant support to be responsive and agile with the pathways with two new mobile applications. Create the elements and design the pathways on a larger screen (from home or in the office), then access them ‘on the go’ from a smartphone.