U.S. patent application number 14/100604 was filed with the patent office on 2014-04-17 for learning model for competency based performance.
The applicant listed for this patent is Beth Ann Wright. Invention is credited to Beth Ann Wright.
Application Number | 20140106318 14/100604 |
Document ID | / |
Family ID | 49886031 |
Filed Date | 2014-04-17 |
United States Patent
Application |
20140106318 |
Kind Code |
A1 |
Wright; Beth Ann |
April 17, 2014 |
LEARNING MODEL FOR COMPETENCY BASED PERFORMANCE
Abstract
A system and method, a machine, and an article of manufacture of
an occupational performance system and method for achieving
occupational performance of competency based education and work
force standards. The occupational performance system and method for
achieving occupational performance includes: first, setting
competency based goals with a goal setting diagram, to sequentially
browse goal element lists, to sequentially select goal elements, to
set competency based goals; second, recording in a performance
record the competency based goals, goal status updates, progress
notes, assessments, and artifacts in the performance record; and
third, interacting in a community of practice including community
members engaging in community activities, and sharing the
performance record, and performing storage, retrieval, and
operation of various combinations of occupational performance data
fields selected from the competency based goals, performance
record, and community of practice to improve occupational
performance of the community of practice within the occupational
performance system.
Inventors: |
Wright; Beth Ann; (St.
Louis, MO) |
|
Applicant: |
Name |
City |
State |
Country |
Type |
Wright; Beth Ann |
St. Louis |
MO |
US |
|
|
Family ID: |
49886031 |
Appl. No.: |
14/100604 |
Filed: |
December 9, 2013 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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12798531 |
Apr 6, 2010 |
8628331 |
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14100604 |
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Current U.S.
Class: |
434/219 |
Current CPC
Class: |
G09B 7/02 20130101; G09B
7/00 20130101; G09B 19/00 20130101; G09B 5/00 20130101 |
Class at
Publication: |
434/219 |
International
Class: |
G09B 7/02 20060101
G09B007/02 |
Claims
1-20. (canceled)
21. A system for assisting a user in achieving occupational
performance, comprising: one or more processors; one or more memory
devices operatively coupled to the one or more processors; one or
more input means operatively coupled to the one or more processors;
one or more display means operatively coupled to the one or more
processors; and software instructions stored on the one or more
memory devices and executed by the one or more processors,
comprising: instructions for generating a display to the user
enabling the user to identify a competency goal relating to their
occupational performance, including instructions enabling the user
to develop a competency goal program by browsing and selecting a
competency goal from a competency goal element list and thereafter
browsing and selecting (1) a performance standard from a
performance standard list, (2) a component from a component list,
and (3) a measurement from a measurement list, each said list based
on the selected competency goal, and instructions requiring the
user to select from each of the following lists: the competency
goal element list wherein the user selects a competency goal
identifying a skill or behavior from a plurality of competency
goals presented to the user in the competency goal element list;
the performance standard list based on the selected competency goal
wherein the user selects a process to assist the user in achieving
the selected competency goal from a plurality of performance
standards presented to the user in the performance standard list;
the component list based on the selected competency goal wherein
the user selects at least one of tools, media, activities, and
curriculum presented to the user in the component list for use in
implementing the selected performance standard for achieving the
selected competency goal; and the measurement list based on the
selected competency goal so that the user selects a criteria for
the user in implementing the selected performance standard for
achieving the selected competency goal using the selected component
wherein the selected criteria is selected from a plurality of
measurements presented to the user in the measurement list.
22. The system of claim 21 further comprising instructions for
browsing and selecting a motivator from a motivator list, wherein
the motivator list is based on the selected competency goal, and
wherein the user selects a reason for achieving the selected
competency goal from a plurality of motivators presented to the
user in the motivator list.
23. The system of claim 21 further comprising: instructions
enabling the user to record data of the user's performance
regarding their selected competency goal; instructions associating
the user with a user group with at least one other user of the
system wherein users are associated with the user group according
to selected competency goal of the user; and instructions for
enabling the user to interact with at least one other user of the
associated user group, including: instructions enabling the user to
share the recorded data with the other user in the user group, and
instructions enabling the user to access recorded data shared by
the other user in the user group.
24. The system of claim 23 wherein the instructions for enabling
the user to interact with at least one other user of the associated
user group further includes instructions enabling the user to link
one of the following to a symbol for sharing with at least one
other user: salient impressions data to stimulate the user's
thinking; happenings data relating to recent events experienced by
the user; introspection data to stimulate the user's thinking; next
steps data to stimulate the user's thinking; and empowerment data
to stimulate the user's thinking.
25. The system of claim 23 wherein the recorded data of the user's
performance regarding their identified competency goal comprises a
structured data set which is (1) indicative of the occupational
performance of the user, (2) indicative of the competency goal and
shared artifacts between the user and another user related to the
competency goal, and (3) based on an assessment by another user of
the associated user group of the user's occupational performance;
and further comprising an interface for accessing the structured
data set to evaluate the structured data set by at least one of
outcome research tools and scientific research tools.
26. The system of claim 21 further comprising instructions enabling
the user and at least one other user to assess the user based on
the user's occupational performance using a scoring rubric.
27. A non-transitory computer readable medium including executable
instructions stored on the medium and executable by a computer to
assist a user in achieving occupational performance, said
executable instructions comprising: instructions for generating a
display to the user enabling the user to identify a competency goal
relating to their occupational performance, including instructions
enabling the user to develop a competency goal program by browsing
and selecting a competency goal from a competency goal element list
and thereafter browsing and selecting (1) a performance standard
from a performance standard list, (2) a component from a component
list, and (3) a measurement from a measurement list, each said list
based on the selected competency goal, and instructions requiring
the user to select from each of the following lists: the competency
goal element list wherein the user selects a competency goal
identifying a skill or behavior from a plurality of competency
goals presented to the user in the competency goal element list;
the performance standard list based on the selected competency goal
wherein the user selects a process to assist the user in achieving
the selected competency goal from a plurality of performance
standards presented to the user in the performance standard list;
the component list based on the selected competency goal wherein
the user selects at least one of tools, media, activities, and
curriculum presented to the user in the component list for use in
implementing the selected performance standard for achieving the
selected competency goal; and the measurement list based on the
selected competency goal so that the user selects a criteria for
the user in implementing the selected performance standard for
achieving the selected competency goal using the selected component
wherein the selected criteria is selected from a plurality of
measurements presented to the user in the measurement list.
28. The medium of claim 27 further comprising instructions for
browsing and selecting a motivator from a motivator list, wherein
the motivator list is based on the selected competency goal, and
wherein the user selects a reason for achieving the selected
competency goal from a plurality of motivators presented to the
user in the motivator list.
29. The medium of claim 27 further comprising: instructions
enabling the user to record data of the user's performance
regarding their selected competency goal; instructions associating
the user with a user group with at least one other user of the
system wherein users are associated with the user group according
to selected competency goal of the user; and instructions for
enabling the user to interact with at least one other user of the
associated user group, including: instructions enabling the user to
share the recorded data with the other user in the user group, and
instructions enabling the user to access recorded data shared by
the other user in the user group.
30. The medium of claim 29 wherein the instructions for enabling
the user to interact with at least one other user of the associated
user group further includes instructions enabling the user to link
one of the following to a symbol for sharing with at least one
other user: salient impressions data to stimulate the user's
thinking; happenings data relating to recent events experienced by
the user; introspection data to stimulate the user's thinking; next
steps data to stimulate the user's thinking; and empowerment data
to stimulate the user's thinking.
31. The medium of claim 29 wherein the recorded data of the user's
performance regarding their identified competency goal comprises a
structured data set which is (1) indicative of the occupational
performance of the user, (2) indicative of the competency goal and
shared artifacts between the user and another user related to the
competency goal, and (3) based on an assessment by another user of
the associated user group of the user's occupational performance;
and further comprising an interface for accessing the structured
data set to evaluate the structured data set by at least one of
outcome research tools and scientific research tools.
32. The medium of claim 27 further comprising instructions enabling
the user and at least one other user to assess the user based on
the user's occupational performance using a scoring rubric.
33. A computerized method of computer instructions stored on a
non-transitory medium and executable by a processor for assisting a
user in achieving occupational performance, comprising:
instructions for generating a display to the user enabling the user
to identify a competency goal relating to their occupational
performance, including instructions enabling the user to develop a
competency goal program by browsing and selecting a competency goal
from a competency goal element list and thereafter browsing and
selecting (1) a performance standard from a performance standard
list, (2) a component from a component list, and (3) a measurement
from a measurement list, each said list based on the selected
competency goal, and instructions requiring the user to select from
each of the following lists: the competency goal element list
wherein the user selects a competency goal identifying a skill or
behavior from a plurality of competency goals presented to the user
in the competency goal element list; the performance standard list
based on the selected competency goal wherein the user selects a
process to assist the user in achieving the selected competency
goal from a plurality of performance standards presented to the
user in the performance standard list; the component list based on
the selected competency goal wherein the user selects at least one
of tools, media, activities, and curriculum presented to the user
in the component list for use in implementing the selected
performance standard for achieving the selected competency goal;
and the measurement list based on the selected competency goal so
that the user selects a criteria for the user in implementing the
selected performance standard for achieving the selected competency
goal using the selected component wherein the selected criteria is
selected from a plurality of measurements presented to the user in
the measurement list.
34. The method of claim 33 further comprising instructions for
browsing and selecting a motivator from a motivator list, wherein
the motivator list is based on the selected competency goal, and
wherein the user selects a reason for achieving the selected
competency goal from a plurality of motivators presented to the
user in the motivator list.
35. The method of claim 33 further comprising: instructions
enabling the user to record data of the user's performance
regarding their selected competency goal; instructions associating
the user with a user group with at least one other user of the
system wherein users are associated with the user group according
to selected competency goal of the user; and instructions for
enabling the user to interact with at least one other user of the
associated user group, including: instructions enabling the user to
share the recorded data with the other user in the user group, and
instructions enabling the user to access recorded data shared by
the other user in the user group.
36. The method of claim 35 wherein the instructions for enabling
the user to interact with at least one other user of the associated
user group further includes instructions enabling the user to link
one of the following to a symbol for sharing with at least one
other user: salient impressions data to stimulate the user's
thinking; happenings data relating to recent events experienced by
the user; introspection data to stimulate the user's thinking; next
steps data to stimulate the user's thinking; and empowerment data
to stimulate the user's thinking.
37. The method of claim 35 wherein the recorded data of the user's
performance regarding their identified competency goal comprises a
structured data set which is (1) indicative of the occupational
performance of the user, (2) indicative of the competency goal and
shared artifacts between the user and another user related to the
competency goal, and (3) based on an assessment by another user of
the associated user group of the user's occupational performance;
and further comprising an interface for accessing the structured
data set to evaluate the structured data set by at least one of
outcome research tools and scientific research tools.
38. The method of claim 33 further comprising instructions enabling
the user and at least one other user to assess the user based on
the user's occupational performance using a scoring rubric.
Description
CROSS-REFERENCE TO RELATED APPLICATIONS
[0001] Not Applicable
FEDERALLY SPONSORED RESEARCH
[0002] Not Applicable
SEQUENCE LISTING OR PROGRAM
[0003] Not Applicable
[0004] A PORTION OF THE DISCLOSURE OF THIS PATENT DOCUMENT CONTAINS
MATERIAL WHICH IS SUBJECT TO COPYRIGHT PROTECTION. THE COPYRIGHT
OWNER HAS NO OBJECTION TO THE FASCIMILE REPRODUCTION BY ANYONE OF
THE PATENT DOCUMENT OR THE PATENT DISCLOSURE, AS IT APPEARS IN THE
PATENT AND TRADEMARK OFFICE PATENT FILE OR RECORDS, BUT OTHERWISE
RESERVES ALL COPYRIGHT RIGHTS WHATSOEVER. (See (37 C.F.R.
1.71(d)(e)).
COPYRIGHT NOTICE
[0005] A portion of the disclosure of this patent document contains
material which is subject to copyright protection. The copyright
owner has no objection to the fascimile reproduction by anyone of
the patent document or the patent disclosure, as it appears in the
Patent and Trademark Office patent file or records, but otherwise
reserves all copyright rights whatsoever.
[0006] .COPYRGT. COPYRIGHT 2010 Beth Ann Wright, FIGS. 5 through
29, and 49, and the related text in the specifications.
[0007] .COPYRGT. COPYRIGHT 2010 Beth Ann Wright, Learning Model for
Competency Based Performance.
TECHNICAL FIELD OF THE INVENTION
[0008] The present invention generally relates to learning, and
more particularly to learning of occupational performance for
competency based education and work force performance.
BACKGROUND OF THE INVENTION
[0009] Public school education in America has experienced almost no
substantive change in the design, methods, and approaches
implemented to teach, assess, and improve learning over the last
100 years. Similarly, professional educational programs at our
universities and colleges are at a crossroads, searching for
methods to ensure that members of their respective professions
acquire and maintain competency skills and ethical behaviors to
preserve the professions' social contract with society at large,
and in turn, preserve the professions' autonomy, esteem, and
privilege of self-regulation. As we move towards an ever more
connected global economy, we must dramatically redesign our
educational methods and systems to focus on how to teach people to
think and on how to teach people to perform. From Robert B. Reich
in The Work of Nations, to The Carnegie Foundation for the
Advancement of Teaching's senior scholar William Sullivan in Work
and Integrity: The Crisis and Promise of Professionalism in
America, to the Institute of Medicine in Crossing the Quality Chasm
and others, the message is clear, we must reform our education
system. Education is the life-blood of our economic health, a
source of our respect and power as a world leader, and a key
ingredient to individual quality of life under a free market
economy. Yet, education is starved of innovation.
[0010] Evolutionary changes in education have occurred, to be sure,
with the expansion of technology and the interne. Other inventors
have created an online portfolio to evaluate task performance under
U.S. Pat. Application Pub. No. 2004/0224496 to Carraccio and
performance improvement pathways under U.S. Pat. Application Pub.
No. 2008/0059292 to Myers, Karp, & Rabin through exploiting the
use of technology to convert pre-existing manual methods into
internet-based methods. Other inventors have used technology to
create methods to push "mini-lessons" to employees throughout their
workday under U.S. Pat. No. 6,767,211 to Hall and Shields (2004) as
well as pull goals from people about sales targets, making
financial investments, and weight loss under U.S. Pat. No.
5,954,510 to Merrill (1999). Still others have used technology to
create systems to track employee certifications, match their skills
to jobs and tasks to which they are qualified, and identify and
deliver employee training under U.S. Pat. No. 6,157,808 to
Hollingsworth (2000); to create systems to deliver online
interactive multimedia through audiovisual presentations under U.S.
Pat. No. 6,514,079 to McMenimen and Sack (2003); and to create
systems to deliver online distance learning by disseminating school
curriculum over the internet with an Intelligent Administrator
under U.S. Pat. No. 5,904,485 to Siefert (1994). Such evolutionary
change has resulted through the advent of technology, the internet,
and the creative insight of inventors.
[0011] What our education system needs, however, is revolutionary
change. A dramatic departure, a fundamental shift in our
methodology to teach competency skills and ethical behaviors must
emerge to effectively prepare our citizens for fruitful work in the
21st Century. What served us well as a mode of education and led to
great prosperity over the first eighty or so years of the last
hundred will not preserve our competitiveness in the future. We
should bury outmoded approaches to pre-post assessments (U.S. Pat.
Application Pub. No. 2004/0224496, Carrraccio) and prescribed
pathways like skills checklist and course syllabi (U.S. Pat.
Application Pub. No. 2008/0059292, Myers, Karp, & Rabin) as the
method to formal education. For a hundred years we have taught,
tested, and assigned scores with this approach. We should abandon
arcane approaches that lack sufficient evidence to support their
continuance, such as self-set goals which lack a framework of goal
elements which support successful goal-setting and focus instead on
criteria such as goal "importance" and "relevance" which positively
impact goal attainment. (U.S. Pat. No. 5,954,510, Merrill). We
should exercise care in consuming new approaches which may have an
adverse impact on the learning or work environment such as
"mini-lessons" pushed throughout the work day which may adversely
impact attention to task and productivity (U.S. Pat. No. 6,767,211,
Hall and Shields), or the negative feedback of falling of the
"pathway." Such recent innovations lie in disseminating the same
old approaches through the use of technology. Herein lies their
novelty. Such methods should be abandoned because they simply do
not support learners in acquiring the competency skills and ethical
behaviors to think and perform an occupational task.
[0012] Moreover, we must make a paradigmatic shift from
contrivances which merely deliver educational content or curriculum
more effectively and efficiently (U.S. Pat. No. 6,767,211, Hall and
Shields, U.S. Pat. No. 6,157,808, Hollingsworth, U.S. Pat. No.
5,904,485 Siefert, and U.S. Pat. No. 6,514,079, McMenimen and
Sack). Technology and the internet create unfettered access to the
broadest scope of content the world has ever known. What we must
instead create is a method which teaches a learner how to think and
how to perform in ways that drive him or her to search and locate
relevant content so that he or she may achieve competent
performance of enumerated skills and behaviors established by
self-regulatory bodies who set competency standards. Relevant
content is dynamic and rapidly changing. As such, the shifting role
of educators must be redefined to teach learners how to find,
analyze, judge, combine, and make good use of readily available
content. We are charged with creating smarter contexts for learning
so that our citizens develop deep, multi-sided intelligence to
enable performance over time in our rapidly changing world. To this
end, we must employ an educational system and method that enables
teachers and mentors to inject tools, media, activities, and
curriculum into rich, authentic learning environments which deliver
individualized, competency-aligned media to drive the development
of intelligent occupational performance. To be sure, a teacher,
mentor or learner may someday be able to download an "App" (i.e.
education application) from the internet which has relevant content
specific to the learner's acquisition of a particular competency
skill, but the fundamental shift requires that learning occur in
the real world, in the authentic environment where the task is
actually performed, not sitting hooked up to a computer to
passively, or even interactively, learning prescribed curriculum
(U.S. Pat. No. 6,157,808, Hollingsworth, U.S. Pat. No. 6,514,079 to
McMenimen and Sack, U.S. Pat. No. 5,904,485, Siefert).
[0013] Public school teachers, administrators, and other
stakeholders subject to the No Child Left Behind and the Higher
Education mandates as well as professional regulatory bodies have
expressed a strong need for development of a methodology to measure
learning and performance improvement by means other than
standardized testing as it relates to their Annual-Yearly-Progress
(AYP) Reports, their funding, their reputation, and some cases,
their very existence. They argue that standardized testing simply
fails to capture real progress and real change that is occurring at
the classroom level. To date, no such method or system has been
identified to meet the needs of the public schools, the government
oversight agencies, and the public to ensure that we fulfill our
promise to raise the floor of public education.
[0014] The U.S. Department of Education and the National Center for
Education Statistics have expressed a long-felt, unsolved need to
develop methods to facilitate our ability to examine and improve
alignment, attainment, and persistence issues in education. To
date, no such comprehensive method or system has been identified to
meet this need. The challenge is great. Development of a learning
method and system which produces real-time informatics and
analytics to enable examination and improvement of alignment,
attainment, and persistence issues that is financially feasible,
deployable, and sustainable confounds us. If we add to that the
need to design a methodology and system that cross-cuts K-12 public
school education through professional post-graduate education
programs and into the work force, creating a workable solution is
great indeed.
[0015] Beyond all this lies the hurdle of developing a
comprehensive education method and system which supports rigorous
scientific inquiry to encourage the emergence of evidence-based
education. A well-founded framework paired with the learners'
informatics and analytic data would support thoughtful inquiry by
experts in their respective specialties to spur evidence-based
education. The need is great, the potential results profound. Our
education system is wanting of such an approach.
[0016] Nothing short of transformation will fix our out-dated
approach to education.
SUMMARY OF THE INVENTION
[0017] A system and method, a machine, and an article of
manufacture of an occupational performance system and a method for
achieving occupational performance of competency based education
and work force standards.
[0018] An object of the invention is to provide a learning model to
drive a learner's achievement of education and workforce competency
based skills through facilitating learner to mentor and learner to
learner relationships, and supporting a community of practice.
[0019] An object of the invention is to provide a learning model
for educators, administrators, and other stakeholders to conduct
meaningful outcomes research in education and work force
performance.
[0020] An object of the invention is to provide a learning model
for investigators, and stakeholders to conduct meaningful
scientific research in education and work force performance.
[0021] Another object of the invention is to provide a learning
model to support the creation, assessment, and improvement of
evidence based curriculum, tools, activities, and multimedia.
[0022] Another object of the invention is to provide a learning
model learning model to support vocational exploration,
development, social networking, and decision making.
[0023] Another object of the invention is provide a learning model
to raise to floor of public school education so that no child is
left behind, and each in turn, has the liberty to pursue an
occupation that brings him or her happiness and contributes to the
public good.
[0024] Another object of the invention is to provide a learning
model to reduce the medical error rate through improving the
competency skills of the health care work force.
[0025] Another object of the invention is to provide a learning
model to more effectively assess occupational performance for
re-accreditation in the various occupations, for faculty and tenure
appointment in the various occupations, and for promotion and
compensation in the various occupations.
[0026] Another object of the invention is to provide a learning
model to spur the emergence, development, and advancement of
self-regulated professions.
[0027] Another object of the invention is to provide a learning
model to capture and transmit the intellectual capital of
corporations and organizations to its newest members which
otherwise face the loss of their most valuable resource through the
inevitable aging and retirement of their most precious resource,
namely, their human resource.
[0028] Another object of the invention is to provide a learning
model for humans to effectively engage in weight loss, fitness,
well-being, and healthy living.
[0029] Another object of the invention is to provide a learning
model to create a watershed of opportunities for educators,
industrial psychologists, organizational psychologists, educational
psychologists, sociologists, occupational therapists, neurologists,
neurosurgeons, diversity and cultural competency specialists, and
other stakeholders to transcend current methodologies for improving
occupational performance.
[0030] Another object of the invention is to provide a learning
model to retrain a multitude of displaced workers from "jobs that
are never coming back" in manufacturing, and so forth, to ancillary
careers in clinical and translational medicine, human subject
research coordination, education research coordination, clean
energy, green technology, fraud and abuse auditing, bank auditing,
and other growth areas.
[0031] Another object of the invention is to provide a learning
model to efficiently and effectively meet the longitudinal capacity
demands anticipated by the U.S. Department of Labor for identified
high growth occupations.
[0032] Another object of the invention is to provide a learning
model for the United States of America to redefine itself from a
once agrarian and then once industrial-manufacturing nation into
the occupational performance nation by becoming the "World's
exporter of applied knowledge" to enable other nations to teach
occupations to their people.
BRIEF DESCRIPTION OF THE DRAWINGS
[0033] FIG. 1 illustrates one embodiment of an occupational
performance system and a method for achieving occupational
performance.
[0034] FIG. 2 illustrates one embodiment of a machine, showing a
high-level presentation of an occupational performance system.
[0035] FIG. 3 illustrates a detailed embodiment of the machine in
FIG. 2, showing a detailed presentation of an occupational
performance system.
[0036] FIG. 4 illustrates one embodiment of an article of
manufacture of an occupational performance system.
[0037] FIG. 5 illustrates one embodiment of a plurality of goal
element lists, namely, a performance standard library.
[0038] FIG. 6 illustrates one embodiment of a plurality of goal
element lists, namely, a tools, media, activities, and curriculum
library.
[0039] FIG. 7 illustrates one embodiment of a plurality of goal
element lists, namely, a measurement library.
[0040] FIG. 8 illustrates one embodiment of a plurality of goal
element lists, namely, a motivator library.
[0041] FIG. 9 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for audiology.
[0042] FIG. 10 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for clinical and
translational research.
[0043] FIG. 11 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for dentistry.
[0044] FIG. 12 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for dietetics.
[0045] FIG. 13 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for education K-12 in
math.
[0046] FIG. 14 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for education K-12 in
science.
[0047] FIG. 15 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for education K-12 in
health education.
[0048] FIG. 16 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for engineering.
[0049] FIG. 17 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for law.
[0050] FIG. 18 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for medicine.
[0051] FIG. 19 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for nurse
practitioner.
[0052] FIG. 20 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for occupational
therapy
[0053] FIG. 21 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for optometry.
[0054] FIG. 22 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for pharmacy.
[0055] FIG. 23 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for physical
therapy.
[0056] FIG. 24 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for speech-language
pathology.
[0057] FIG. 25 illustrates one embodiment of a plurality of goal
element lists, namely, a competency library for teacher.
[0058] FIGS. 26, 27, 28, and 29 illustrate one embodiment of a
plurality of competency based goals, namely, competency based goals
for a multitude of learners.
[0059] FIG. 30 illustrates one embodiment of a performance
record.
[0060] FIG. 31 illustrates one embodiment of a plurality of
progress notes.
[0061] FIG. 32 illustrates one embodiment of a plurality of
artifacts.
[0062] FIG. 33 illustrates one embodiment of a plurality of
community activities.
[0063] FIGS. 34 and 50 illustrates one embodiment of a plurality of
community activities, namely, storytelling by analogy to share
experiences.
[0064] FIG. 35 illustrates one embodiment of a plurality of
community activities, namely, participate in personhood
activities.
[0065] FIG. 36 illustrates one embodiment of a plurality of
community activities, namely, explore vocations.
[0066] FIG. 37 illustrates one embodiment of a plurality of
community activities, namely, conduct outcomes research about
alignment of goal achievement with competency skill relevance.
[0067] FIG. 38 illustrates one embodiment of a plurality of
community activities, namely conduct outcomes research about
attainment of competencies based upon demographics.
[0068] FIG. 39 illustrates one embodiment of a plurality of
community activities, namely, conduct outcomes research about
persistence of goal achievement related to competency skill
importance and demographics.
[0069] FIG. 40 illustrates one embodiment of a plurality of
community activities, namely, conduct scientific research about a
qualitative study of progress notes and brain function.
[0070] FIG. 41 illustrates one embodiment of a plurality of
community activities, namely, conduct scientific research about a
qualitative study of the role of storytelling in skill
acquisition.
[0071] FIGS. 42, 43, and 44 illustrate one embodiment of a
plurality of community activities, namely, conduct scientific
research about a mixed method study of contemporary cognitive
theories and occupational performance.
[0072] FIG. 45 illustrates one embodiment of a plurality of
community activities, namely, conduct performance measurement
research about an adapted stages of skill acquisition scoring
rubric.
[0073] FIG. 46 illustrates one embodiment of a plurality of
community activities, namely, examine self-regulation of
professions about a comparison study of mid-level practitioners and
new graduates.
[0074] FIG. 47 illustrates one embodiment of a plurality of
community activities, namely, assess evidence based multimedia:
tools, media, activities, curriculum about randomized controlled
trial.
[0075] FIG. 48 illustrates one embodiment of a plurality of
community members.
[0076] FIG. 49 illustrates one embodiment of a goal setting
diagram.
[0077] FIGS. 50 and 34 illustrates one embodiment of a plurality of
community activities, namely, storytelling by analogy to share
experiences.
SYMBOLS IN DRAWINGS
[0078] The symbol ".OMEGA." as shown in the drawings means
"occupational performance data fields."
DRAWINGS
Reference Numerals
[0079] Please refer to the section entitled "DRAWING REFERENCES"
after the specifications for a list of reference numerals featured
in the drawings and described in the specifications.
DETAILED DESCRIPTION OF THE EMBODIMENTS
[0080] The following definitions are presented to facilitate an
understanding of the structure and purpose of the various entities
in the current embodiments:
[0081] automated: automated includes, but is not limited to,
programmable software features in addition to electronic fillable
forms, such as a fillable word processing document or fillable
spreadsheet. Such programmable software features may include, but
are not limited to features that improve the user experience,
prompt the user to complete data fields, limit data entry choices,
prevent data loss resulting from users deleting or modifying data,
populating data displayed in one document or window into another
document or window in the same or a different form.
[0082] combinations: statistical analysis software, database
software, and/or data mining software employed to analyze a
plurality of occupational performance data fields to yield charts,
graphs, tables, or other statistical data.
[0083] learner: a learner includes a traditional learner in an
educational program from kindergarten through post-professional
degree programs, members of the work force continuing their
education, and everyday people, from cradle to grave, who are
life-long learners related to their own occupational performance or
the occupational performance of another.
[0084] manual: manual includes, but is not limited to, physical
paper or electronic fillable form, such as a fillable word
processing document or fillable spreadsheet, or a portable document
file, or other similar document.
[0085] occupational performance: a live experience where a person
engages with tools, media, activities, persons, ideas and so forth,
in an environment within a community, where the context is shaped
by history and culture, to accomplish a task, participate in a
process, produce a product, perform a function, or otherwise attain
an effect or result, related to the person's life roles.
[0086] users: users include learners and a multitude of community
members.
A System and Method
[0087] FIG. 1 illustrates one embodiment of an occupational
performance system and a method for achieving an occupational
performance. As illustrated in FIG. 1, the occupational performance
system 100 and method for achieving occupational performance 102
comprising: first, setting a plurality of competency based goals
200 with a goal setting diagram 300 to sequentially browse a
plurality of goal element lists 400 to sequentially select a
plurality of goal elements 500 to set competency based goals 200;
second, recording in a performance record 700 competency based
goals 200, along with recording a plurality of goal status updates
800, a plurality of progress notes 840, a plurality of assessments
820, and a plurality of artifacts 880 in the performance record
700; and third, interacting in a community of practice 900
including a plurality of community members 910 engaging in a
plurality of community activities 940, and sharing the performance
record 700, and performing a multitude of a storage, retrieval, and
operation 125 of a multitude of combinations 970 using a plurality
of occupational performance data fields 170 selected from the
competency based goals 200, performance record 700, and community
of practice 900 to improve occupational performance 102 of the
community of practice 900 within the occupational performance
system 100.
[0088] As illustrated in FIG. 1, the occupational performance
system and method for achieving occupational performance involves
setting competency based goals, recording performance in the
performance record, and interacting in the community of practice.
Each of which will now be discussed, in turn.
[0089] First, as illustrated in FIG. 1, setting competency based
goals 200 involves making the goal setting diagram 300, the
plurality of goal element lists 400, and the plurality of goal
elements 500 to enable the learner to set competency based goals
200. As illustrated in FIG. 49, in the present embodiment, the goal
setting diagram 300A includes a subject "I" 300Aa, a space or
prompt for a "learner's name" 300Ab, a verb "will" 300Ac, a prompt
to select a performance standard goal element 500B, a preposition
"to" 300Ad, a prompt to select a competency goal element 500A, a
prompt to select a measurement goal element 500D, a prompt to
select a preposition "using" or "through" 300Ae, a prompt to select
a tools, media, activities, curriculum goal element 500C, a
preposition "because" 300Af, and a prompt to select a motivator
goal element 500E. One with ordinary skill in the art will
understand how to prompt the learner to select various goal
elements, for example, by prompting "What competency skill would
you like to work on?" or "How will you measure your success?" or
"What is motivating you to achieve success?"
[0090] Goal element prompts 500A through 500E, as illustrated in
FIG. 49, sequentially prompt the learner to browse the plurality of
goal element lists 400A through 400E, as illustrated in FIGS. 5
through 25, as presently illustrated in detail in 400Aa through
400Aq, 400B, 400C, 400D, 400E, to sequentially select the plurality
of goal elements 500A through 500E, as presently illustrated in
detail in 500AaA through 500AqH, 500Aaa through 500Aqh, 500BA
through 500BK, 500Ba through 500Bk, 500CA through 500CP, 500Ca
through 500Cp, 500DA through 500DP, 500Da through 500Dp, and 500EA
through 500EP, 500Ea through 500Ep, FIGS. 5 through 25. In FIGS. 5
through 25, each goal element has a unique and consistent binary
match of a code number and a text phrase. For example, referring to
FIG. 5, performance standard goal element "PS.G1.1" 500BA is the
code number and "develop questions to initiate research" 500Ba is
the text phrase forming the unique and consistent binary match. The
code numbers are for outcomes research and scientific research
purposes. The text phrases will be viewable to learners, whereas
the code numbers will be hidden. The goal elements listed in FIG. 5
through 25 are illustrative, and represent a partial list, of goal
elements 500A through 500E to demonstrate to one with ordinary
skill in the art how to make goal element lists 400A through 400E.
Goal elements are derived from research of one with ordinary skill
in the art of various literature and theories drawn from
neuroscience, psychology, sociology, philosophy, occupational
therapy, education, and self-regulated professions. The goal
element lists 400A through 400E as illustrated in FIGS. 5 through
25, and the goal elements 500A through 500E as illustrated in FIGS.
5 through 25 are merely illustrative and represent how one with
ordinary skill in the art can make complete lists of goal element
lists and goal elements which may be updated and modified over
time.
[0091] Competency based goals 200, as illustrated in FIG. 1, are
depicted in detail as examples 200Z1, 200Z2, 200Z3, and 200Z4
illustrated in FIGS. 26 through 29. For example, the following
competency based goals can be set across a wide age span and broad
scope of learning: As illustrated in FIG. 26, "I, [audiology
learner's name], will discover patterns in information to
understand the vocational effects of hearing impairment with 90%
accuracy through journal club because it interests me." 200Za; "I,
[clinical and translational research learner's name], will assess
the benefits of proposed solutions to develop protocols utilizing
management of information using computer technology with moderate
assistance through mentor meetings because I want to succeed."
200Zb; "I, [dentistry learner's name], will revise communications
to improve clarity to order appropriate laboratory, radiographic,
and other diagnostic tests as indicated, including biopsy of
suspicious oral lesions with 100% accuracy through simulated skills
training because I want to master it." 200Zc; "I, [dietetic
learner's name], will conduct research to evaluate ideas to explain
the impact of a public policy position on dietetics practice with
minimal assistance through self-directed learning because I enjoy
it." 200Zd; and, "I, [K-12 math learner's name], will discover
patterns in information to describe important features of a data
set with 90% accuracy using the Johnny Appleseed Survey because I
want to beat my best score." 200Ze can be set using the goal
setting diagram as illustrated in FIG. 49, the goal element lists
400A through 400E as illustrated in FIGS. 5 through 25, and the
goal elements 500A through 500E as illustrated in FIGS. 5 through
25.
[0092] As illustrated in FIG. 27, "I, [K-12 science learner's
name], will reason inductively from a set of specific facts to
describe how friction affects the amount of force needed to do work
over different surfaces with moderate assistance through
observation because I want to know how it works." 200Zf; "I, [K-12
health education learner's name], will develop questions to
initiate research to assess key nutrients and their specific
functions and influences on body processes (e.g. disease,
prevention) correctly 7 times out of 10 using self-directed
learning because it interests me." 200Zg; "I, [engineering
learner's name], will exchange ideas while recognizing the
perspectives of others to understand orbital mechanics applications
in astronautical engineering with moderate assistance through
seminars because I want to know how it works." 200Zh; and, "I, [law
learner's name], will evaluate relationships in ideas to understand
the process for recognizing ethical dilemmas with minimal
assistance through journal club because I want to feel better about
myself." 200Zi can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0093] As illustrated in FIG. 28, "I, [medical resident learner's
name], will develop a plan of action to accomplish a goal to
prioritize and stabilize multiple patients simultaneously with
supervision through simulated skills training because I want to
succeed." 200Zj; "I, [nurse practitioner learner's name], will
develop questions to initiate research to perform a comprehensive
assessment of mental health needs of a community with minimal
assistance through a team building activity because I want to see
the result." 200Zk; "I, [occupational therapy learner's name], will
revise communications to improve clarity to articulate a clear and
logical rationale for the intervention process correctly 7 times
out of 10 through mentor meetings because I enjoy it." 200Zl; "I,
[optometry learner's name], will reason inductively from a set of
specific facts to understand the basic optical principles of low
vision rehabilitation devices with 75% accuracy through case
studies because it interests me." 200Zm; "I, [pharmacy learner's
name], will discover patterns in information to manage medication
use systems to participate in the development of health policy with
moderate assistance through observation because I want to know how
it works." 200Zn can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0094] As illustrated in FIG. 29, "I, [physical therapy learner's
name], will deliver a visual presentation for a variety of purposes
and audiences to explain the rationale for selected interventions
to achieve patient goals as identified in the plan of care with
100% accuracy through an interdisciplinary meeting because I want
to beat my best score." 200Zo; "I, [speech-language pathology
learner's name], will evaluate relationships in ideas to integrate
information about swallowing disorder anatomy and physiology
correctly 9 times out of 10 through simulated skills training
because I want to know the cause." 200Zp; and, "I, [teacher
learner's name], will develop a plan of action to accomplish a goal
to present the subject matter in multiple, effective ways which are
purposefully selected to engage every student in learning with
minimal assistance using case studies because it makes me feel
good." 200Zq can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0095] The competency based goals, 200Z1, 200Z2, 200Z3, and 200Z4
as illustrated in FIGS. 26 through 29, are depicted as examples to
demonstrate the competency based goals a multitude of learners can
set using the goal setting diagram to sequentially browse the
plurality of goal element lists to sequentially select the
plurality of goal elements. As mentioned above, the goal element
lists 400A through 400E as illustrated in FIGS. 5 through 25, and
the goal elements 500A through 500E as illustrated in FIGS. 5
through 25 are merely illustrative and as such represent just a
sample of competency based goals that learners can actually set
using the system and method in FIG. 1.
[0096] If setting competency based goals is a manual method, the
learner uses the goal setting diagram, FIG. 49, and selects the
goal elements from the goal element lists in the following order:
first, competency 500A; second, performance standard 500B; third,
tools, media, activities, curriculum 500C; fourth, measurement
500D; and, fifth, motivator 500E, with a manual instruction sheet
with prompts like "What competency skill would you like to work
on?" in sequential order, and places each phrase into the goal
setting diagram to set competency based goals. If setting
competency based goals is an automated method, the learner uses the
goal setting diagram, FIG. 49, and receives automatic prompts like
"What competency skill would you like to work on?" in sequential
order: first, competency 500A; second, performance standard 500B;
third, tools, media, activities, curriculum 500C; fourth,
measurement 500D; and, fifth, motivator 500E, and places each
phrase into the goal setting diagram to set competency based goals,
and each goal element is automatically placed into the correct
field of the goal setting diagram and displayed to the learner as
the goal is being set.
[0097] To share some advantages, setting competency based goals 200
as illustrated in FIG. 1, using the goal setting diagram 300A as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25 include the
following: Each goal element supports occupational performance
achievement based upon research of evidence in the field; having
the learner include each goal element in setting his/her competency
based goals increases the likelihood of achieving goals; providing
the learner with text phrases supports successful goal setting and
teaches one how to set effective goals; self-set goals by learners
are perceived as more relevant and important which increases the
likelihood of achievement; the goals are individualized to the
learner's needs and interests which facilitates achievement and
enables teachers and mentors to tailor and individualize the
learning process; defines the purpose of what the learner is
learning and shapes the execution of action to learn; enables goal
setting for any learner who is participating in any competency
based, often called standards based, learning including, but not
limited to: audiology, clinical and translational research,
dentistry, dietetics, kindergarten through 12th grade public
education, engineering, law, medicine, nurse practitioner,
occupational therapy, optometry, pharmacy, physical therapy,
speech-language pathology, and teachers; enables outcomes based
research across a wide age span and broad scope of education; and
finally, enables scientific research across a wide age span and
broad scope of education. A limitation of the method is that it
does not apply to non-competency based education such as a masters
of business administration, a bachelor of arts in history, or a
doctorate in philosophy. If, however, such education programs
establish competency based performance skills for the learning that
is to occur, as opposed to content based education, then the method
applies.
[0098] Second, as illustrated in FIG. 1, recording performance in
the performance record 700 involves making the performance record
700 including competency based goals 200, goal status updates 800,
progress notes 840, assessments 820, and artifacts 880. As
illustrated in FIG. 30, in the present embodiment, the performance
record 700 is a spreadsheet including the following: Competency
based goals 200 with occupational performance data fields for "goal
number data" 170Fe, "competency based goal 200Z data" 170Ff, "500A
data" 170Fk, "500B data" 170F1, "500C data" 170Fm, "500D data"
170Fn, and "500E data" 170Fo. The goal number data 170Fe
occupational performance field will prompt the learner to
categorize the goal as a short-term goal or a long-term goal,
record this response and assign a goal number based upon the number
of goals the learner has written related to that competency goal
element 500A from FIGS. 9 through 25. The competency based goal
200Z data 170Ff occupational performance data field imports the
competency based goal 200Z data, like the examples given in 200Z1,
200Z2, 200Z3, and 200Z4, FIGS. 26 through 29. For example "I,
[audiology learner's name], will discover patterns in information
to understand the vocational effects of hearing impairment with 90%
accuracy through journal club because it interests me." 200Za from
FIG. 26 which the learner set by using the goal setting diagram
300A illustrated in FIG. 49. Returning to FIG. 30, the 500A data
170Fk occupational performance data field captures the 500A unique
and consistent binary match of the code number and text phrase, as
illustrated in FIGS. 9 through 25. For example, using the audiology
learner's goal immediately above, the 500A data 170Fk occupational
performance data field captures the code number "CS.ASHAa.2.3.2"
500AaB from FIG. 9, and the text phrase "understand the vocational
effects of hearing impairment" 500Aab from FIG. 9. Referring to
FIG. 30, the 500B data 170F1 occupational performance data field
captures the 500B unique and consistent binary match of the code
number and text phrase, as illustrated in FIG. 5. For example,
using the audiology learner's goal immediately above, the 500B data
170F1 occupational performance data field captures the code number
"PS.G1.28" 500BC from FIG. 5, and the text phrase "discover
patterns in information" 500Bc from FIG. 5. Referring to FIG. 30,
the 500C data 170Fm occupational performance data field captures
the 500C unique and consistent binary match of the code number and
text phrase, as illustrated in FIG. 6. For example, using the
audiology learner's goal immediately above, the 500C data 170Fm
occupational performance data field captures the code number
"K.HC.1.4" 500CE from FIG. 6, and the text phrase "journal club"
500Ce from FIG. 6. Referring to FIG. 30, the 500D data 170Fn
occupational performance data field captures the 500D unique and
consistent binary match of the code number and text phrase, as
illustrated in FIG. 7. For example, using the audiology learner's
goal immediately above, the 500D data 170Fn occupational
performance data field captures the code number "M.1.4" 500DE from
FIG. 7, and the text phrase "with 90% accuracy" 500De from FIG. 7.
Referring to FIG. 30, the 500E data 170Fo occupational performance
data field captures the 500E unique and consistent binary match of
the code number and text phrase, as illustrated in FIG. 8. For
example, using the audiology learner's goal immediately above, the
500E data 170Fo occupational performance data field captures the
code number "MV.1.2" 500EC from FIG. 8, and the text phrase "it
interests me" 500Ec from FIG. 8.
[0099] If the performance record, FIG. 30, is the manual method,
the learner will enter each competency based goal into respective
competency based goal 200Z data 170Ff occupational performance data
fields. The performance record is formatted to aid the learner in
placing the competency based goals in the correct fields. The
learner will then indicate whether the competency based goal is a
short-term goal or long-term goal and number the goal in the goal
number data 170Fe occupational data performance field. If the
performance record is the automated method, the learner's
competency based goals will be automatically placed in the correct
competency based goal 200Z data 170Ff occupational performance data
fields which are mapped to the correct section of the formatted
performance record by the competency 500A goal element. The learner
then receives a prompt, asking whether the goal is a short-term
goal or long-term goal, answers the prompt, and the goal is
automatically numbered. If the performance record method is manual,
the teacher or mentor or other person will enter the correct codes
and text phrases for 500A data 170Fk, 500B data 170F1, 500C data
170Fm, 500D data 170Fn, and 500E 170Fo data. If the performance
record is the automated method, the correct codes and text phrases
for 500A data 170Fk, 500B data 170F1, 500C data 170Fm, 500D data
170Fn, and 500E 170Fo data will be automatically populated to the
appropriate occupational performance data fields.
[0100] To share some advantages, capturing the 500A through 500E,
FIG. 5 through 25, code number and text phrase in the spreadsheet
is designed to facilitate quantitative, qualitative, and mixed
method outcomes research and scientific research. Importing the
competency based goal 200Z data 170Ff allows the learner and mentor
or teacher to quickly identify areas under which the learner has
set and has not set competency based goals across the whole scope
of competencies. This creates visual feedback for the learner and
mentor or teacher to immediately identify areas where competencies
are not being addressed, and the impetus to set competency based
goals in other areas. Importing the competency based goal also
creates a permanent record of the nature of the learner's
experience and achievement. Additionally, the competency based
goals are an important part of assessments which is discussed in
detail below.
[0101] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes goal
status updates 800 with occupational performance data fields for
"date goal set data" 170Fa, "date goal progress made data" 170Fb,
"date goal unmet or modified data" 170Fc, and "date goal met data"
170Fd. The goal status updates 800 occupational performance data
fields 170Fa through 170Fd are formatted as mm/dd/yyyy dates.
[0102] If the performance record is the manual method, the learner
will enter the goal status updates 800 for goal set data 170Fa,
date goal progress made data 170Fb, date goal unmet or modified
data 170Fc, and date goal met data 170Fd by reviewing all
competency based goals on the performance record and manually
entering the correct dates. If the performance record is the
automated method, the learner will be prompted to enter the goal
status updates 800 for each and every goal on the performance
record, and enter the correct dates for goal set data 170Fa, date
goal progress made data 170Fb, date goal unmet or modified data
170Fc, and date goal met data 170Fd.
[0103] To share some advantages, tracking progress by recording
goal status updates helps the learner to focus on goal directed
behavior and achievement of goals, helps the mentor or teacher to
identify ways to support the learner's achievement and provide
effective and specific feedback, helps to recognize and celebrate
achievement which improves self-efficacy and is designed to drive
further achievement. Additionally, the goal status updates data are
useful for outcomes research and scientific research.
[0104] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
progress notes 800, and related "progress notes 840A data" 170Fq.
As illustrated in detail in FIG. 31, the example of progress notes
840A includes the following: salient impressions 840AA, salient
impressions data 170Aa, happenings 840AB, happenings data 170Ab,
introspection 840AC, introspection data 170Ac, next steps 840AD,
next steps data 170Ad, empowerment 840AE, empowerment data 170Ae.
Salient impressions 840AA includes a prompt to stimulate the
learner's thinking which presently asks, "Can you describe your
subjective reactions to your experience this week? What did you
experience as important, remarkable, or striking in nature? Did you
have any strong emotional reactions to an experience this week? If
so, describe your reaction and the impression it left upon you.
What will you remember most about what you experienced this week?"
Salient impressions data 170Aa is a text box which allows the
learner to enter free form text. Happenings 840AB includes a prompt
to stimulate the learner's thinking which presently asks, "What
events took place this week? What were the facts and circumstances
surrounding those events? Can you describe the context in which the
events occurred? What was unique or different about the event? How
will this event help you to understand what you do next time under
a somewhat different set of facts and circumstances? In what way
was this event similar or different than your other experiences? To
what degree was the experience similar or different?" Happenings
data 170Ab is a text box which allows the learner to enter free
form text. Introspection 840AC includes a prompt to stimulate the
learner's thinking which presently asks, "What did you learn this
week? What did you learn from what you observed, or when you
performed a task, or when you discussed your observations or
performance with your mentor, teacher, peers, or others? What did
you learn from what you researched, read, analyzed, and wrote? What
did you learn by noticing what/how others performed, avoided
performing, or failed to perform properly? Are you working towards
meeting your short-term goals? Did you meet a short-term goal? Do
you need to modify a short-term goal because something has changed?
Do you need to discontinue or discharge a goal because it has
become irrelevant, impossible, or impractical to meet? Do you need
to set a new short-term goal? Do you want to continue working on
the same short-term goal, but in the context of a new assignment?
Consider these questions related to your long-term goals."
Introspection data 170Ac is a text box which allows the learner to
enter free form text. Next steps 840AD includes a prompt to
stimulate the learner's thinking which presently asks, "What are
the preparatory actions that you need to take to achieve your
current short-term and long-term goals? What does your list of
`Things to Do` include for the next week or two? Are there any
systems or procedures that you need to identify, have access to, or
understand to meet your goals? What can you do to ensure that time,
effort, and resources are allocated effectively to enable you to
complete your work?" Next steps data 170Ad is a text box which
allows the learner to enter free form text. Empowerment 840AE
includes a prompt to stimulate the learner's thinking which
presently asks, "What do you now possess the capacity or authority
to do? About what experience can you now claim, `I did it!`? How
did you experience a small measure of success this week? What kind
of personal achievement do you have to celebrate?" Empowerment data
170Ae is a text box which allows the learner to enter free form
text.
[0105] If the performance record is the manual method, the learner
will have the progress note template with the 840AA, 840AB, 840AC,
840AD, and 840AE prompts to stimulate the learner's thinking, and a
formatted progress note listing salient impressions 840AA,
happenings 840AB, introspection 840AC, next steps 840AD, and
empowerment 840AE as headers, each with space for the learner to
enter free form text 170Aa, 170Ab, 170Ac, 170Ad, and 170Ae data,
respectively. If the performance record is the automated method,
the learner will have a progress note formatted with the headers
salient impressions 840AA, happenings 840AB, introspection 840AC,
next steps 840AD, and empowerment 840AE as headers, each with space
for the learner to enter free form text 170Aa, 170Ab, 170Ac, 170Ad,
and 170Ae data, respectively. If the learner needs to review the
prompts to stimulate thinking, he or she will hover over the
relevant header and the relevant prompt will appear, and then
disappear as the learner move the cursor to enter free form
text.
[0106] To share some advantages, the progress notes facilitate
organization, planning, reflection and execution of occupational
performance and build self-efficacy for the learner. The progress
notes allow the teacher, mentor and others to have a window into
the experience and mental thought processes of the learner, many
experiences of which may occur when the teacher, mentor, and others
are not in a position to observe the learning and achievement that
is occurring. The progress notes can serve as a springboard for
group discussion. The progress notes also produce useful data for
outcomes research and scientific research.
[0107] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
assessments 820 with occupational performance data fields for
"learner formative assessment scores data" 170Fg, "mentor formative
assessment scores data" 170Fh, "learner summative assessment scores
data" 170Fi, and "mentor summative assessment scores data" 170Fj.
The mentor or teacher can establish a scoring rubric of his or her
choice. A Likert scale with numeric scores 1 through 5, or a
version of the Dreyfus scale with level of skill acquisition number
scores 1 through 5, or another scoring rubric with at least some
evidence of validity and reliability may be used. Additional mentor
formative and summative assessment occupational performance data
fields may be added if the learner would like to have more than one
mentor or teacher participate in assessments.
[0108] If the performance record is the manual method, the learner
will enter a numeric score in the appropriate formative or
summative assessment occupational performance data fields,
following instructions for the scoring rubric chosen by the
teacher, mentor, or other, along with instructions for completion
deadlines and meeting with respective teachers or mentors to
compare scores and discuss feedback. Any mentors or teachers
involved with respective learners will also enter a numeric score
in the appropriate formative or summative assessment occupational
performance data fields, following the scoring rubric and
instructions. If the performance record is the automated method,
the learner will enter a numeric score in the appropriate formative
or summative assessment occupational performance data fields,
following instructions for the scoring rubric chosen by the
teacher, mentor, or other, along with instructions for completion
deadlines and meeting with respective teachers or mentors to
compare scores and discuss feedback. The learner will receive a
prompt if any data fields are left blank and the learner will not
be allowed to enter a score not listed on the instruction sheet,
such as a "1.5" if the scoring rubric instructs to only use whole
numbers. The learner will receive automatic reminders to complete
the assessment before the deadline, and if necessary, continued
reminders to complete the assessment if the deadline passes. Any
mentors or teachers involved with respective learners will also
enter a numeric score in the appropriate formative or summative
assessment occupational performance data fields, following the
scoring rubric and instructions. The mentor or teacher will receive
a prompt if any data fields are left blank and the mentor or
teacher will not be allowed to enter a score not listed on the
instruction sheet, such as a "1.5" if the scoring rubric instructs
to only use whole numbers. The mentor or teacher will receive
automatic reminders to complete the assessment before the deadline,
and if necessary, continued reminders to complete the assessment if
the deadline passes.
[0109] To share some advantages, the formative and summative
assessment scores reflect occupational performance in authentic
environments observed over a period of time. The formative and
summative assessments inherently afford weighting to the competency
skills by listing the learner's specific competency based goals 200
in lieu of the endless need to create behavioral anchors or
qualifiers around performance skills which is problematic, or
confounding, or unsustainable. The formative and summative
assessments allow the learner to self-score his or her own
occupational performance along with his or her mentor or teacher.
Accurate self-assessment is very important for members of
self-regulated professions who must decide whether they possess
minimum competency to perform a specific task safely and
independently, or pose risk to their patients or clients. Accurate
self-assessment is also very important for determining what future
goals any learner should consider for himself or herself. The
learner must accurately grasp his or her current occupational
performance abilities to effectively set future goals as a
life-long learner. The formative and summative assessment
encourages the learner and mentor or teacher to exchange dialogue
and share feedback about the learner's performance with a specific,
objective approach.
[0110] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
artifacts 880, and related "artifacts 880Z data" 170Fp. As
illustrated in detail in FIG. 32, the example of artifacts 880Z
includes the following: "my presentations" 880ZA, "my reports and
publications" 880ZB, "my tests, evaluations, and assessments"
880ZC, "my personhood" 880ZD, "my awards and recognition" 880ZE,
"my vocational interests" 880ZF, "my career opportunities" 880ZG,
"my resume" 880ZH, "my letters of recommendation" 880ZI, "my
contacts" 880ZJ, "my continuing education" 880ZK, and "my licenses,
certification, and special training" 880ZL. My presentations 880ZA,
for example, may include any written presentations, speeches, or
audiovisual presentations the learner gives. My reports and
publications 880ZB, for example, may include book reports, term
papers, poems, short stories, newspaper editorials or articles,
doctoral thesis, journal articles, books, chapters, and the like,
that the learner produces. My test, evaluations, and assessments
880ZC, for example, may include standardized assessment scores, any
tests or quizzes, mid-term and final exams, oral exam results,
simulated skills training results, standardized examination results
(SAT, ACT, LSAT, GRE, GMAT, etc.), board scores, annual performance
evaluations, physical/functional capacity evaluations, vision
tests, driving tests, drug screens, criminal background checks, and
so forth of the learner. My personhood 880ZD, for example, may
include results of items illustrated in FIG. 35 which will be
discussed in detail below, such as an Interest inventory 940Bb, a
Role Checklist 940Bc, a Myers-Briggs type indicator 940Bd, a Social
Style profile 940Be, and a Flower Exercise 940Bf, as well as other
personhood items such as familial cultural or historical items and
so forth that are significant to the learner. My awards and
recognition 880ZE, for example, may include trophies, scholarship
awards, metals, ribbons, certificates of achievement, plaques,
leadership positions, and so forth of the learner. My vocational
interests 880ZF, for example, may include results of items
illustrated in FIG. 44 which will be discussed in detail below,
such as explore vocations data as well as vocational interest items
from career days, bring your child to work days, career guides, and
so forth. My career opportunities 880ZG, for example, may include
job ads, job leads, job postings, career guides, professional
program literature, and so forth that interest the learner and for
which the learner may be qualified or holds as a dream job. My
resume 880ZH, for example, may include all historical resumes or
curriculum vitae of the learner. My letters of recommendation
880ZI, for example, may include any letters of recommendation,
letters of commendation, letters of reference, letters of support
and so forth of the learner. My contacts 880ZJ, for example, may
include any contact information of any persons or entities that may
assist the learner with vocational exploration, vocational
readiness, vocational opportunities, vocational counseling,
vocational mentoring, and so forth that the learner collects. My
continuing education 880ZK, for example, may include any continuing
education certificates, attendance records, brochures about future
courses, workshops or seminars and so forth of the learner. My
licenses, certification, and special training 880ZL, for example,
may include professional licenses, board certifications, letters of
reciprocity, visitor status, specialized training certificates,
documentation related to good standing or adverse actions,
reprimands, removal, or re-installment of license or certification
and so forth of the learner.
[0111] If artifacts is the manual method, the learner will collect
all artifacts in a designated artifacts folder. If artifacts is the
automated method, the learner will collect all artifacts in a
designated electronic folder.
[0112] To share some advantages, learners must be taught how to
prepare for work force readiness. Artifacts 880Z constantly reminds
learners to think in terms of how their occupational performance
impacts their vocational opportunities. Artifacts 880Z drives
vocational exploration, vocational planning, and vocational
attainment. Competency goal elements 500A, as illustrated in FIGS.
9 through 25, of many programs from K-12 through professional
programs specifically include competency requirements related to
vocational exploration, planning, and attainment. The learner can
produce or collect various artifacts 880Z and store them in the
performance record 700 section for artifacts to show achievement of
self-set competency based goals related to vocations in artifacts
880Z. Learners, especially those who have limited role models, can
start to envision themselves pursuing various vocations and
generate feedback and solicit guidance from mentors, teachers,
peers, and others. Artifacts 880Z helps organize learners and helps
them manage the task of continuously collecting artifacts related
to vocations. Any learner who has submitted a bar application,
updated an academic curriculum vitae, or submitted a college
application, or applied for a competitive job, or run for a
leadership position understands the daunting task of collecting
relevant artifacts of one's achievements and the benefits of
organization and planning.
[0113] Third, as illustrated in FIG. 1, interacting in the
community of practice 900 involves making the plurality of
community activities 940 for the plurality of community members 910
to engage in, and sharing aspects of the performance record 700,
and performing a multitude of a storage, retrieval, and operation
125 of the multitude of combinations 970 of research approaches
using the occupational performance data fields 170 to improve
occupational performance 102 of the community of practice 900. The
method is iterative and continuous. As illustrated in FIG. 48, in
the present embodiment, the community members 910Z include the
following: learners 910Za, teachers 910Zb, mentors 910Zc, other
persons 910Zd, parents, guardians 910Ze, researchers 910Zf,
education programs and institutions 910Zg, professional
associations 910Zh, regulatory and licensing agencies 910Zi,
accreditation agencies 910Zj, corporations and other employers
910Zk, government agencies 910Zl, and other stakeholders 910Zm. As
illustrated in FIG. 33, in the present embodiment, the community
activities 940Z include the following: storytelling by analogy to
share experiences 940A, participate in personhood activities 940B,
explore vocations 940C, share artifacts 940D, conduct outcomes
research 940E, conduct scientific research 940F, conduct
performance measurement research 940G, examine self-regulation of
professions 940H, assess evidence based multimedia: tools, media,
activities, curriculum 940I, explore and implement new applications
to improve occupational performance 940J.
[0114] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include storytelling by analogy to share
experiences 940A. As illustrated in detail in FIGS. 34 and 50, the
example of storytelling by analogy to share experiences 940A1 and
940A2 includes the following: sounding the horn 940Aa, sounding the
horn data 170Ga, playing leap frog in the night 940Ab, playing leap
from in the night data 170Gb, burning just one flashlight 940Ac,
burning just one flashlight data 170Gc, modified leap frog: walking
together 940Ad, modified leap frog: walking together data 170Gd,
running together on white gravel 940Ae, running together on white
gravel data 170Ge, dew-covered spider webs 940Af, dew-covered
spider webs data 170Gf, wolves howling in the distance 940Ag,
wolves howling in the distance data 170Gg, questioning the
compass's reliability 940Ah, questioning the compass's reliability
data 170Gh, lessons learned from your handbook 940Ai, lessons
learned from your handbook data 170Gi, blazing "x's" on trees
940Aj, blazing "x's" on trees data 170Gj, fording your fresh water
stream 940Ak, finding your fresh water stream data 170Gk, growing
accustomed to the night 940Al, growing accustomed to the night data
170Gl, sharing stories back at base camp 940Am, and sharing stories
back at base camp data 170Gm. The following allegory, Finding Your
Way: The Lessons of Experience, from Preserving the Social
Contract, B. A. Wright (2009), accompanies 940A:
[0115] The guide master grouped us in pairs, with one novice and
one experienced trail-blazer per team. She told us to gather two
canteens of water, two energy snacks, two flash lights with new
batteries but no back-up batteries allowed, a Swiss Army knife, and
one compass. Additionally, the guide master supplied each of us
with a "rape horn," instructing us to use it only in the event of a
serious emergency. Upon sounding your "rape horn," you must know
that SWAT Rangers will be immediately dispatched via helicopter to
extract you from the woods, she explained. Just after dusk, each
team is dropped in a different location deep in the woods of Ozark
Mountain country. The guide master handed my team the following
instructions on an index card: "Travel due northeast until you meet
a white gravel road. Take the white gravel road due southeast until
it forks. At the fork, set your compass due southwest and travel
until you reach the stream. Traveling near the bank, head up stream
until you reach the base camp. When your team reaches the base
camp, you have succeeded"
[0116] The time is now 8:00 p.m., it is pitch dark the moon is
almost full, the stars are shining bright against the clear sky,
the temperature is about fifty degrees, and the leaves have begun
to fall from the trees. While orienteering at night, in pairs of
two, the most effective method for staying on course is playing
"leap-frog." Leap frog is a method where one member of the team
sets the compass, in this case due northeast, then holds the
flashlight under the compass, and points the light in the same
direction as the needle on the compass. The light will inevitably
shine on a tree since the woods are so dense. One member of the
team will leap ahead to reach the target tree, while the other team
member remains behind shining the light on the target tree. Only
after the first member reaches the target tree by blazing ahead
alone, will the light-shedding member leap to catch up.
[0117] As you begin this process, you both realize that there are
other decisions you must make. Even the experienced member of your
team has only been orienteering in the daytime in a team of four,
so the challenges presented in this situation are somewhat
different than prior experience. You must decide whether the
trail-blazer should burn the second flashlight as he or she forges
ahead, and when the light-shedder is catching up. You start
wondering how long your journey will take, how long your
flashlights will burn, and realize that you were not told how long
you would be in the deep woods. A bit of fear of the unknown sets
in as you realize that you don't know how long it will take to
succeed in finding the base camp. Together, you decide to conserve
your resources and burn just one flashlight at a time. You know
this is the right decision, but as you implement this decision, you
realize it has its drawbacks as well. The trail-blazer is forging
through the thickness of the brush, fallen leaves and branches,
with nothing to light the path, only a beam shining on the target
tree. Leaping ahead in the darkness requires courage, a keen
alertness, and an agile posture over the unsteady terrain. Staying
behind as light-shedder bears its own unique experience--technical
accuracy in finding a good target, determining how far ahead that
target should be, waiting patiently as your partner reaches the
target, and the growing sense of loneliness as your only human
contact slips away into the darkness.
[0118] While you both know that playing leap frog is the most
effective method for accurately staying on course, it is very
slow-going and is starting to take its physical and emotional toll
on you as the night wears on. Together, you decide to modify the
method. You agree to set the compass, shine the light, and walk
together toward the target tree. This feels better. The loneliness
and fear of the night start to subside as you find friendship while
traveling together. The light-shiner realizes that maintaining the
beam on the target tree is much more difficult while navigating
over the rugged terrain and talking. You find yourselves heading in
the general direction in which you shined the light and checking
your compass more frequently because maintaining the target it more
elusive while walking. Finally, one of you expresses concern about
not hitting the white gravel road yet and questions whether
traveling together might be throwing you off course. Together, you
agree to resume the playing leap frog.
[0119] Together, you reach the white gravel road at 11:30 p.m. and
you're ecstatic. You did it together! You quickly check your
compass to see which direction is southeast. Fabulous! You head
straight down the gravel road. You are walking briskly now, no need
to check the compass until you hit the fork in the road. Just the
physical space around your body created by the road, pushing the
trees back into the woods, allow you to breathe easier. The rhythm
of your pace, the speed of your progress, and the joy of your
success, are all celebrated together.
[0120] Suddenly, you reach the fork in the road, and the path you
are directed to take is neither left nor right, but rather due
southwest. Yes, it is time to set your compass and head back into
the woods. You swell up with emotion as the thickness of woods
seems to invade your space. Together, methodically, you start
playing leap frog again. It is not long before your first
flashlight grows dim, too dim to reach the target tree, so you
begin to burn the second flashlight. Again, trail-blazer and
light-shedder are working in tandem to achieve the goal. As the
light-shedder aims for the next target, the beam shines brilliantly
on an enormous spider web. It must be four feet wide. The amazingly
intricate web is covered with drops of dew, sparkling in your
light. A large fury spider sits dead-center in his web. You usually
don't like spiders, but strangely enough, you're happy to see
something besides your partner, the moon, and the endless sea of
trees. Even though the web is blocking your path toward your next
target tree, you decide not to destroy something so beautiful.
Together, you realize that it is okay sometimes to be thrown a
little off course.
[0121] Fatigue is setting in. The time is now 1:18 a.m. Wolves
begin howling in the distance. It is almost impossible to pinpoint
the direction of the threat because their howl is bouncing off the
mountainside. You are glad you have your rape horn. You feel for it
against your chest, reassured that it still hangs around your neck,
even though you've felt it bumping against your chest with every
step since your journey began. You don't want to be the team that
calls in the Rangers, so you vow not to sound the alarm unless the
threat becomes imminent.
[0122] The night is wearing on, and it is now 2:37 a.m. You never
thought the guide master would leave you in the woods so long The
goal of finding the base camp starts to feel unattainable. Your
senses are getting dull, the sounds of the night are impinging on
your emotions, and the darkness of the night instills a sense of
anguish. Together, you both start questioning the reliability of
your compass. Surely, we should have reached the stream by now. You
begin thinking through lessons learned in your orienteering
handbook First, you remember that the compass never lies. The
compass is a reliable instrument, gaining its direction from the
unwavering pull of the North Pole. This theory is sound. It will be
questioned by those blazing trails, but this theory remains
well-settled. Second, you remember the anecdotal story about people
getting lost in the woods, traveling in circles, in their attempt
to follow the moon, and realize the futility of relying on the
moving target of the moon to direct your path. Third, you learned
that the eastern hillside, as a general rule, has denser underbrush
than the western hillside. As you compare the two for the first
time, one hillside does seem denser than the other. This
information, along with your reliable compass, provides reassurance
that you are traveling in the right direction of your ultimate
goal.
[0123] As you continue playing leap frog through the dark, you see
a sign of an expert who has gone before you. A large "X" is blazed
into a tree. This is an unmistakable sign, carved by the guide
master, to renew your sense of hope and conviction that you are
heading the right direction. Someday, when you have the expertise,
you will confidently use your Swiss Army knife to blaze the trail
and instill hope in other travelers. The time is now 3:24 a.m. Even
though you are physically weary, the "X" brightened your emotions
and gives you the energy to press on.
[0124] Now, you can finally hear it. The dancing sounds of fresh
water rolling over rocks in the distance. With your second
flashlight now growing dim, together you decide to turn it off and
walk side by side in the darkness letting the sound of the stream
serve as your guide. In no time, it seems, you reach the stream.
You are overjoyed! This is worth celebrating! You are laughing, and
crying, jumping up and down, and absolutely confident you are going
to achieve your goal.
[0125] Together, you walk upstream along the bank. You are talking,
reflecting on the events of the night, and sharing the glory of
knowing that you did it together. Suddenly, you realize how
accustomed you've grown to the darkness of the night and the
thickness of the woods. The shadows of the moon and sounds of the
wolves no longer play on your emotions. You have experienced all of
it. And, the fear of the unknown is gone.
[0126] As the terrain becomes a steeper uphill climb, you and your
partner occasionally find yourself placing your hand on a rock or
branch to maintain control. Almost simultaneously, you gasp and cry
out to each other as you see the glow of the base camp in the
distance. You are scrambling uphill faster now. As you reach the
site, the camp is lit by make-shift luminaries from cut open milk
jugs filled with candles all aglow. There is your guide master,
sitting atop a large bolder, and two other teams to greet you. You
exchange stories about your experiences and wait for the other
three teams to arrive. The guide master leads the ceremony where
everyone receives their award in commemoration of their success.
Congratulations, you did it!
[0127] If storytelling by analogy to share experiences 940A, 940A1
and 940A2, FIGS. 33, 34 and 50, is the manual method, then the
learner will enter free form text into a journal or text document
under the 170Ga through 170Gm occupational performance data field
sharing how the learner's own experience is analogous 940Aa through
940Am, FIGS. 34 and 50. The learner will share his or her
experience with other members of the community of practice 900
including other community members 910, FIG. 1, such as learners,
teachers, mentors, and others. The manual method will store all
data in a retrievable form. If storytelling by analogy to share
experiences 940A, 940A1 and 940A2, FIGS. 33, 34 and 50, is the
automated method, then the learner will enter free form text into a
chat room discussion board under the appropriate discussion
string's 170Ga through 170Gm occupational performance data field
sharing how the learner's own experience is analogous 940Aa through
940Am, FIGS. 34 and 50. The learner will share his or her
experience with other members of the community of practice
including community members 910, FIG. 1, such as other learners,
teachers, mentors, and others through the automated discussion
board. The chat room discussion board will be limited to a subset
of the community of practice for active participation purposes,
determined by the teacher or mentor. The automated chat room
discussion board will list 940Aa through 940Am, FIGS. 34 and 50, as
discussion strings under which learners can enter free form text in
170Ga through 170Gm occupational performance data fields to share
how their experiences are analogous to the experiences in the story
listed above. The chat room discussion board will have query
functions for the teacher, mentor, or others to query the data,
such as: the number of entries per learner per week, the number of
learners making entries under various categories, the number of
learners making entries under various categories on a per week
basis over time, and so forth.
[0128] To share some advantages, storytelling creates a fluid
approach for members of the community of practice to internalize a
story and create a script of their unique learning experience.
Symbolic representations, that is 940Aa through 940Am, FIGS. 34 and
50, facilitate experiential learning through enabling the learners
to link their unique experience to symbols and share personal
experiences with other members of the community of practice as part
of the process of developing tacit knowledge. Storytelling allows
teachers, mentors, and others to identify learners with significant
psychosocial or even mental health problems that may require
intervention. Storytelling allows teachers, mentors, and others to
identify curriculum or resource needs of the learners, in
real-time, and implement improvements to impact learning.
Traditional approaches including end of course surveys fail to
capture curriculum and resource needs in time to impact learning
and often may fail to capture the learning needs at all if the
survey sensitivity is weak or the learner limits his or her
feedback. Storytelling allows learners to share experiences from
their whole lives which impact learning; the interplay of familial
relationships, the dynamics of competing life roles, financial
issues, health issues, etc., are more readily shared and their
impact felt as an integrated part of the learners' story of being
on a path to acquire competency based skills. Storytelling lends
itself to outcomes based research and scientific research to
improve achievement of occupational performance. The storytelling
by analogy to share experiences 940A creates opportunities,
referring to FIG. 1, for community members 910 such as teachers,
mentors, and others to lead community activities 940 within the
community of practice 900 around storytelling by analogy to share
experiences 940A, FIGS. 33, 34 and 50.
[0129] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include participate in personhood
activities 940B. As illustrated in detail in FIG. 35, the example
of participate in personhood activities 940B includes: a
demographic survey 940Ba, a competency skill importance survey
940Bg, a competency skill relevance survey 940Bh, a competency
skill interest survey 940Bi; and the following optional items:
Interest Inventory 940Bb, Role Checklist 940Bc, Myers-Briggs type
indicator 940Bd, Social Styles profile 940Be, the Flower Exercise
940Bf.
[0130] If participate in personhood activities 940B, FIGS. 33 and
35, is the manual method, then the learner will complete the
demographic survey 940Ba with demographic questions created by one
with ordinary skill in the art. The learner will complete the
competency skill importance survey 940Bg and competency skill
relevance survey 940Bh which lists the competency 500A elements for
the learner's competencies, like the competency text phrases listed
in FIGS. 9 through 25 and the Likert scale, with instructions for
the learner to score his or her perceived importance and relevance
of each competency on the one through five point Likert scale. The
learner will complete the competency skill interest survey 940Bi by
ranking his or her perceived top ten most interesting competency
skills as well as his or her perceived top ten least interesting
competency skills form a list of the competency 500A elements for
the learner's competencies, like the competency text phrases listed
in FIGS. 9 through 25. If the teacher, mentor or other person has
decided to have the learners complete any or all of the optional
items of the personhood activities; namely, Interest Inventory
940Bb, Role Checklist 940Bc, Myers-Briggs type indicator 940Bd,
Social Styles profile 940Be, the Flower Exercise 940Bf, then the
learner will follow the instructions attached to each component to
complete the personhood activities. The manual method will store
all data in retrievable form. If participate in personhood
activities 940B, FIGS. 33 and 35, is the automated method, then the
learner will complete the demographic survey 940Ba with demographic
questions created by one with ordinary skill in the art. The
automated method will notify the learner if any fields are
incomplete, request that the learner complete the survey, and store
all data in retrievable form. The learner will complete the
competency skill importance survey 940Bg and competency skill
relevance survey 940Bh which lists the competency 500A elements for
the learner's competencies, like the competency text phrases listed
in FIGS. 9 through 25 and the Likert scale, with instructions for
the learner to score his or her perceived importance and relevance
of each competency on the one through five point Likert scale. The
automated method will prevent the learner from circling more than
one number on the five point scale and prevent the learner from
marking the survey form halfway between two points on the five
point Likert scale. The automated method will notify the learner if
any fields are incomplete, request that the learner complete the
survey, and store all data in retrievable form. The learner will
complete the competency skill interest survey 940Bi by ranking his
or her perceived top ten most interesting competency skills as well
as his or her perceived top ten least interesting competency skills
from the list of the competency 500A elements for the learner's
competencies, like the competency text phrases listed in FIGS. 9
through 25. As the learner selects his or her most and least
interesting competency skills one by one, the automated method will
create the rank ordered list at the top of the electronic survey
form. If the learner wishes to delete or change the rank order of a
competency skill, the delete, drag, and drop functions of the
automated method will allow the learner to modify his or her list.
The automated method will notify the learner if any fields are
incomplete, request that the learner complete the survey, and store
all data in retrievable form. If the teacher, mentor or other
person has decided to have the learners complete any or all of the
optional items of the personhood activities; namely, Interest
Inventory 940Bb, Role Checklist 940Bc, Myers-Briggs type indicator
940Bd, Social Styles profile 940Be, the Flower Exercise 940Bf, then
the learner will follow the instructions attached to each component
to complete the personhood activities. The learner will complete
each optional survey as instructed, in an automated format. The
automated method will notify the learner if any fields are
incomplete, request that the learner complete the survey, and store
all data in retrievable form.
[0131] To share some advantages, participate in personhood
activities 940B allows the learner to identify competency skills he
or she perceives as important and relevant. The learner's
perception of importance and relevance in goal setting is
correlated with achievement. If the learner lacks perceived
importance and relevance of some competency skills, then teachers
and mentors can work to align the learner's perceptions with the
requirements of the program, course or degree that enumerates the
competency skills, or at least provide consultation to the learner
about the learner's likely potential satisfaction or persistence in
occupational performance of skills which her or she finds
unimportant or irrelevant. Conversely, teachers, mentors and others
persons involved in a program, course, or degree may rightly
question the rational for inclusion of a particular competency
skill if a significant number of learners rate the competency skill
as either unimportant or irrelevant. Diversity and disparity issues
in education are important considerations, yet currently there are
few methods to consider such issues, their impact on education, and
recommendations to address reform. The participate in personhood
activities 940B data can be used for outcomes research and
scientific research to address diversity and disparity issues. The
Interest Inventory 940Bb, Role Checklist 940Bc, Myers-Brigs type
indicator 940Bd, Social Style profile 940Be, the Flower Exercise
940Bf, and competency skill interest survey 940Bi data can be used
to identify and suggest possible vocational interests, and is
discussed in greater detail below. The participate in personhood
activities 940B creates opportunities, referring to FIG. 1, for
community members 910 such as teachers, mentors, and others to lead
community activities 940 within the community of practice 900
around personhood activities 940B, FIGS. 33 and 35.
[0132] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include explore vocations 940C. As
illustrated in detail in FIG. 36, the example of explore vocations
940C includes: the plurality of community members, for example, a
K-12 math student 910Ae, a clinical and translational research
fellow 910Ab, and a practicing engineer 910Ah; multitude of
combinations of each community member respectively, for example,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970De
of the K-12 math student 910Ae,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970Db
of the clinical and translational research fellow 910Ab, and,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970Dh
of the practicing engineer 910Ah, are combined as combinations for
exploring vocations 970D, and generate explore vocations data for
K-12 math student 170De, explore vocations data for clinical and
translational research fellow 170Db, and explore vocations data for
practicing engineer 170Dh, occupational performance data fields for
exploring vocations.
[0133] To further illustrate how exploring vocations works,
referring to FIG. 36, assume the following hypothetical facts. The
combinations for exploring vocations 970D searches to correlate and
match occupational performance data fields across the plurality of
community members 910. Assume the K-12 math student 910Ae expresses
interest math, sports, and constructing things in the interest
inventory 940Bb, Myers-Briggs type indicator 940Bd of "INTP"
(I=Introvert, N=Intuitive, T=Thinker, P=Perceiver), Social Style
profile 940Be of "Analytical-Analytical," and competency skill
interest survey 940Bi that identifies 500A type, FIG. 49,
hypothetical competency goal elements in math related to levers,
force, statistics, probability testing, and generating hypotheses
as most interesting. Now assume the K-12 math student 910Ae
combinations 970De find matches with the clinical and translational
research fellow 910Ab combinations 970Db, and the practicing
engineer 910Ah combinations 970Dh through combinations for
exploring vocations 970D. Each community member receives
communication, via a letter or email, to share the community
members 910 common interests through the explore vocations data
170De, 170Db, and 170Dh.
[0134] If explore vocations 940C, FIG. 36, is the manual method,
then the learner will complete the surveys and submit them. The
manual method will store data in retrievable form. If explore
vocations 940C, FIG. 36, is the automated method, then the learner
will complete the surveys and the automated method will store the
data in retrievable form. The learner will receive a prompt if any
data fields are left blank or if the learner enters a response that
is inconsistent with survey instructions to ensure data collection
is complete and accurate. For both the manual and automated
methods, the teacher, mentor, or other person will perform
combinations 970, FIG. 1, with the data using database software
employed by one with ordinary skill in the art to match community
members with common interests to explore vocations. The teacher,
mentor, or other person will notify the community members via mail
or email of the match and provide the explore vocations data, such
as 170De, 170Db, and 170Dh, referring to FIG. 36, to each community
member 910, such as 910Ae, 910Ab, 910Ah.
[0135] To share some advantages, to illustrate by example, the K-12
math student 910Ae has an opportunity to explore vocations of the
clinical and translational research fellow 910Ab who hypothetically
is a physical therapy doctoral student studying the differences in
orthopedic knee injuries in boys and girls based upon body posture
when they kick the soccer ball. And, the K-12 math student 910Ae
has an opportunity to explore vocations of the practicing engineer
910Ah who hypothetically designs bicycle helmets for a leading
manufacturer and is studying the rotational force effects of
helmets having long, aerodynamic extensions at the back of the
helmet versus a low profile rigid helmet to determine whether the
low profile helmet reduces the risk of brain injury if rotational
force is involved in a bicycle crash. These three community members
910 have mutual common interests and the clinical and translational
research fellow 910Ab and practicing engineer 910Ah have both also
expressed interest in mentoring young people, increasing awareness
of their respective professional fields, and sharing information
about career outlook information regarding job growth, salaries,
etc. The K-12 math student benefits by learning about careers to
which he or she has an interest and might not otherwise learn
about, and makes connections with mentors and role models when he
or she might otherwise have none. At an early age, the K-12 math
student 910Ae internalizes the need to perform well and persist in
math courses and, importantly, begins to try on different career
hats. The K-12 500A competencies as well as 500A competencies for
many other professional programs, FIGS. 9 through 25, include
exploring vocations as explicit competency skills. The clinical and
translational research fellow 910Ab and practicing engineer 910Ah
have an opportunity to participate in self-regulation of their
professions through promoting the professions and recruiting
potential new members, provide community service as role models,
possibly satisfy continuing education credit requirements, use
outreach as part of their role as a chair or board member of a
nonprofit organization, and so forth. The explore vocations 940C
creates opportunities, referring to FIG. 1, for community members
910 such as teachers, mentors, and others to foster relationships
and other community activities 940 within the community of practice
900 around explore vocations 940C, FIGS. 33 and 36.
[0136] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include share artifacts 940D. Share
artifacts 940D creates an opportunity for artifacts 880Z, FIG. 32,
from performance records 700A, FIG. 30 to be shared by community
members 910, as community activities 940, FIG. 1.
[0137] If share artifacts 940D, FIG. 33, is the manual method, then
the learner will share his or her artifacts through speeches, group
dialogue, question and answer sessions, print media, such as
posters, brochures, hand-outs, packets, and so forth. The manual
method will store data in retrievable form. If share artifacts
940D, FIG. 33, is the automated method, then the learner may share
his or her artifacts through any of the approaches stated
immediately above, and additionally, using presentation software,
voice and video chat, podcasts, smart boards, and any other
interactive multimedia available. The automated method will store
data in retrievable form.
[0138] To share some advantages, the community of practice 900,
FIG. 1, creates opportunities for community members 910 to share
artifacts 940D that individual members create related achieving
their competency based goals 200, FIG. 1. Visual, written, and
audiovisual presentation of artifacts 880, FIG. 30, is a way to
share artifacts 940D, FIG. 33, in preparation for an actual
presentation or speech the community member 910 may give related to
his or her work. Sharing artifacts 940D gives the community member
an opportunity to gain valuable feedback from other community
members before sharing the presentation, speech, publication, etc.
more widely. Presenting and sharing information helps build the
community of practice 900, FIG. 1. Presenting, critiquing,
analyzing and sharing constructive feedback to others are in
themselves competency 500A, FIGS. 9 through 25, skills for many
learners' education standards. Exploring careers and job seeking
skills are also in themselves competency 500A, FIG. 9 through 25,
skills for many learners' education standards. Sharing challenges
can create support, increase persistence, and aid in
problem-solving issues related to knowledge development or other
issues confronting professions. Sharing success engenders a sense
of empowerment, recognition, and good will among community members
910, FIG. 1.
[0139] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E1, FIG. 37, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E1 includes: combinations 970E1 of goal number data 170Fe and
date goal met data 170Fd correlation with competency skill
relevance data 940Bh displayed in a graph. The teacher, mentor, or
other person can select the multitude of combinations of data to
examine various alignment issues in education. Here, the
hypothetical data display alignment of goal achievement with
competency skill relevance 940E1; specifically, a positive
correlation of the learner's perceived level of competency skill
relevance from survey data with which goals the learner has
met.
[0140] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E2, FIG. 38, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E2 includes: combinations 970E2 of demographic survey 940Ba and
competency 500A correlation with combinations 970E1 goal number
data 170Fe and date goal met data 170Fd displayed in a graph. The
teacher, mentor, or other person can select the multitude of
combinations of data to examine various attainment issues in
education. Here, the hypothetical data display attainment of
competencies based upon demographics 940E2; specifically,
disparities in goals met among whites, blacks, and hispanics for
various competencies. With this level of granularity in the data,
the community of practice 900, FIG. 1, can begin to uncover and
examine why, hypothetically, an african american learner performs
higher than his or her peers on counting currency and time-telling
versus a caucasian learner performs higher on word problems and
naming geometric shapes, and why african american, caucasian, and
hispanic learners all perform about the same on generating
hypotheses.
[0141] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E3, FIG. 39, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E3 includes: combinations 970E3 of demographic survey 940Ba and
competency skill importance survey 940Bg correlation with
combinations 970E1 of goal number data 170Fe and date goal met data
170Fd displayed in a graph. The teacher, mentor, or other person
can select the multitude of combinations of data to examine various
persistence issues in education. Here, the hypothetical data
display persistence of goal achievement related to competency skill
importance and demographics 940E3; specifically, disparities in
goals met among whites, blacks, and hispanics based upon whether
the learner perceived the competency skill as important. With this
level of granularity in the data, the community of practice 900,
FIG. 1, can begin to uncover and examine why, hypothetically, an
african american learner perceives math facts for subtraction as
important versus describing attributes of shapes as unimportant and
how this perception may impact persistence in achieving competency
skills, and why a hispanic learner perceives describing attributes
of shapes as more important than expressing equations and how this
perception may impact persistence in achieving competency
skills.
[0142] If conduct outcomes research 940E1, 940E2, and 940E3, FIGS.
37, 38, and 39, is the manual method, then the teacher, mentor, or
other person will enter data and perform combinations 970, FIG. 1,
with the data using statistical analysis software employed by one
with ordinary skill in the art to analyze the data. If conduct
outcomes research 940E1, 940E2, and 940E3, FIGS. 37, 38, and 39, is
the automated method, then the teacher, mentor, or other person
will retrieve data from the plurality of occupational performance
data fields, import the data into statistical software, and perform
combinations 970, FIG. 1, with the data using statistical analysis
software employed by one with ordinary skill in the art to analyze
the data.
[0143] To share some advantages, teachers, mentors, and other
persons can conduct outcomes research, as examples illustrate in
FIGS. 37, 38, 39, for individual learners and learners in the
aggregate, across selected competency skills, and time periods, and
examine data and their implications for improving occupational
performance. The data give the community of practice 900, FIG. 1,
the multitude of options for conducting qualitative, quantitative
and mixed method outcomes research to identify areas of success,
areas of concern, and areas of serendipity, and so forth. The data
capture occupational performance improvement in authentic
environments over time in sharp contrast to standardized testing
measures or examinations in testing environments on a given day.
The conduct outcomes research 940E creates opportunities, referring
to FIG. 1, for community members 910 such as teachers, mentors, and
others to engage in community activities 940 within the community
of practice 900 around conduct outcomes research 940E, 940E1,
940E2, 940E3, FIGS. 33, 37, 38, and 39.
[0144] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fa, FIG. 40, the example of conduct
scientific research 940Fa includes: progress note data 170A
including salient impressions data 170Aa, happenings data 170Ab,
introspection data 170Ac, next steps data 170Ad, and empowerment
data 170Ae performing the multitude of combinations 970 to
re-categorize the occupational performance data fields as progress
note brain function data including self-efficacy data 170Ba, goal
commitment data 170Bb, goal relevance data 170Bc, goal importance
data 170Bd, self-appraisal data 170Be, organization data 170Bf,
emotional imprint data 170Bg, goal-setting behavior data 170Bh,
share experiences data 170Bi, sensory experiences data 170Bj,
success data 170Bk, and determination data 170Bl. One with ordinary
skill in the art may choose any number of approaches to
re-categorize the progress note. For example, to perform
combinations 970 to re-categorize the data if the method is manual,
using various colored highlighters or markers for each 170B
progress note brain function data occupational performance data
field directly on the free form text of 170A progress note data is
one approach. Referring to FIG. 1, community members 910 as part of
the community of practice 900 perform combinations 970 to allow
analysis and improvement of occupational performance 102 for the
benefit of the community of practice 900. To perform combinations
970, statistical software, database software, and/or data mining
software is used to accomplish the community activity, 940Fa
conduct scientific research, qualitative study of progress note and
brain function. As another example, to perform combinations 970 to
re-categorize the data if the method is automated, using various
electronic paintbrushes or highlighters for each 170B progress note
brain function data occupational performance data field either
directly on the free form text of 170A progress note data or to
copy/paste the free form text 170A progress note data directly into
170B occupational performance data fields are two approaches.
Again, referring to FIG. 1, community members 910 as part of the
community of practice 900 perform combinations 970 to allow
analysis and improvement of occupational performance 102 for the
benefit of the community of practice 900. To perform combinations
970, statistical software, database software, and/or data mining
software is used to accomplish the community activity, 940Fa
conduct scientific research, qualitative study of progress note and
brain function.
[0145] If conduct scientific research 940Fa, FIG. 40, is the manual
method, then the community members 910, such as the teacher,
mentor, or other person, will enter data and perform combinations
970, FIG. 1, with the data using statistical analysis software,
database software, and/or data mining software employed by one with
ordinary skill in the art to analyze the data. If conduct outcomes
research 940Fa, FIG. 40, is the automated method, then the
community members 910, such as the teacher, mentor, or other
person, will retrieve data from the plurality of occupational
performance data fields, import the data into statistical software,
database software, and/or data mining software and perform
combinations 970, FIG. 1, with the data using statistical analysis
software, database software, and/or data mining software employed
by one with ordinary skill in the art to analyze the data.
[0146] To share some advantages, the community of practice 900,
FIG. 1, has an opportunity to conduct scientific research 940Fa,
FIG. 40, to gain an understanding into how the multitude of
learners achieve goal-directed occupational performance in
authentic environment. Referring to FIG. 1, community members 910
can engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
learning experiences have on different learners through the
multitude of combinations 970 to improve occupational performance
102 for the benefit of the community of practice 900.
[0147] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fc, FIG. 41, the example of conduct
scientific research 940Fc includes: storytelling by analogy to
share experiences occupational performance data field 170G data
performing the multitude of combinations 970 to re-categorize the
role of story telling occupational performance data fields 170C as
experiential data 170Ca, memory recall data 170Cb, projection data
170Cc, hypothetical data 170Cd, prospective data 170Ce, relational
data 170Cf, gender-based data 170Cg, observational data 170Ch,
cultural data 170Ci, faith-based data 170Cj, traditions data 170Ck,
forbidden, proscribed data 170C1, and coping data 170Cm. One with
ordinary skill in the art may choose any number of approaches to
re-categorize the storytelling by analogy to share experiences
occupational performance data field 170G data. For example, to
perform combinations 970 to re-categorize the data if the method is
manual, using various colored highlighters or markers for each 170G
storytelling by analogy to share experiences data occupational
performance data field directly on the free form text of 170G data
is one approach. Referring to FIG. 1, community members 910 as part
of the community of practice 900 perform combinations 970 to allow
analysis and improvement of occupational performance 102 for the
benefit of the community of practice 900. To perform combinations
970, statistical software, database software, and/or data mining
software is used to accomplish the community activity, 940Fc
conduct scientific research, qualitative study of the role of
storytelling in skill acquisition. As another example, to perform
combinations 970 to re-categorize the data if the method is
automated, using various electronic paintbrushes or highlighters
for each 170G storytelling by analogy to share experiences data
occupational performance data field either directly on the free
form text of 170G data or to copy/paste the free form text 170G
data directly into 170C occupational performance data fields are
two approaches. Again, referring to FIG. 1, community members 910
as part of the community of practice 900 perform combinations 970
to allow analysis and improvement of occupational performance 102
for the benefit of the community of practice 900. To perform
combinations 970, statistical software, database software, and/or
data mining software is used to accomplish the community activity,
940Fc conduct scientific research, qualitative study of the role of
storytelling in skill acquisition.
[0148] If conduct scientific research 940Fc, FIG. 41, is the manual
method, then the community members 910, such as the teacher,
mentor, or other person, will enter data and perform combinations
970, FIG. 1, with the data using statistical analysis software,
database software, and/or data mining software employed by one with
ordinary skill in the art to analyze the data. If conduct outcomes
research 940Fc, FIG. 41, is the automated method, then the
community members 910, such as the teacher, mentor, or other
person, will retrieve data from the plurality of occupational
performance data fields, import the data into statistical software,
database software, and/or data mining software and perform
combinations 970, FIG. 1, with the data using statistical analysis
software, database software, and/or data mining software employed
by one with ordinary skill in the art to analyze the data.
[0149] To share some advantages, the community of practice 900,
FIG. 1, has an opportunity to conduct scientific research 940Fc,
FIG. 41, to gain an understanding into how the multitude of
learners internalize occupational performance experiences as
stories and shared their learned experiences in authentic
environment. Lived experience, encoded as stories, builds tacit
knowledge and moves the learner from novice towards expert
performance. Storytelling facilitates the transmission of knowledge
among members of the community of practice and continuously
influences and reshapes the occupational performance of its
community members. Referring to FIG. 1, community members 910 can
engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
learning experiences have on different learners through the
multitude of combinations 970 to improve occupational performance
102 for the benefit of the community of practice 900.
[0150] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fb1, 940Fb2, and 940Fb3, FIGS. 42,
43 and 44, the example of conduct scientific research 940Fb1,
940Fb2, and 940Fb3 includes: "500E+170Ea" combination 970Aa yields
motivation data about occupational performance 170Za,
"500E+170Ea+170Ej+170Eb" combination 970Ab yields cultural
competency data about occupational performance 170Zb,
"500E+170Ea+170Ej+170Ec" combination 970Ac yields diversity data
about occupational performance 170Zc, "500E+170Ea+170Ej+170Ed"
combination 970Ad yields disparities data about occupational
performance 170Zd, "500B+170En" combination 970Ae yields levels of
cognitive functioning data about occupational performance 170Ze,
"500B+170En+500A" combination 970Af yields performance standards
relation to brain function and competency skills during
occupational performance 170Zf, "500B+170En+500C" combinations
970Ag yields performance standards relation to brain function and
tools, media, and activities during occupational performance 170Zg,
"500B+170En+500E" combination 970Ah yields performance standards
relation to brain function and motivation during occupational
performance 170Zh, "500B+170En+500D" combination 970Ai yields
performance standards relation to brain function and accuracy or
measure of independence during occupational performance 170Zi,
"170Ej+500B+500C+170Ee" combination 970Aj yields situated cognition
data about occupational performance 170Zj,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef" combination 970Ak yields
communities of practice data about occupational performance 170Zk,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg" combination 970A1
yields historical-cultural approach data about occupational
performance 170Z1,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg+170Eh" combination
970Am yields distributed cognition data about occupational
performance 170Zm, "500D+500C+170E1" combination 970An yields FLOW,
psychology of optimal performance data about occupational
performance 170Zn, "170Ej+500C+170Eo" combination 970Ao yields
ecological psychology data about occupational performance 170Zo,
and "500A+500D+500C+170Ep" combination 970Ap yields talent
development data about occupational performance 170Zp. One with
ordinary skill in the art may choose any number of approaches to
perform combinations 970Aa through 970Ap, 940Fb1, 940Fb2, and
940Fb3, FIGS. 42, 43, and 44, of the plurality of occupational
performance data field data. For example, to perform combinations
970 if the method is manual, entering the data into statistical
software, database software, and/or data mining software, and then
manipulating and analyzing the multitude of 970A combinations is
used to accomplish the community activity, 940Fb conduct scientific
research, mixed method study of contemporary cognitive theories and
occupational performance. Referring to FIG. 1, community members
910 as part of the community of practice 900 perform combinations
970 to allow analysis and improvement of occupational performance
102 for the benefit of the community of practice 900. As another
example, to perform combinations 970 if the method is automated,
retrieving and importing the stored and retrievable data into
statistical software, database software, and/or data mining
software is used to accomplish the community activity, 940Fb
conduct scientific research, mixed method study of contemporary
cognitive theories and occupational performance. Again, referring
to FIG. 1, community members 910 as part of the community of
practice 900 perform combinations 970 to allow analysis and
improvement of occupational performance 102 for the benefit of the
community of practice 900.
[0151] If conduct scientific research 940Fb1, 940Fb2, and 940Fb3,
FIGS. 42, 43, and 44, is the manual method, then the community
members 910, such as the teacher, mentor, or other person, will
enter data and perform combinations 970, FIG. 1, with the data
using statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data. If conduct outcomes research 940Fb1, 940Fb2, and
940Fb3, FIGS. 42, 43, and 44, is the automated method, then the
community members 910, such as the teacher, mentor, or other
person, will retrieve and import the data into statistical
software, database software, and/or data mining software and
perform combinations 970, FIG. 1, with the data using statistical
analysis software, database software, and/or data mining software
employed by one with ordinary skill in the art to analyze the
data.
[0152] To share some advantages, the community of practice 900,
FIG. 1, has an opportunity to conduct scientific research 940F,
940Fb1, 940Fb2, and 940Fb3, FIGS. 33, 42, 43, and 44, to gain an
understanding into how the multitude of learners achieve
occupational performance through the lens of various contemporary
cognitive theories. Contemporary cognitive theories facilitate the
development of knowledge, insight to spawn new learning approaches,
and adaption for smarter contexts for learning among members of the
community of practice. The method is iterative, continuously
influencing, challenging, and redefining the occupational
performance of its community members. Referring to FIG. 1,
community members 910 can engage in community activities 940 as
part of the community of practice 900 to gain new insights and
explore the impact various learning experiences have on different
learners through the multitude of combinations 970 to improve
occupational performance 102 for the benefit of the community of
practice 900.
[0153] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct performance measurement
research 940G. As illustrated in detail in 940Ga, FIG. 45, the
example of conduct performance measurement research, adapted stages
of skill acquisition scoring rubric, 940Ga includes: assessments
820, learner formative assessment scores data 170Fg, occupational
performance data field, scored "2" 170Fg1, "1" 170Fg2, "3" 170Fg3,
"1" 170Fg4, "2" 170Fg5, "1" 170Fg6, "4" 170Fg7, "3" 170Fg8, "2"
170Fg9, mentor formative assessment scores data 170Fh, occupational
performance data field, scored "2" 170Fh1, "2" 170Fh2, "3" 170Fh3,
"NA" 170Fh4, "1" 170Fh5, "1" 170Fh6, "4" 170Fh7, "2" 170Fh8, and
"2" 170Fh9. FIG. 45 illustrates in greater detail how the
assessments 820 section of the performance record 700A as embodied
in FIG. 30 displays the learner's formative assessments scores. The
mentor or teacher can establish a scoring rubric of his or her
choice. The Likert scale with numeric scores 1 through 5, or a
version of the Dreyfus scale with level of skill acquisition number
scores 1 through 5, or another scoring rubric with at least some
evidence of validity and reliability may be used. The following
example illustrates one scoring rubric for assessments 820, FIG.
45.
[0154] In Mind over Machine, H. L. Dreyfus and Stuart E. Dreyfus
share "Five Stages of Skill Acquisition" based upon their extensive
research with airplane pilots, chess players, automobile drivers,
and adult learners of a second language (Copyright .COPYRGT. 1986).
B. A. Wright has modified, abridged, and adapted the Dreyfus'
stages of skill acquisition into the following rubric for scoring
formative and summative assessments (Copyright .COPYRGT. 2010) as
illustrated in the current embodiment of the performance record
700A, FIG. 30, and as illustrated in detail in 820A, FIG. 45. As
previously stated, any scoring rubric which is rooted in some body
of evidence, and has some validity and reliability in another field
is contemplated and may be adapted as a scoring rubric for scoring
assessments herein.
Dreyfus Scores for Skill Acquisition
[0155] "1"=Novice [0156] "2"=Advanced Beginner [0157] "3"=Competent
[0158] "4"=Proficient [0159] "5"=Expert [0160] "NA"=Not Assessed,
Experienced or Observed
Stage 1: Novice
[0161] Indicia of Novice Skills (Score=1 on the Assessment) [0162]
Learns to recognize various objective facts and features relevant
to the skill. [0163] Acquires rules for determining actions based
upon facts and features. [0164] Perceives relevant elements of the
situation as clearly and objectively defined. [0165] Recognizes
relevant elements without reference to the overall situation in
which they occur, called "context-free" elements. [0166] Applies
relevant rules to context-free elements regardless of what else is
happening, called "context-free" rules. [0167] Manipulates
unambiguously defined context-free elements by precise rules,
called "information processing." [0168] Ignores context when
applying rules. [0169] Does not understand that in certain
situations, the rule should be violated. [0170] Does not interpret
a situation as a whole. [0171] Recognizes context-free features and
applies objective procedures. [0172] Recognizes learned components
and applies learned rules, and consequently, feels little
responsibility for the outcome of hi/her acts.
Stage 2: Advanced Beginner
[0173] Indicia of Advanced Beginner Skills (Score=2 on the
Assessment) [0174] Acquires experience in coping with real
situations. [0175] Considers more context-free facts. [0176] Learns
to use more sophisticated rules. [0177] Recognizes meaningful
elements in concrete situations through considerable practical
experience. [0178] Identifying objective, context-free features no
longer dominates perceptions. [0179] Perceives similarities to
prior examples or situations. [0180] Perceives new elements as
"situational" rather than context-free. [0181] Responds with rules
for performance or behavior that incorporate both new situational
components and context-free components. [0182] Perceiving and
responding to the situational experience seems immeasurably more
important than any form of verbal description. [0183] Follows
formal procedures or sequential directions without observing and
weighing what is most important [0184] Exhibits difficulty
identifying and prioritizing what is most important. [0185]
Recognizes learned components and applies learned rules, and
consequently, feels little responsibility for the outcome of
his/her acts.
Stage 3: Competence
[0186] Indicia of Competent Skills (Score=3 on the Assessment)
[0187] Recognizing numerous situational elements along with
context-free elements present in real-world circumstances becomes
overwhelming. [0188] Recognizes the need to identify and prioritize
what is most important. [0189] Develops a plan to organize the
situation, then examines only a smaller set of factors that are
most important based upon the chosen plan. [0190] Screens out
elements determined to be irrelevant to decision-making and
responding. [0191] Adopts a hierarchical procedure of
decision-making. [0192] Sees a situation as a set of facts where
the importance of some facts may depend on the presence of other
facts. [0193] Learns that when a situation has a particular
constellation of elements, a certain conclusion should be drawn,
decision made, or expectation investigated. [0194] Exhibits more
skill and less analytical reasoning. [0195] Assesses the urgency of
competing needs and plans work accordingly. [0196] Monitors the
plan to identify new situational elements, assesses the presence or
absence of certain factors, and modifies the plan when indicated.
[0197] Determines whether new situational elements become important
or should be ignored. [0198] Pays attention to only a few of the
immense number of factors impinging on the overall situation to
decide the hierarchy of action. [0199] Choosing an organizing plan
is no simple matter for the competent performer. [0200] Combines
and assigns nonobjective and necessary elements when wrestling with
the question of the choice of a plan, and consequently, feels
responsible for and emotionally involved in the product of his/her
choice. [0201] Understands and decides in a detached manner, but
finds himself/herself intensely involved in what occurs thereafter.
[0202] Feels deeply satisfied with successful outcomes. [0203]
Remembers poor outcomes and associated feelings. [0204] Vividly
remembers successfully chosen plans and remembers the situation
from the perspective of the plan.
Stage 4: Proficiency
[0205] Indicia of Proficient Skills (Score=4 on the Assessment)
[0206] Deeply involved in his/her task and experiences it from some
specific perspective because of recent events. [0207] Perceives
certain features as salient or standing out while other features
recede into the background or are ignored. [0208] Perceives changes
gradually as events modify the salient features, plans and
expectations, and reorders the relative importance or saliency of
features. [0209] Displays rapid, fluid, involved behavior that
bears no similarity to the slow, detached reasoning of the
problem-solving process. [0210] Choosing is engaged rather than
detached and deliberate. [0211] Recalls experiences to similar
situations in the past and memories trigger plans similar to those
that worked in the past. [0212] Recalls experiences to similar
situations in the past and anticipates events similar to those that
occurred in the past. [0213] Possesses an intuitive ability to use
patterns without decomposing them into component features, called
"holistic similarity recognition." [0214] Intuitively organizes and
understands tasks where intuition is the product of deep
situational involvement and recognition of similarity. [0215]
Intuitively organizes his/her actions by assessing elements defined
as important through prior experience along with combining rules to
produce decisions about how best to manipulate the environment to
achieve the desired outcome.
Stage 5: Expertise
[0216] Indicia of Expert Skills (Score=5 on the Assessment) [0217]
Knows what to do based upon mature and practiced understanding.
[0218] Totally engages in his/her environment and does not see
problems in some detached way or work at solving them. [0219]
Present in the moment and does not worry about the future and
devising plans. [0220] Rapid automatic response. [0221] So
engrossed in the present experience as an "involved participant"
that he/she uses tools or media to connect to the environment.
[0222] Loses awareness of his/her separateness from the tools,
media or activity manipulated in the environment and connects to a
world of opportunities, threats, strengths, weaknesses, hopes and
fears. [0223] Displays rapid, fluid, involved behavior that bears
no similarity to the slow, detached reasoning of the
problem-solving process. [0224] Associates particular features of a
pattern in a given situation with a condition stored in memory and
triggers a decision. [0225] Performs mostly in an ongoing and
non-reflective manner doing what normally works. [0226] When time
permits and outcomes are crucial, experts will deliberate before
acting. This deliberation is qualitatively different from detached,
calculative problem-solving, the expert's deliberation involves
critical reflection on one's intuitions. [0227] Responds to
"holistic recognition of similarities" produced through deep
situational understanding of past experiences, relates current
situations to prior similar situations, and associates the related
decision, action or tactic simultaneously. [0228] Performs so
fluidly that the situation defies complete verbal description.
[0229] If conduct performance measurement research 940Ga, FIG. 45,
is the manual method, then the teacher, mentor, or other person
will enter data and perform combinations 970, FIG. 1, with the data
using statistical analysis software employed by one with ordinary
skill in the art to analyze the data. If conduct performance
measurement research 940Ga, FIG. 45, is the automated method, then
the teacher, mentor, or other person will retrieve data from the
plurality of occupational performance data fields, import the data
into statistical software, and perform combinations 970, FIG. 1,
with the data using statistical analysis software employed by one
with ordinary skill in the art to analyze the data.
[0230] To share some advantages, teachers, mentors, and other
persons can conduct performance measurement research, as examples
illustrate in FIG. 45, for individual learners and learners in the
aggregate, across all or selected competency skills, and time
periods, and examine data and their implications for improving
occupational performance. The method creates an opportunity to
conduct performance measurement research 940G, FIG. 33, so that
equitable, effective, valid, and reliable scoring rubric may be
developed and/or tested. The data capture occupational performance
improvement in authentic environments over time in sharp contrast
to standardized testing measures or examinations in testing
environments on a given day. The conduct performance measurement
research 940G, FIG. 33, creates opportunities, referring to FIG. 1,
for community members 910 such as teachers, mentors, and others to
lead community activities 940 within the community of practice 900
around developing, testing, implementing, and improving the
community's ability to conduct performance measurement research
940G, FIGS. 33 and 45.
[0231] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include examine self-regulation of
professions 940H. As illustrated in detail in 940Ha, FIG. 46,
hypothetical data for illustrative purposes of an example of
examine self-regulation of professions, comparison study of
mid-level practitioners and new graduates, 940Ha includes:
combinations 970F of 500A data 170Fk, 500D data 170Fn, 500C data
170Fm, learner summative assessment scores data 170Fi, and mentor
summative assessment scores data 170Fj correlation of combinations
970E1 goal number data 170Fe and date goal met data 170Fd displayed
in a graph. Assume the hypothetical data represents a medical
surgical specialty. Many surgical specialties require a board
re-certification for medical practitioners, commonly after ten
years of practicing medicine. Now also assume that the surgical
specialty has adopted use of the system and method of the present
embodiment for its practicing surgeons as part of their
professional practice standards and board re-certification.
Referring to FIG. 46, assume the hypothetical data "P" represents
practitioners of this medical surgical specialty who have four to
ten years experience, and each "P" represents the aggregate
performance of the cohort for years 2006, 2007, 2008, and 2009,
respectively. Referring to FIG. 46, assume the hypothetical data
"N" represents practitioners of this medical surgical specialty who
have zero years of experience in 2006; that is, they are newly
minted practitioners of this medical surgical specialty. Each "N"
represents the aggregate performance of the cohort of 2006
graduates for years 2006, 2007, 2008, and 2009. Assume the
hypothetical data lead to a conclusion that the new practitioners
are performing significantly below the practitioners with four or
more years of professional experience, and that this discrepancy is
resulting in a significantly higher percentage of medical errors
that harm patients. The data raise questions regarding
self-regulation for this medical surgical specialty about whether
the new practitioners should have more supervision during the first
few years of practice, should have a longer surgical residency,
should raise the requirement for more practice performing this
particular surgical procedure during residency training, or should
explore improving other aspects of the curriculum, or some
combination of these options.
[0232] If examine self-regulation of professions 940Ha, FIG. 46, is
the manual method, then the community members 910, such as the
teacher, mentor, or other person, will enter data and perform
combinations 970, FIG. 1, with the data using statistical analysis
software, database software, and/or data mining software employed
by one with ordinary skill in the art to analyze the data. If
examine self-regulation of professions 940Ha, FIG. 46, is the
automated method, then the community members 910, such as the
teacher, mentor, or other person, will retrieve and import the data
into statistical software, database software, and/or data mining
software and perform combinations 970, FIG. 1, with the data using
statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data.
[0233] To share some advantages, the community of practice 900,
FIG. 1, has an opportunity to examine self-regulation of
professions like the example illustrates in 940Ha, FIG. 46, to gain
an understanding of how a multitude of professions can identify and
address improvement of occupational performance for its members
during formal education program years as well as throughout
professional practice. Referring to FIG. 1, community members 910
can engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
self-regulatory issues have on their respective professions through
the multitude of combinations 970 to improve occupational
performance 102 for the benefit of the community of practice
900.
[0234] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include assess evidence based multimedia:
tools, media, activities, curriculum 940I. As illustrated in detail
in 940Ia, FIG. 47, hypothetical data for illustrative purposes of
an example of assess evidence based multimedia: tools, media,
activities, curriculum, randomized controlled trial, 940Ia
includes: combinations 970F of 500A data 170Fk, 500D data 170Fn,
500C data 170Fm, learner summative assessment scores data 170Fi,
and mentor summative assessment scores data 170Fj correlation of
combinations 970E1 goal number data 170Fe and date goal met data
170Fd displayed in a graph. Continue with the hypothetical
situation involving the medical surgical specialty identified
immediately above. Assume the hypothetical community of practice of
medical surgical specialists decide to improve the curriculum and
conduct a controlled randomized trial at several medical residency
programs and longitudinally follow the cohort for four years.
Referring to FIG. 47, assume the hypothetical data "P" represents
practitioners of this medical surgical specialty who have four to
ten years experience, and each "P" represents the aggregate
performance of the cohort for years 2011, 2012, 2013, and 2014,
respectively. Referring to FIG. 47, assume the hypothetical data
"C" represents the control group of practitioners of this medical
surgical specialty who have zero years of experience in 2011; that
is, they are newly minted practitioners of this medical surgical
specialty. The control group had no change in the curriculum or any
other significant change in their residency program during the
study. Each "C" represents the aggregate performance of the cohort
of 2011 graduates for years 2011, 2012, 2013, and 2014. Referring
to FIG. 47, assume the hypothetical data "T" represents the test
group of practitioners of this medical surgical specialty who have
zero years of experience in 2011; that is, they are newly minted
practitioners of this medical surgical specialty. The test group
received the new evidence based curriculum, but had no other
significant changes in their residency program during the study.
Each "T" represents the aggregate performance of the cohort of 2011
graduates for years 2011, 2012, 2013, and 2014. Assume the
hypothetical data leads to a conclusion that the new practitioners
who received the new evidence based curriculum performed
significantly better than the control group. The significant
improvement resulted in a significantly lower number of medical
errors. The medical surgical specialty can now consider how to
disseminate this information and address curriculum changes to the
residency program. The medical surgical specialty can also consider
continuing education training for those new practitioners who were
in the "C" control group of the study, and therefore, did not
receive the improved curriculum along with other new practitioners
who were not participants in the study.
[0235] If assess evidence based multimedia: tools, media,
activities, curriculum 940Ia, FIG. 47, is the manual method, then
the community members 910, such as the teacher, mentor, or other
person, will enter data and perform combinations 970, FIG. 1, with
the data using statistical analysis software, database software,
and/or data mining software employed by one with ordinary skill in
the art to analyze the data. If assess evidence based multimedia:
tools, media, activities, curriculum 940Ia, FIG. 47, is the
automated method, then the community members 910, such as the
teacher, mentor, or other person, will retrieve and import the data
into statistical software, database software, and/or data mining
software and perform combinations 970, FIG. 1, with the data using
statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data.
[0236] To share some advantages, the community of practice 900,
FIG. 1, has an opportunity to assess evidence based multimedia:
tools, media, activities, curriculum 940Ia, FIG. 47, to evaluate
whether specific tools, media, activities, and curriculum
significantly improve occupational performance when compared
against other tools, media, activities, and curriculum. Referring
to FIG. 1, community members 910 can engage in community activities
940 as part of the community of practice 900 to evaluate the
comparative effects of specific tools, media, activities, and
curriculum through the multitude of combinations 970 to improve
occupational performance 102 for the benefit of the community of
practice 900. The improved evidence based multimedia can improve
the occupational performance of learners during their formal
education program as well as learners during their professional
practice years through continuing education programs.
[0237] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include explore and implement new
applications to improve occupational performance 940J. Referring to
FIG. 1, community members 910 can engage in community activities
940 as part of the community of practice 900 which is dynamic and
oriented towards formulating new combinations of data to
iteratively and continuously explore and improve occupational
performance 102 for the benefit of the community of practice
900.
A Machine
[0238] The best mode for an occupational performance system and a
method for achieving occupational performance, as presently
embodied, is a machine. FIG. 2 illustrates one embodiment of the
machine 135, showing a high-level presentation of the occupational
performance system 100A. FIG. 3 illustrates a detailed embodiment
of the same machine 135, in FIG. 2, showing a detailed presentation
of the occupational performance system 100. Referring to FIGS. 2
and 3, the machine 135 for providing the occupational performance
system, 100 and 100A, to improve occupational performance 102 of a
multitude of users 150, comprising: first, a hardware platform 110
including the occupational performance system, 100A, FIG. 2, and
illustrated in detail in 100, FIG. 3, a computing operations means
130, operatively connected to a multitude of user addresses 160 in
the hardware platform 110; second, a display 146 is operatively
connected to the hardware platform 110 using the user addresses 160
to display 146 the occupational performance system 100A and 100 of
the hardware platform 110; and third, a computing device means 140
is operatively connected to the display 146 for the multitude of
users 150 to process computing operations means 130 to participate
in the occupational performance system 100A, 100 of the machine
135. The detailed presentation of the occupational performance
system 100, FIG. 3, further illustrates, in the present embodiment,
the occupational performance system 100 and method for achieving
occupational performance 102 includes: first, setting a plurality
of competency based goals 200 with a goal setting diagram 300, to
sequentially browse a plurality of goal element lists 400, to
sequentially select a plurality of goal elements 500, to set the
competency based goals 200; second, recording in a performance
record 700 the competency based goals 200, along with recording a
plurality of goal status updates 800, a plurality of progress notes
840, a plurality of assessments 820, and a plurality of artifacts
880 in the performance record 700; and third, interacting in a
community of practice 900 including a plurality of community
members 910 engaging in plurality of community activities 940, and
sharing the performance record 700, and performing a multitude of a
storage, retrieval, and operation 125 of a multitude of
combinations 970 using a plurality of occupational performance data
fields 170 selected from the competency based goals 200, the
performance record 700, and the community of practice 900 to
improve occupational performance 102 of the community of practice
900 within the occupational performance system 100.
[0239] One embodiment of the hardware platform 110 includes a cloud
computing platform with platform as a service (PaaS),
infrastructure as a service (IaaS), and software as a service
(SaaS) such as a cloud computing platform available through
Force.com or other such providers. This embodiment of the hardware
platform 110 also includes a set of regulatory compliance
development life cycle tools such as IBM Requisite Pro, Rational
Quality Manager, and Rational Appscan or other comparable products
and services. One with ordinary skill in the art may make other
embodiments of the machine using other available hardware
platforms.
[0240] First, as illustrated in FIG. 3, setting competency based
goals 200 involves making the goal setting diagram 300, the
plurality of goal element lists 400, and the plurality of goal
elements 500 to enable the learner to set competency based goals
200. As illustrated in FIG. 49, in the present embodiment, the goal
setting diagram 300A includes a subject "I" 300Aa, a space or
prompt for a "learner's name" 300Ab, a verb "will" 300Ac, a prompt
to select a performance standard goal element 500B, a preposition
"to" 300Ad, a prompt to select a competency goal element 500A, a
prompt to select a measurement goal element 500D, a prompt to
select a preposition "using" or "through" 300Ae, a prompt to select
a tools, media, activities, curriculum goal element 500C, a
preposition "because" 300Af, and a prompt to select a motivator
goal element 500E. One with ordinary skill in the art will
understand how to prompt the learner to select various goal
elements, for example, by prompting "What competency skill would
you like to work on?" or "How will you measure your success?" or
"What is motivating you to achieve success?" Goal element prompts
500A through 500E, as illustrated in FIG. 49, sequentially prompt
the learner to browse the plurality of goal element lists 400A
through 400E, as illustrated in FIGS. 5 through 25, as presently
illustrated in detail in 400Aa through 400Aq, 400B, 400C, 400D,
400E, to sequentially select the plurality of goal elements 500A
through 500E, as presently illustrated in detail in 500AaA through
500AqH, 500Aaa through 500Aqh, 500BA through 500BK, 500Ba through
500Bk, 500CA through 500CP, 500Ca through 500Cp, 500DA through
500DP, 500Da through 500Dp, and 500EA through 500EP, 500Ea through
500Ep, FIGS. 5 through 25. In FIGS. 5 through 25, each goal element
has a unique and consistent binary match of a code number and a
text phrase. For example, referring to FIG. 5, performance standard
goal element "PS.G1.1" 500BA is the code number and "develop
questions to initiate research" 500Ba is the text phrase forming
the unique and consistent binary match. The code numbers are for
outcomes research and scientific research purposes. The text
phrases will be viewable to learners, whereas the code numbers will
be hidden. The goal elements listed in FIG. 5 through 25 are
illustrative, and represent a partial list, of goal elements 500A
through 500E to demonstrate to one with ordinary skill in the art
how to make goal element lists 400A through 400E. Goal elements are
derived from research of one with ordinary skill in the art of
various literature and theories drawn from neuroscience,
psychology, sociology, philosophy, occupational therapy, education,
and self-regulated professions. The goal element lists 400A through
400E as illustrated in FIGS. 5 through 25, and the goal elements
500A through 500E as illustrated in FIGS. 5 through 25 are merely
illustrative and represent how one with ordinary skill in the art
can make complete lists of goal element lists and goal elements
which may be updated and modified over time.
[0241] Competency based goals 200, as illustrated in FIG. 3, are
depicted in detail as examples 200Z1, 200Z2, 200Z3, and 200Z4
illustrated in FIGS. 26 through 29. For example, the following
competency based goals can be set across a wide age span and broad
scope of learning: As illustrated in FIG. 26, "I, [audiology
learner's name], will discover patterns in information to
understand the vocational effects of hearing impairment with 90%
accuracy through journal club because it interests me." 200Za; "I,
[clinical and translational research learner's name], will assess
the benefits of proposed solutions to develop protocols utilizing
management of information using computer technology with moderate
assistance through mentor meetings because I want to succeed."
200Zb; "I, [dentistry learner's name], will revise communications
to improve clarity to order appropriate laboratory, radiographic,
and other diagnostic tests as indicated, including biopsy of
suspicious oral lesions with 100% accuracy through simulated skills
training because I want to master it." 200Zc; "I, [dietetic
learner's name], will conduct research to evaluate ideas to explain
the impact of a public policy position on dietetics practice with
minimal assistance through self-directed learning because I enjoy
it." 200Zd; and, "I, [K-12 math learner's name], will discover
patterns in information to describe important features of a data
set with 90% accuracy using the Johnny Appleseed Survey because I
want to beat my best score." 200Ze can be set using the goal
setting diagram as illustrated in FIG. 49, the goal element lists
400A through 400E as illustrated in FIGS. 5 through 25, and the
goal elements 500A through 500E as illustrated in FIGS. 5 through
25.
[0242] As illustrated in FIG. 27, "I, [K-12 science learner's
name], will reason inductively from a set of specific facts to
describe how friction affects the amount of force needed to do work
over different surfaces with moderate assistance through
observation because I want to know how it works." 200Zf; "I, [K-12
health education learner's name], will develop questions to
initiate research to assess key nutrients and their specific
functions and influences on body processes (e.g. disease,
prevention) correctly 7 times out of 10 using self-directed
learning because it interests me." 200Zg; "I, [engineering
learner's name], will exchange ideas while recognizing the
perspectives of others to understand orbital mechanics applications
in astronautical engineering with moderate assistance through
seminars because I want to know how it works." 200Zh; and, "I, [law
learner's name], will evaluate relationships in ideas to understand
the process for recognizing ethical dilemmas with minimal
assistance through journal club because I want to feel better about
myself." 200Zi can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0243] As illustrated in FIG. 28, "I, [medical resident learner's
name], will develop a plan of action to accomplish a goal to
prioritize and stabilize multiple patients simultaneously with
supervision through simulated skills training because I want to
succeed." 200Zj; "I, [nurse practitioner learner's name], will
develop questions to initiate research to perform a comprehensive
assessment of mental health needs of a community with minimal
assistance through a team building activity because I want to see
the result." 200Zk; "I, [occupational therapy learner's name], will
revise communications to improve clarity to articulate a clear and
logical rationale for the intervention process correctly 7 times
out of 10 through mentor meetings because I enjoy it." 200Zl; "I,
[optometry learner's name], will reason inductively from a set of
specific facts to understand the basic optical principles of low
vision rehabilitation devices with 75% accuracy through case
studies because it interests me." 200Zm; "I, [pharmacy learner's
name], will discover patterns in information to manage medication
use systems to participate in the development of health policy with
moderate assistance through observation because I want to know how
it works." 200Zn can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0244] As illustrated in FIG. 29, "I, [physical therapy learner's
name], will deliver a visual presentation for a variety of purposes
and audiences to explain the rationale for selected interventions
to achieve patient goals as identified in the plan of care with
100% accuracy through an interdisciplinary meeting because I want
to beat my best score." 200Zo; "I, [speech-language pathology
learner's name], will evaluate relationships in ideas to integrate
information about swallowing disorder anatomy and physiology
correctly 9 times out of 10 through simulated skills training
because I want to know the cause." 200Zp; and, "I, [teacher
learner's name], will develop a plan of action to accomplish a goal
to present the subject matter in multiple, effective ways which are
purposefully selected to engage every student in learning with
minimal assistance using case studies because it makes me feel
good." 200Zq can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0245] The competency based goals, 200Z1, 200Z2, 200Z3, and 200Z4
as illustrated in FIGS. 26 through 29, are depicted as examples to
demonstrate the competency based goals a multitude of learners can
set using the goal setting diagram to sequentially browse the
plurality of goal element lists to sequentially select the
plurality of goal elements. As mentioned above, the goal element
lists 400A through 400E as illustrated in FIGS. 5 through 25, and
the goal elements 500A through 500E as illustrated in FIGS. 5
through 25 are merely illustrative and as such represent just a
sample of competency based goals that learners can actually set
using the system and method in FIG. 3.
[0246] To set competency based goals, the learner uses the goal
setting diagram, FIG. 49, and receives automatic prompts like "What
competency skill would you like to work on?" in sequential order:
first, competency 500A; second, performance standard 500B; third,
tools, media, activities, curriculum 500C; fourth, measurement
500D; and, fifth, motivator 500E, and places each phrase into the
goal setting diagram to set competency based goals, and each goal
element is automatically placed into the correct field of the goal
setting diagram and displayed to the learner as the goal is being
set.
[0247] To share some advantages, setting competency based goals 200
as illustrated in FIG. 3, using the goal setting diagram 300A as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25 include the
following: Each goal element supports occupational performance
achievement; having the learner include each goal element in
setting his/her competency based goals increases the likelihood of
achieving goals; providing the learner with text phrases supports
successful goal setting and teaches one how to set effective goals;
self-set goals by learners are perceived as more relevant and
important which increases the likelihood of achievement; the goals
are individualized to the learner's needs and interests which
facilitates achievement and enables teachers and mentors to tailor
and individualize the learning process; defines the purpose of what
the learner is learning and shapes the execution of action to
learn; enables goal setting for any learner who is participating in
any competency based, often called standards based, learning
including, but not limited to: audiology, clinical and
translational research, dentistry, dietetics, kindergarten through
12th grade public education, engineering, law, medicine, nurse
practitioner, occupational therapy, optometry, pharmacy, physical
therapy, speech-language pathology, and teachers; enables outcomes
based research across a wide age span and broad scope of education;
and finally, enables scientific research across a wide age span and
broad scope of education. A limitation of the method is that it
does not apply to non-competency based education such as a masters
of business administration, a bachelor of arts in history, or a
doctorate in philosophy. If, however, such education programs
establish competency based performance skills for the learning that
is to occur, as opposed to content based education, then the method
applies.
[0248] Second, as illustrated in FIG. 3, recording performance in
the performance record 700 involves making the performance record
700 including competency based goals 200, goal status updates 800,
progress notes 840, assessments 820, and artifacts 880. As
illustrated in FIG. 30, in the present embodiment, the performance
record 700 is a spreadsheet including the following: Competency
based goals 200 with occupational performance data fields for "goal
number data" 170Fe, "competency based goal 200Z data" 170Ff, "500A
data" 170Fk, "500B data" 170F1, "500C data" 170Fm, "500D data"
170Fn, and "500E data" 170Fo. The goal number data 170Fe
occupational performance field will prompt the learner to
categorize the goal as a short-term goal or a long-term goal,
record this response and assign a goal number based upon the number
of goals the learner has written related to that competency goal
element 500A from FIGS. 9 through 25. The competency based goal
200Z data 170Ff occupational performance data field imports the
competency based goal 200Z data, like the examples given in 200Z1,
200Z2, 200Z3, and 200Z4, FIGS. 26 through 29. For example "I,
[audiology learner's name], will discover patterns in information
to understand the vocational effects of hearing impairment with 90%
accuracy through journal club because it interests me." 200Za from
FIG. 26 which the learner set by using the goal setting diagram
300A illustrated in FIG. 49. Returning to FIG. 30, the 500A data
170Fk occupational performance data field captures the 500A unique
and consistent binary match of the code number and text phrase, as
illustrated in FIGS. 9 through 25. For example, using the audiology
learner's goal immediately above, the 500A data 170Fk occupational
performance data field captures the code number "CS.ASHAa.2.3.2"
500AaB from FIG. 9, and the text phrase "understand the vocational
effects of hearing impairment" 500Aab from FIG. 9. Referring to
FIG. 30, the 500B data 170F1 occupational performance data field
captures the 500B unique and consistent binary match of the code
number and text phrase, as illustrated in FIG. 5. For example,
using the audiology learner's goal immediately above, the 500B data
170F1 occupational performance data field captures the code number
"PS.G1.28" 500BC from FIG. 5, and the text phrase "discover
patterns in information" 500Bc from FIG. 5. Referring to FIG. 30,
the 500C data 170Fm occupational performance data field captures
the 500C unique and consistent binary match of the code number and
text phrase, as illustrated in FIG. 6. For example, using the
audiology learner's goal immediately above, the 500C data 170Fm
occupational performance data field captures the code number
"K.HC.1.4" 500CE from FIG. 6, and the text phrase "journal club"
500Ce from FIG. 6. Referring to FIG. 30, the 500D data 170Fn
occupational performance data field captures the 500D unique and
consistent binary match of the code number and text phrase, as
illustrated in FIG. 7. For example, using the audiology learner's
goal immediately above, the 500D data 170Fn occupational
performance data field captures the code number "M.1.4" 500DE from
FIG. 7, and the text phrase "with 90% accuracy" 500De from FIG. 7.
Referring to FIG. 30, the 500E data 170Fo occupational performance
data field captures the 500E unique and consistent binary match of
the code number and text phrase, as illustrated in FIG. 8. For
example, using the audiology learner's goal immediately above, the
500E data 170Fo occupational performance data field captures the
code number "MV.1.2" 500EC from FIG. 8, and the text phrase "it
interests me" 500Ec from FIG. 8.
[0249] The learner's competency based goals will be automatically
placed by the machine 135, FIGS. 2 and 3, in the correct competency
based goal 200Z data 170Ff occupational performance data fields
which are mapped to the correct section of the formatted
performance record by the competency 500A goal element. The learner
then receives a prompt, asking whether the goal is a short-term
goal or long-term goal, answers the prompt, and the goal is
automatically numbered. The correct codes and text phrases for 500A
data 170Fk, 500B data 170F1, 500C data 170Fm, 500D data 170Fn, and
500E 170Fo data will be automatically populated by the machine 135,
FIGS. 2 and 3, to the appropriate occupational performance data
fields.
[0250] To share some advantages, capturing the 500A through 500E,
FIG. 5 through 25, code number and text phrase in the spreadsheet
is designed to facilitate quantitative, qualitative, and mixed
method outcomes research and scientific research. Importing the
competency based goal 200Z data 170Ff allows the learner and mentor
or teacher to quickly identify areas under which the learner has
set and has not set competency based goals across the whole scope
of competencies. This creates visual feedback for the learner and
mentor or teacher to immediately identify areas where competencies
are not being addressed, and the impetus to set competency based
goals in other areas. Importing the competency based goal also
creates a permanent record of the nature of the learner's
experience and achievement. Additionally, the competency based
goals are an important part of assessments which is discussed in
detail below.
[0251] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes goal
status updates 800 with occupational performance data fields for
"date goal set data" 170Fa, "date goal progress made data" 170Fb,
"date goal unmet or modified data" 170Fc, and "date goal met data"
170Fd. The goal status updates 800 occupational performance data
fields 170Fa through 170Fd are formatted as mm/dd/yyyy dates.
[0252] The learner will be prompted to enter the goal status
updates 800 for each and every goal on the performance record, and
enter the correct dates for goal set data 170Fa, date goal progress
made data 170Fb, date goal unmet or modified data 170Fc, and date
goal met data 170Fd by the machine 135, FIGS. 2 and 3.
[0253] To share some advantages, tracking progress by recording
goal status updates helps the learner to focus on goal directed
behavior and achievement of goals, helps the mentor or teacher to
identify ways to support the learner's achievement and provide
effective and specific feedback, helps to recognize and celebrate
achievement which improves self-efficacy and is designed to drive
further achievement. Additionally, the goal status updates data are
useful for outcomes research and scientific research.
[0254] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
progress notes 800, and related "progress notes 840A data" 170Fq.
As illustrated in detail in FIG. 31, the example of progress notes
840A includes the following: salient impressions 840AA, salient
impressions data 170Aa, happenings 840AB, happenings data 170Ab,
introspection 840AC, introspection data 170Ac, next steps 840AD,
next steps data 170Ad, empowerment 840AE, empowerment data 170Ae.
Salient impressions 840AA includes a prompt to stimulate the
learner's thinking which presently asks, "Can you describe your
subjective reactions to your experience this week? What did you
experience as important, remarkable, or striking in nature? Did you
have any strong emotional reactions to an experience this week? If
so, describe your reaction and the impression it left upon you.
What will you remember most about what you experienced this week?"
Salient impressions data 170Aa is a text box which allows the
learner to enter free form text. Happenings 840AB includes a prompt
to stimulate the learner's thinking which presently asks, "What
events took place this week? What were the facts and circumstances
surrounding those events? Can you describe the context in which the
events occurred? What was unique or different about the event? How
will this event help you to understand what you do next time under
a somewhat different set of facts and circumstances? In what way
was this event similar or different than your other experiences? To
what degree was the experience similar or different?" Happenings
data 170Ab is a text box which allows the learner to enter free
form text. Introspection 840AC includes a prompt to stimulate the
learner's thinking which presently asks, "What did you learn this
week? What did you learn from what you observed, or when you
performed a task, or when you discussed your observations or
performance with your mentor, teacher, peers, or others? What did
you learn from what you researched, read, analyzed, and wrote? What
did you learn by noticing what/how others performed, avoided
performing, or failed to perform properly? Are you working towards
meeting your short-term goals? Did you meet a short-term goal? Do
you need to modify a short-term goal because something has changed?
Do you need to discontinue or discharge a goal because it has
become irrelevant, impossible, or impractical to meet? Do you need
to set a new short-term goal? Do you want to continue working on
the same short-term goal, but in the context of a new assignment?
Consider these questions related to your long-term goals."
Introspection data 170Ac is a text box which allows the learner to
enter free form text. Next steps 840AD includes a prompt to
stimulate the learner's thinking which presently asks, "What are
the preparatory actions that you need to take to achieve your
current short-term and long-term goals? What does your list of
`Things to Do` include for the next week or two? Are there any
systems or procedures that you need to identify, have access to, or
understand to meet your goals? What can you do to ensure that time,
effort, and resources are allocated effectively to enable you to
complete your work?" Next steps data 170Ad is a text box which
allows the learner to enter free form text. Empowerment 840AE
includes a prompt to stimulate the learner's thinking which
presently asks, "What do you now possess the capacity or authority
to do? About what experience can you now claim, `I did it!`? How
did you experience a small measure of success this week? What kind
of personal achievement do you have to celebrate?" Empowerment data
170Ae is a text box which allows the learner to enter free form
text.
[0255] The learner will have a progress note formatted with the
headers salient impressions 840AA, happenings 840AB, introspection
840AC, next steps 840AD, and empowerment 840AE as headers, each
with space for the learner to enter free form text 170Aa, 170Ab,
170Ac, 170Ad, and 170Ae data, respectively. If the learner needs to
review the prompts to stimulate thinking, he or she will hover over
the relevant header and the relevant prompt will appear, and then
disappear as the learner move the cursor to enter free form
text.
[0256] To share some advantages, the progress notes facilitate
organization, planning, reflection and execution of occupational
performance and build self-efficacy for the learner. The progress
notes allow the teacher, mentor and others to have a window into
the experience and mental thought processes of the learner, many
experiences of which may occur when the teacher, mentor, and others
are not in a position to observe the learning and achievement that
is occurring. The progress notes can serve as a springboard for
group discussion. The progress notes also produce useful data for
outcomes research and scientific research.
[0257] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
assessments 820 with occupational performance data fields for
"learner formative assessment scores data" 170Fg, "mentor formative
assessment scores data" 170Fh, "learner summative assessment scores
data" 170Fi, and "mentor summative assessment scores data" 170Fj.
The mentor or teacher can establish a scoring rubric of his or her
choice. A Likert scale with numeric scores 1 through 5, or a
version of the Dreyfus scale with level of skill acquisition number
scores 1 through 5, or another scoring rubric with at least some
evidence of validity and reliability may be used. Additional mentor
formative and summative assessment occupational performance data
fields may be added if the learner would like to have more than one
mentor or teacher participate in assessments.
[0258] The learner will enter a numeric score in the appropriate
formative or summative assessment occupational performance data
fields, following instructions for the scoring rubric chosen by the
teacher, mentor, or other, along with instructions for completion
deadlines and meeting with respective teachers or mentors to
compare scores and discuss feedback. The learner will receive a
prompt if any data fields are left blank and the learner will not
be allowed to enter a score not listed on the instruction sheet,
such as a "1.5" if the scoring rubric instructs to only use whole
numbers. The learner will receive automatic reminders to complete
the assessment before the deadline, and if necessary, continued
reminders to complete the assessment if the deadline passes. Any
mentors or teachers involved with respective learners will also
enter a numeric score in the appropriate formative or summative
assessment occupational performance data fields, following the
scoring rubric and instructions. The mentor or teacher will receive
a prompt if any data fields are left blank and the mentor or
teacher will not be allowed to enter a score not listed on the
instruction sheet, such as a "1.5" if the scoring rubric instructs
to only use whole numbers. The mentor or teacher will receive
automatic reminders to complete the assessment before the deadline,
and if necessary, continued reminders to complete the assessment if
the deadline passes.
[0259] To share some advantages, the formative and summative
assessment scores reflect occupational performance in authentic
environments observed over a period of time. The formative and
summative assessments inherently afford weighting to the competency
skills by listing the learner's specific competency based goals 200
in lieu of the endless need to create behavioral anchors or
qualifiers around performance skills which is problematic, or
confounding, or unsustainable. The formative and summative
assessments allow the learner to self-score his or her own
occupational performance along with his or her mentor or teacher.
Accurate self-assessment is very important for members of
self-regulated professions who must decide whether they possess
minimum competency to perform a specific task safely and
independently, or pose risk to their patients or clients. Accurate
self-assessment is also very important for determining what future
goals any learner should consider for himself or herself. A learner
must accurately grasp his or her current occupational performance
abilities to effectively set future goals as a life-long learner.
The formative and summative assessment encourages the learner and
mentor or teacher to exchange dialogue and share feedback about the
learner's performance with a specific, objective approach.
[0260] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
artifacts 880, and related "artifacts 880Z data" 170Fp. As
illustrated in detail in FIG. 32, the example of artifacts 880Z
includes the following: "my presentations" 880ZA, "my reports and
publications" 880ZB, "my tests, evaluations, and assessments"
880ZC, "my personhood" 880ZD, "my awards and recognition" 880ZE,
"my vocational interests" 880ZF, "my career opportunities" 880ZG,
"my resume" 880ZH, "my letters of recommendation" 880Z1, "my
contacts" 880ZJ, "my continuing education" 880ZK, and "my licenses,
certification, and special training" 880ZL. My presentations 880ZA,
for example, may include any written presentations, speeches, or
audiovisual presentations the learner gives. My reports and
publications 880ZB, for example, may include book reports, term
papers, poems, short stories, newspaper editorials or articles,
doctoral thesis, journal articles, books, chapters, and the like,
that the learner produces. My test, evaluations, and assessments
880ZC, for example, may include standardized assessment scores, any
tests or quizzes, mid-term and final exams, oral exam results,
simulated skills training results, standardized examination results
(SAT, ACT, LSAT, GRE, GMAT, etc.), board scores, annual performance
evaluations, physical/functional capacity evaluations, vision
tests, driving tests, drug screens, criminal background checks, and
so forth of the learner. My personhood 880ZD, for example, may
include results of items illustrated in FIG. 35 which will be
discussed in detail below, such as an Interest Inventory 940Bb, a
Role Checklist 940Bc, a Myers-Briggs type indicator 940Bd, a Social
Style profile 940Be, and a Flower Exercise 940Bf, as well as other
personhood items such as familial cultural or historical items and
so forth that are significant to the learner. My awards and
recognition 880ZE, for example, may include trophies, scholarship
awards, metals, ribbons, certificates of achievement, plaques,
leadership positions, and so forth of the learner. My vocational
interests 880ZF, for example, may include results of items
illustrated in FIG. 44 which will be discussed in detail below,
such as explore vocations data as well as vocational interest items
from career days, bring your child to work days, career guides, and
so forth. My career opportunities 880ZG, for example, may include
job ads, job leads, job postings, career guides, professional
program literature, and so forth that interest the learner and for
which the learner may be qualified or holds as a dream job. My
resume 880ZH, for example, may include all historical resumes or
curriculum vitae of the learner. My letters of recommendation
880ZI, for example, may include any letters of recommendation,
letters of commendation, letters of reference, letters of support
and so forth of the learner. My contacts 880ZJ, for example, may
include any contact information of any persons or entities that may
assist the learner with vocational exploration, vocational
readiness, vocational opportunities, vocational counseling,
vocational mentoring, and so forth that the learner collects. My
continuing education 880ZK, for example, may include any continuing
education certificates, attendance records, brochures about future
courses, workshops or seminars and so forth of the learner. My
licenses, certification, and special training 880ZL, for example,
may include professional licenses, board certifications, letters of
reciprocity, visitor status, specialized training certificates,
documentation related to good standing or adverse actions,
reprimands, removal, or re-installment of license or certification
and so forth of the learner.
[0261] The learner will collect all artifacts in a designated
electronic folder in the machine 135, FIGS. 2 and 3.
[0262] To share some advantages, learners must be taught how to
prepare for work force readiness. Artifacts 880Z constantly reminds
learners to think in terms of how their occupational performance
impacts their vocational opportunities. Artifacts 880Z drives
vocational exploration, vocational planning, and vocational
attainment. Competency goal elements 500A, as illustrated in FIGS.
9 through 25, of many programs from K-12 through professional
programs specifically include competency requirements related to
vocational exploration, planning, and attainment. The learner can
produce or collect various artifacts 880Z and store them in the
performance record 700 section for artifacts to show achievement of
self-set competency based goals related to vocations in artifacts
880Z. Learners, especially those who have limited role models, can
start to envision themselves pursuing various vocations and
generate feedback and solicit guidance from mentors, teachers,
peers, and others. Artifacts 880Z helps organize learners and helps
them manage the task of continuously collecting artifacts related
to vocations. Any learner who has submitted a bar application,
updated an academic curriculum vitae, or submitted a college
application, or applied for a competitive job, or run for a
leadership position understands the daunting task of collecting
relevant artifacts of one's achievements and the benefits of
organization and planning.
[0263] Third, as illustrated in FIG. 3, interacting in the
community of practice 900 involves making the plurality of
community activities 940 for the plurality of community members 910
to engage in, and sharing aspects of the performance record 700,
and performing a multitude of a storage, retrieval, and operation
125 of the multitude of combinations 970 of research approaches
using the occupational performance data fields 170 to improve
occupational performance 102 of the community of practice 900. The
method is iterative and continuous. As illustrated in FIG. 48, in
the present embodiment, the community members 910Z include the
following: learners 910Za, teachers 910Zb, mentors 910Zc, other
persons 910Zd, parents, guardians 910Ze, researchers 910Zf,
education programs and institutions 910Zg, professional
associations 910Zh, regulatory and licensing agencies 910Zi,
accreditation agencies 910Zj, corporations and other employers
910Zk, government agencies 910Z1, and other stakeholders 910Zm. As
illustrated in FIG. 33, in the present embodiment, the community
activities 940Z include the following: storytelling by analogy to
share experiences 940A, participate in personhood activities 940B,
explore vocations 940C, share artifacts 940D, conduct outcomes
research 940E, conduct scientific research 940F, conduct
performance measurement research 940G, examine self-regulation of
professions 940H, assess evidence based multimedia: tools, media,
activities, curriculum 940I, explore and implement new applications
to improve occupational performance 940J.
[0264] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include storytelling by analogy to share
experiences 940A. As illustrated in detail in FIGS. 34 and 50, the
example of storytelling by analogy to share experiences 940A1 and
940A2 includes the following: sounding the horn 940Aa, sounding the
horn data 170Ga, playing leap frog in the night 940Ab, playing leap
from in the night data 170Gb, burning just one flashlight 940Ac,
burning just one flashlight data 170Gc, modified leap frog: walking
together 940Ad, modified leap frog: walking together data 170Gd,
running together on white gravel 940Ae, running together on white
gravel data 170Ge, dew-covered spider webs 940Af, dew-covered
spider webs data 170Gf, wolves howling in the distance 940Ag,
wolves howling in the distance data 170Gg, questioning the
compass's reliability 940Ah, questioning the compass's reliability
data 170Gh, lessons learned from your handbook 940Ai, lessons
learned from your handbook data 170G1, blazing "x's" on trees
940Aj, blazing "x's" on trees data 170Gj, finding your fresh water
stream 940Ak, finding your fresh water stream data 170Gk, growing
accustomed to the night 940A1, growing accustomed to the night data
170G1, sharing stories back at base camp 940Am, and sharing stories
back at base camp data 170Gm. The following allegory, Finding Your
Way: The Lessons of Experience, from Preserving the Social
Contract, B. A. Wright (2009), accompanies 940A:
[0265] The guide master grouped us in pairs, with one novice and
one experienced trail-blazer per team. She told us to gather two
canteens of water, two energy snacks, two flash lights with new
batteries but no back-up batteries allowed, a Swiss Army knife, and
one compass. Additionally, the guide master supplied each of us
with a "rape horn," instructing us to use it only in the event of a
serious emergency. Upon sounding your "rape horn," you must know
that SWAT Rangers will be immediately dispatched via helicopter to
extract you from the woods, she explained. Just after dusk, each
team is dropped in a different location deep in the woods of Ozark
Mountain country. The guide master handed my team the following
instructions on an index card: "Travel due northeast until you meet
a white gravel road. Take the white gravel road due southeast until
it forks. At the fork, set your compass due southwest and travel
until you reach the stream. Traveling near the bank, head up stream
until you reach the base camp. When your team reaches the base
camp, you have succeeded"
[0266] The time is now 8:00 p.m., it is pitch dark the moon is
almost full, the stars are shining bright against the clear sky,
the temperature is about fifty degrees, and the leaves have begun
to fall from the trees. While orienteering at night, in pairs of
two, the most effective method for staying on course is playing
"leap-frog." Leap frog is a method where one member of the team
sets the compass, in this case due northeast, then holds the
flashlight under the compass, and points the light in the same
direction as the needle on the compass. The light will inevitably
shine on a tree since the woods are so dense. One member of the
team will leap ahead to reach the target tree, while the other team
member remains behind shining the light on the target tree. Only
after the first member reaches the target tree by blazing ahead
alone, will the light-shedding member leap to catch up.
[0267] As you begin this process, you both realize that there are
other decisions you must make. Even the experienced member of your
team has only been orienteering in the daytime in a team of four,
so the challenges presented in this situation are somewhat
different than prior experience. You must decide whether the
trail-blazer should burn the second flashlight as he or she forges
ahead, and when the light-shedder is catching up. You start
wondering how long your journey will take, how long your
flashlights will burn, and realize that you were not told how long
you would be in the deep woods. A bit of fear of the unknown sets
in as you realize that you don't know how long it will take to
succeed in finding the base camp. Together, you decide to conserve
your resources and burn just one flashlight at a time. You know
this is the right decision, but as you implement this decision, you
realize it has its drawbacks as well. The trail-blazer is forging
through the thickness of the brush, fallen leaves and branches,
with nothing to light the path, only a beam shining on the target
tree. Leaping ahead in the darkness requires courage, a keen
alertness, and an agile posture over the unsteady terrain. Staying
behind as light-shedder bears its own unique experience--technical
accuracy in finding a good target, determining how far ahead that
target should be, waiting patiently as your partner reaches the
target, and the growing sense of loneliness as your only human
contact slips away into the darkness.
[0268] While you both know that playing leap frog is the most
effective method for accurately staying on course, it is very
slow-going and is starting to take its physical and emotional toll
on you as the night wears on. Together, you decide to modify the
method. You agree to set the compass, shine the light, and walk
together toward the target tree. This feels better. The loneliness
and fear of the night start to subside as you find friendship while
traveling together. The light-shiner realizes that maintaining the
beam on the target tree is much more difficult while navigating
over the rugged terrain and talking. You find yourselves heading in
the general direction in which you shined the light and checking
your compass more frequently because maintaining the target it more
elusive while walking. Finally, one of you expresses concern about
not hitting the white gravel road yet and questions whether
traveling together might be throwing you off course. Together, you
agree to resume the playing leap frog.
[0269] Together, you reach the white gravel road at 11:30 p.m. and
you're ecstatic. You did it together! You quickly check your
compass to see which direction is southeast. Fabulous! You head
straight down the gravel road. You are walking briskly now, no need
to check the compass until you hit the fork in the road. Just the
physical space around your body created by the road, pushing the
trees back into the woods, allow you to breathe easier. The rhythm
of your pace, the speed of your progress, and the joy of your
success, are all celebrated together.
[0270] Suddenly, you reach the fork in the road, and the path you
are directed to take is neither left nor right, but rather due
southwest. Yes, it is time to set your compass and head back into
the woods. You swell up with emotion as the thickness of woods
seems to invade your space. Together, methodically, you start
playing leap frog again. It is not long before your first
flashlight grows dim, too dim to reach the target tree, so you
begin to burn the second flashlight. Again, trail-blazer and
light-shedder are working in tandem to achieve the goal. As the
light-shedder aims for the next target, the beam shines brilliantly
on an enormous spider web. It must be four feet wide. The amazingly
intricate web is covered with drops of dew, sparkling in your
light. A large fury spider sits dead-center in his web. You usually
don't like spiders, but strangely enough, you're happy to see
something besides your partner, the moon, and the endless sea of
trees. Even though the web is blocking your path toward your next
target tree, you decide not to destroy something so beautiful.
Together, you realize that it is okay sometimes to be thrown a
little off course.
[0271] Fatigue is setting in. The time is now 1:18 a.m. Wolves
begin howling in the distance. It is almost impossible to pinpoint
the direction of the threat because their howl is bouncing off the
mountainside. You are glad you have your rape horn. You feel for it
against your chest, reassured that it still hangs around your neck,
even though you've felt it bumping against your chest with every
step since your journey began. You don't want to be the team that
calls in the Rangers, so you vow not to sound the alarm unless the
threat becomes imminent.
[0272] The night is wearing on, and it is now 2:37 a.m. You never
thought the guide master would leave you in the woods so long. The
goal of finding the base camp starts to feel unattainable. Your
senses are getting dull, the sounds of the night are impinging on
your emotions, and the darkness of the night instills a sense of
anguish. Together, you both start questioning the reliability of
your compass. Surely, we should have reached the stream by now. You
begin thinking through lessons learned in your orienteering
handbook First, you remember that the compass never lies. The
compass is a reliable instrument, gaining its direction from the
unwavering pull of the North Pole. This theory is sound. It will be
questioned by those blazing trails, but this theory remains
well-settled. Second, you remember the anecdotal story about people
getting lost in the woods, traveling in circles, in their attempt
to follow the moon, and realize the futility of relying on the
moving target of the moon to direct your path. Third, you learned
that the eastern hillside, as a general rule, has denser underbrush
than the western hillside. As you compare the two for the first
time, one hillside does seem denser than the other. This
information, along with your reliable compass, provides reassurance
that you are traveling in the right direction of your ultimate
goal.
[0273] As you continue playing leap frog through the dark, you see
a sign of an expert who has gone before you. A large "X" is blazed
into a tree. This is an unmistakable sign, carved by the guide
master, to renew your sense of hope and conviction that you are
heading the right direction. Someday, when you have the expertise,
you will confidently use your Swiss Army knife to blaze the trail
and instill hope in other travelers. The time is now 3:24 a.m. Even
though you are physically weary, the "X" brightened your emotions
and gives you the energy to press on.
[0274] Now, you can finally hear it. The dancing sounds of fresh
water rolling over rocks in the distance. With your second
flashlight now growing dim, together you decide to turn it off and
walk side by side in the darkness letting the sound of the stream
serve as your guide. In no time, it seems, you reach the stream.
You are overjoyed! This is worth celebrating! You are laughing, and
crying, jumping up and down, and absolutely confident you are going
to achieve your goal.
[0275] Together, you walk upstream along the bank You are talking,
reflecting on the events of the night, and sharing the glory of
knowing that you did it together. Suddenly, you realize how
accustomed you've grown to the darkness of the night and the
thickness of the woods. The shadows of the moon and sounds of the
wolves no longer play on your emotions. You have experienced all of
it. And, the fear of the unknown is gone.
[0276] As the terrain becomes a steeper uphill climb, you and your
partner occasionally find yourself placing your hand on a rock or
branch to maintain control. Almost simultaneously, you gasp and cry
out to each other as you see the glow of the base camp in the
distance. You are scrambling uphill faster now. As you reach the
site, the camp is lit by make-shift luminaries from cut open milk
jugs filled with candles all aglow. There is your guide master,
sitting atop a large bolder, and two other teams to greet you. You
exchange stories about your experiences and wait for the other
three teams to arrive. The guide master leads the ceremony where
everyone receives their award in commemoration of their success.
Congratulations, you did it!
[0277] In the machine 135, FIGS. 2 and 3, for storytelling by
analogy to share experiences 940A, 940A1 and 940A2, FIGS. 33, 34
and 50, the learner will enter free form text into a chat room
discussion board under the appropriate discussion string's 170Ga
through 170Gm occupational performance data field sharing how the
learner's own experience is analogous 940Aa through 940Am, FIGS. 34
and 50. The learner will share his or her experience with other
members of the community of practice including community members
910, FIG. 3, such as other learners, teachers, mentors, and others
through the automated discussion board. The chat room discussion
board will be limited to a subset of the community of practice for
active participation purposes, determined by the teacher or mentor.
The automated chat room discussion board will list 940Aa through
940Am, FIG. 34 and 50, as discussion strings under which learners
can enter free form text in 170Ga through 170Gm occupational
performance data fields to share how their experiences are
analogous to the experiences in the story listed above. The chat
room discussion board will have query functions for the teacher,
mentor, or others to query the data, such as: the number of entries
per learner per week, the number of learners making entries under
various categories, the number of learners making entries under
various categories on a per week basis over time, and so forth.
[0278] To share some advantages, storytelling creates a fluid
approach for members of the community of practice to internalize a
story and create a script of their unique learning experience.
Symbolic representations, that is 940Aa through 940Am, FIGS. 34 and
50, facilitate experiential learning through enabling the learners
to link their unique experience to symbols and share personal
experiences with other members of the community of practice as part
of the process of developing tacit knowledge. Storytelling allows
teachers, mentors, and others to identify learners with significant
psychosocial or even mental health problems that may require
intervention. Storytelling allows teachers, mentors, and others to
identify curriculum or resource needs of the learners, in
real-time, and implement improvements to impact learning.
Traditional approaches including end of course surveys fail to
capture curriculum and resource needs in time to impact learning
and often may fail to capture the learning needs at all if the
survey sensitivity is weak or the learner limits his or her
feedback. Storytelling allows learners to share experiences from
their whole lives which impact learning; the interplay of familial
relationships, the dynamics of competing life roles, financial
issues, health issues, etc., are more readily shared and their
impact felt as an integrated part of the learners' story of being
on a path to acquire competency based skills. Storytelling lends
itself to outcomes based research and scientific research to
improve achievement of occupational performance. The storytelling
by analogy to share experiences 940A creates opportunities,
referring to FIG. 3, for community members 910 such as teachers,
mentors, and others to lead community activities 940 within the
community of practice 900 around storytelling by analogy to share
experiences 940A, FIGS. 33, 34 and 50.
[0279] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include participate in personhood
activities 940B. As illustrated in detail in FIG. 35, the example
of participate in personhood activities 940B includes: a
demographic survey 940Ba, a competency skill importance survey
940Bg, a competency skill relevance survey 940Bh, a competency
skill interest survey 940Bi; and the following optional items:
Interest Inventory 940Bb, Role Checklist 940Bc, Myers-Briggs type
indicator 940Bd, Social Styles profile 940Be, the Flower Exercise
940Bf.
[0280] To participate in personhood activities 940B, FIGS. 33 and
35, the learner will complete the demographic survey 940Ba with
demographic questions created by one with ordinary skill in the
art. The machine 135, FIGS. 2 and 3, will notify the learner if any
fields are incomplete, request that the learner complete the
survey, and store all data in retrievable form. The learner will
complete the competency skill importance survey 940Bg and
competency skill relevance survey 940Bh which lists the competency
500A elements for the learner's competencies, like the competency
text phrases listed in FIGS. 9 through 25 and the Likert scale,
with instructions for the learner to score his or her perceived
importance and relevance of each competency on the one through five
point Likert scale. The machine 135, FIGS. 2 and 3, will prevent
the learner from circling more than one number on the five point
scale and prevent the learner from marking the survey form halfway
between two points on the five point Likert scale. The machine 135,
FIGS. 2 and 3, will notify the learner if any fields are
incomplete, request that the learner complete the survey, and store
all data in retrievable form. The learner will complete the
competency skill interest survey 940Bi by ranking his or her
perceived top ten most interesting competency skills as well as his
or her perceived top ten least interesting competency skills from a
list of the competency 500A elements for the learner's
competencies, like the competency text phrases listed in FIGS. 9
through 25. As the learner selects his or her most and least
interesting competency skills one by one, the machine 135, FIGS. 2
and 3, will create a rank ordered list at the top of the electronic
survey form. If the learner wishes to delete or change the rank
order of a competency skill, the delete, drag, and drop functions
of the machine 135, FIGS. 2 and 3, will allow the learner to modify
his or her list. The machine 135, FIGS. 2 and 3, will notify the
learner if any fields are incomplete, request that the learner
complete the survey, and store all data in retrievable form. If the
teacher, mentor or other person has decided to have the learners
complete any or all of the optional items of the personhood
activities; namely, Interest Inventory 940Bb, Role Checklist 940Bc,
Myers-Briggs type indicator 940Bd, Social Styles profile 940Be, the
Flower Exercise 940Bf, then the learner will follow the
instructions attached to each component to complete the personhood
activities. The learner will complete each optional survey as
instructed, in an computerized format. The machine 135, FIGS. 2 and
3, will notify the learner if any fields are incomplete, request
that the learner complete the survey, and store all data in
retrievable form.
[0281] To share some advantages, participate in personhood
activities 940B allows the learner to identify competency skills he
or she perceives as important and relevant. The learner's
perception of importance and relevance in goal setting is
correlated with achievement. If the learner lacks perceived
importance and relevance of some competency skills, then teachers
and mentors can work to align the learner's perceptions with the
requirements of the program, course or degree that enumerates the
competency skills, or at least provide consultation to the learner
about the learner's likely potential satisfaction or persistence in
occupational performance of skills which her or she finds
unimportant or irrelevant. Conversely, teachers, mentors and others
persons involved in a program, course, or degree may rightly
question the rational for inclusion of a particular competency
skill if a significant number of learners rate the competency skill
as either unimportant or irrelevant. Diversity and disparity issues
in education are important considerations, yet currently there are
few methods to consider such issues, their impact on education, and
recommendations to address reform. The participate in personhood
activities 940B data can be used for outcomes research and
scientific research to address diversity and disparity issues. The
Interest Inventory 940Bb, Role Checklist 940Bc, Myers-Brigs type
indicator 940Bd, Social Style profile 940Be, the Flower Exercise
940Bf, and competency skill interest survey 940Bi data can be used
to identify and suggest possible vocational interests, and is
discussed in greater detail below. The participate in personhood
activities 940B creates opportunities, referring to FIG. 3, for
community members 910 such as teachers, mentors, and others to lead
community activities 940 within the community of practice 900
around personhood activities 940B, FIGS. 33 and 35.
[0282] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include explore vocations 940C. As
illustrated in detail in FIG. 36, the example of explore vocations
940C includes: the plurality of community members, for example, a
K-12 math student 910Ae, a clinical and translational research
fellow 910Ab, and a practicing engineer 910Ah; a multitude of
combinations of each community member respectively, for example,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970De
of the K-12 math student 910Ae,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970Db
of the clinical and translational research fellow 910Ab, and,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970Dh
of the practicing engineer 910Ah, are combined as combinations for
exploring vocations 970D, and generate explore vocations data for
K-12 math student 170De, explore vocations data for clinical and
translational research fellow 170Db, and explore vocations data for
practicing engineer 170Dh, occupational performance data fields for
exploring vocations.
[0283] To further illustrate how exploring vocations works,
referring to FIG. 36, assume the following hypothetical facts. The
combinations for exploring vocations 970D searches to correlate and
match occupational performance data fields across the plurality of
community members 910. Assume the K-12 math student 910Ae expresses
interest math, sports, and constructing things in the interest
inventory 940Bb, Myers-Briggs type indicator 940Bd of "INTP"
(I=Introvert, N=Intuitive, T=Thinker, P=Perceiver), Social Style
profile 940Be of "Analytical-Analytical," and competency skill
interest survey 940Bi that identifies 500A type, FIG. 49,
hypothetical competency goal elements in math related to levers,
force, statistics, probability testing, and generating hypotheses
as most interesting. Now assume the K-12 math student 910Ae
combinations 970De find matches with the clinical and translational
research fellow 910Ab combinations 970Db, and the practicing
engineer 910Ah combinations 970Dh through combinations for
exploring vocations 970D. Each community member receives
communication, via a letter or email, to share the community
members 910 common interests through the explore vocations data
170De, 170Db, and 170Dh.
[0284] To explore vocations 940C, FIG. 36 in the machine 135, FIGS.
2 and 3, the learner will complete the surveys and the machine 135,
FIGS. 2 and 3, will store the data in retrievable form. The learner
will receive a prompt if any data fields are left blank or if the
learner enters a response that is inconsistent with survey
instructions to ensure data collection is complete and accurate.
The teacher, mentor, or other person will perform combinations 970,
FIG. 3, with the data using database software employed by one with
ordinary skill in the art to match community members with common
interests to explore vocations. The machine 135, FIGS. 2 and 3,
will notify the community members via mail or email of the match
and provide the explore vocations data, such as 170De, 170Db, and
170Dh, referring to FIG. 36, to each community member 910, such as
910Ae, 910Ab, 910Ah.
[0285] To share some advantages, to illustrate by example, the K-12
math student 910Ae has an opportunity to explore vocations of the
clinical and translational research fellow 910Ab who hypothetically
is a physical therapy doctoral student studying the differences in
orthopedic knee injuries in boys and girls based upon body posture
when they kick the soccer ball. And, the K-12 math student 910Ae
has an opportunity to explore vocations of the practicing engineer
910Ah who hypothetically designs bicycle helmets for a leading
manufacturer and is studying the rotational force effects of
helmets having long, aerodynamic extensions at the back of the
helmet versus a low profile rigid helmet to determine whether the
low profile helmet reduces the risk of brain injury if rotational
force is involved in a bicycle crash. These three community members
910 have mutual common interests and the clinical and translational
research fellow 910Ab and practicing engineer 910Ah have both also
expressed interest in mentoring young people, increasing awareness
of their respective professional fields, and sharing information
about career outlook information regarding job growth, salaries,
etc. The K-12 math student benefits by learning about careers to
which he or she has an interest and might not otherwise learn
about, and makes connections with mentors and role models when he
or she might otherwise have none. At an early age, the K-12 math
student 910Ae internalizes the need to perform well and persist in
math courses and, importantly, begins to try on different career
hats. The K-12 500A competencies as well as 500A competencies for
many other professional programs, FIGS. 9 through 25, include
exploring vocations as explicit competency skills. The clinical and
translational research fellow 910Ab and practicing engineer 910Ah
have an opportunity to participate in self-regulation of their
professions through promoting the professions and recruiting
potential new members, provide community service as role models,
possibly satisfy continuing education credit requirements, use
outreach as part of their role as a chair or board member of a
nonprofit organization, and so forth. The explore vocations 940C
creates opportunities, referring to FIG. 3, for community members
910 such as teachers, mentors, and others to foster relationships
and other community activities 940 within the community of practice
900 around explore vocations 940C, FIGS. 33 and 36.
[0286] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include share artifacts 940D. Share
artifacts 940D creates an opportunity for artifacts 880Z, FIG. 32,
from performance records 700A, FIG. 30 to be shared by community
members 910, as community activities 940, FIG. 3.
[0287] To share artifacts 940D, FIG. 33, the learner will share his
or her artifacts through speeches, group dialogue, question and
answer sessions, print media, such as posters, brochures,
hand-outs, packets, and additionally the machine 135, FIGS. 2 and
3, allows the learner to use presentation software, voice and video
chat, podcasts, smart boards, and any other interactive multimedia
available. The machine 135, FIGS. 2 and 3, will store data in
retrievable form.
[0288] To share some advantages, the community of practice 900,
FIG. 3, creates opportunities for community members 910 to share
artifacts 940D that individual members create related achieving
their competency based goals 200, FIG. 3. Visual, written, and
audiovisual presentation of artifacts 880, FIG. 30, is a way to
share artifacts 940D, FIG. 33, in preparation for an actual
presentation or speech the community member 910 may give related to
his or her work. Sharing artifacts 940D gives the community member
an opportunity to gain valuable feedback from other community
members before sharing the presentation, speech, publication, etc.
more widely. Presenting and sharing information helps build the
community of practice 900, FIG. 3. Presenting, critiquing,
analyzing and sharing constructive feedback to others are in
themselves competency 500A, FIGS. 9 through 25, skills for many
learners' education standards. Exploring careers and job seeking
skills are also in themselves competency 500A, FIG. 9 through 25,
skills for many learners' education standards. Sharing challenges
can create support, increase persistence, and aid in
problem-solving issues related to knowledge development or other
issues confronting professions. Sharing success engenders a sense
of empowerment, recognition, and good will among community members
910, FIG. 3.
[0289] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E1, FIG. 37, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E1 includes: combinations 970E1 of goal number data 170Fe and
date goal met data 170Fd correlation with competency skill
relevance data 940Bh displayed in a graph. The teacher, mentor, or
other person can select the multitude of combinations of data to
examine various alignment issues in education. Here, the
hypothetical data display alignment of goal achievement with
competency skill relevance 940E1; specifically, a positive
correlation of the learner's perceived level of competency skill
relevance from survey data with which goals the learner has
met.
[0290] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E2, FIG. 38, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E2 includes: combinations 970E2 of demographic survey 940Ba and
competency 500A correlation with combinations 970E1 goal number
data 170Fe and date goal met data 170Fd displayed in a graph. The
teacher, mentor, or other person can select the multitude of
combinations of data to examine various attainment issues in
education. Here, the hypothetical data display attainment of
competencies based upon demographics 940E2; specifically,
disparities in goals met among whites, blacks, and hispanics for
various competencies. With this level of granularity in the data,
the community of practice 900, FIG. 3, can begin to uncover and
examine why, hypothetically, an african american learner performs
higher than his or her peers on counting currency and time-telling
versus a caucasian learner performs higher on word problems and
naming geometric shapes, and why african american, caucasian, and
hispanic learners all perform about the same on generating
hypotheses.
[0291] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E3, FIG. 39, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E3 includes: combinations 970E3 of demographic survey 940Ba and
competency skill importance survey 940Bg correlation with
combinations 970E1 of goal number data 170Fe and date goal met data
170Fd displayed in a graph. The teacher, mentor, or other person
can select the multitude of combinations of data to examine various
persistence issues in education. Here, the hypothetical data
display persistence of goal achievement related to competency skill
importance and demographics 940E3; specifically, disparities in
goals met among whites, blacks, and hispanics based upon whether
the learner perceived the competency skill as important. With this
level of granularity in the data, the community of practice 900,
FIG. 3, can begin to uncover and examine why, hypothetically, an
african american learner perceives math facts for subtraction as
important versus describing attributes of shapes as unimportant and
how this perception may impact persistence in achieving competency
skills, and why a hispanic learner perceives describing attributes
of shapes as more important than expressing equations and how this
perception may impact persistence in achieving competency
skills.
[0292] To conduct outcomes research 940E1, 940E2, and 940E3, FIGS.
37, 38, and 39, using the machine 135, FIGS. 2 and 3, the teacher,
mentor, or other person will retrieve data from the plurality of
occupational performance data fields, import the data into
statistical software, and perform combinations 970, FIG. 3, with
the data using statistical analysis software employed by one with
ordinary skill in the art to analyze the data.
[0293] To share some advantages, teachers, mentors, and other
persons can conduct outcomes research, as examples illustrate in
FIGS. 37, 38, 39, for individual learners and learners in the
aggregate, across selected competency skills, and time periods, and
examine data and their implications for improving occupational
performance. The data give the community of practice 900, FIG. 3, a
multitude of options for conducting qualitative, quantitative and
mixed method outcomes research to identify areas of success, areas
of concern, and areas of serendipity, and so forth. The data
capture occupational performance improvement in authentic
environments over time in sharp contrast to standardized testing
measures or examinations in testing environments on a given day.
The conduct outcomes research 940E creates opportunities, referring
to FIG. 3, for community members 910 such as teachers, mentors, and
others to engage in community activities 940 within the community
of practice 900 around conduct outcomes research 940E, 940E1,
940E2, 940E3, FIGS. 33, 37, 38, and 39.
[0294] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fa, FIG. 40, the example of conduct
scientific research 940Fa includes: progress note data 170A
including salient impressions data 170Aa, happenings data 170Ab,
introspection data 170Ac, next steps data 170Ad, and empowerment
data 170Ae performing the multitude of combinations 970 to
re-categorize the occupational performance data fields as progress
note brain function data including self-efficacy data 170Ba, goal
commitment data 170Bb, goal relevance data 170Bc, goal importance
data 170Bd, self-appraisal data 170Be, organization data 170Bf,
emotional imprint data 170Bg, goal-setting behavior data 170Bh,
share experiences data 170Bi, sensory experiences data 170Bj,
success data 170Bk, and determination data 170B1. One with ordinary
skill in the art may choose any number of approaches to
re-categorize the progress note. For example, to perform
combinations 970 to re-categorize the data using the machine 135,
FIGS. 2 and 3, using various electronic paintbrushes or
highlighters for each 170B progress note brain function data
occupational performance data field either directly on the free
form text of 170A progress note data or to copy/paste the free form
text 170A progress note data directly into 170B occupational
performance data fields are two approaches. Again, referring to
FIG. 3, community members 910 as part of the community of practice
900 perform combinations 970 to allow analysis and improvement of
occupational performance 102 for the benefit of the community of
practice 900. To perform combinations 970, statistical software,
database software, and/or data mining software is used to
accomplish the community activity, 940Fa conduct scientific
research, qualitative study of progress note and brain
function.
[0295] To conduct outcomes research 940Fa, FIG. 40, using the
machine 135, FIGS. 2 and 3, then the community members 910, such as
the teacher, mentor, or other person, will retrieve data from the
plurality of occupational performance data fields, import the data
into statistical software, database software, and/or data mining
software and perform combinations 970, FIG. 3, with the data using
statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data.
[0296] To share some advantages, the community of practice 900,
FIG. 3, has an opportunity to conduct scientific research 940Fa,
FIG. 40, to gain an understanding into how the multitude of
learners achieve goal-directed occupational performance in
authentic environment. Referring to FIG. 3, community members 910
can engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
learning experiences have on different learners through the
multitude of combinations 970 to improve occupational performance
102 for the benefit of the community of practice 900.
[0297] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fc, FIG. 41, the example of conduct
scientific research 940Fc includes: storytelling by analogy to
share experiences occupational performance data field 170G data
performing the multitude of combinations 970 to re-categorize the
role of story telling occupational performance data fields 170C as
experiential data 170Ca, memory recall data 170Cb, projection data
170Cc, hypothetical data 170Cd, prospective data 170Ce, relational
data 170Cf, gender-based data 170Cg, observational data 170Ch,
cultural data 170Ci, faith-based data 170Cj, traditions data 170Ck,
forbidden, proscribed data 170C1, and coping data 170Cm. One with
ordinary skill in the art may choose any number of approaches to
re-categorize the storytelling by analogy to share experiences
occupational performance data field 170G data. For example, to
perform combinations 970 to re-categorize the data using the
machine 135, FIGS. 2 and 3, using various electronic paintbrushes
or highlighters for each 170G storytelling by analogy to share
experiences data occupational performance data field either
directly on the free form text of 170G data or to copy/paste the
free form text 170G data directly into 170C occupational
performance data fields are two approaches. Referring to FIG. 3,
community members 910 as part of the community of practice 900
perform combinations 970 to allow analysis and improvement of
occupational performance 102 for the benefit of the community of
practice 900. To perform combinations 970, statistical software,
database software, and/or data mining software is used to
accomplish the community activity, 940Fc conduct scientific
research, qualitative study of the role of storytelling in skill
acquisition.
[0298] To conduct outcomes research 940Fc, FIG. 41, as illustrated
using the machine 135, FIGS. 2 and 3, the community members 910,
such as the teacher, mentor, or other person, will retrieve data
from the plurality of occupational performance data fields, import
the data into statistical software, database software, and/or data
mining software and perform combinations 970, FIG. 3, with the data
using statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data.
[0299] To share some advantages, the community of practice 900,
FIG. 3, has an opportunity to conduct scientific research 940Fc,
FIG. 41, to gain an understanding into how the multitude of
learners internalize occupational performance experiences as
stories and shared their learned experiences in authentic
environment. Lived experience, encoded as stories, builds tacit
knowledge and moves the learner from novice towards expert
performance. Storytelling facilitates the transmission of knowledge
among members of the community of practice and continuously
influences and reshapes the occupational performance of its
community members. Referring to FIG. 3, community members 910 can
engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
learning experiences have on different learners through the
multitude of combinations 970 to improve occupational performance
102 for the benefit of the community of practice 900.
[0300] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fb1, 940Fb2, and 940Fb3, FIGS. 42,
43 and 44, the example of conduct scientific research 940Fb1,
940Fb2, and 940Fb3 includes: "500E+170Ea" combination 970Aa yields
motivation data about occupational performance 170Za,
"500E+170Ea+170Ej+170Eb" combination 970Ab yields cultural
competency data about occupational performance 170Zb,
"500E+170Ea+170Ej+170Ec" combination 970Ac yields diversity data
about occupational performance 170Zc, "500E+170Ea+170Ej+170Ed"
combination 970Ad yields disparities data about occupational
performance 170Zd, "500B+170En" combination 970Ae yields levels of
cognitive functioning data about occupational performance 170Ze,
"500B+170En+500A" combination 970Af yields performance standards
relation to brain function and competency skills during
occupational performance 170Zf, "500B+170En+500C" combinations
970Ag yields performance standards relation to brain function and
tools, media, and activities during occupational performance 170Zg,
"500B+170En+500E" combination 970Ah yields performance standards
relation to brain function and motivation during occupational
performance 170Zh, "500B+170En+500D" combination 970Ai yields
performance standards relation to brain function and accuracy or
measure of independence during occupational performance 170Zi,
"170Ej+500B+500C+170Ee" combination 970Aj yields situated cognition
data about occupational performance 170Zj,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef' combination 970Ak yields
communities of practice data about occupational performance 170Zk,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg" combination 970A1
yields historical-cultural approach data about occupational
performance 170Z1,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg+170Eh" combination
970Am yields distributed cognition data about occupational
performance 170Zm, "500D+500C+170E1" combination 970An yields FLOW,
psychology of optimal performance data about occupational
performance 170Zn, "170Ej+500C+170Eo" combination 970Ao yields
ecological psychology data about occupational performance 170Zo,
and "500A+500D+500C+170Ep" combination 970Ap yields talent
development data about occupational performance 170Zp. One with
ordinary skill in the art may choose any number of approaches to
perform combinations 970Aa through 970Ap, 940Fb1, 940Fb2, and
940Fb3, FIGS. 42, 43, and 44, of the plurality of occupational
performance data field data. For example, to perform combinations
970 using the machine 135, FIGS. 2 and 3, retrieving and importing
the stored and retrievable data into statistical software, database
software, and/or data mining software is used to accomplish the
community activity, 940Fb conduct scientific research, mixed method
study of contemporary cognitive theories and occupational
performance. Referring to FIG. 3, community members 910 as part of
the community of practice 900 perform combinations 970 to allow
analysis and improvement of occupational performance 102 for the
benefit of the community of practice 900.
[0301] To conduct outcomes research 940Fb1, 940Fb2, and 940Fb3,
FIGS. 42, 43, and 44, using the machine 135, FIGS. 2 and 3, then
the community members 910, such as the teacher, mentor, or other
person, will retrieve and import the data into statistical
software, database software, and/or data mining software and
perform combinations 970, FIG. 3, with the data using statistical
analysis software, database software, and/or data mining software
employed by one with ordinary skill in the art to analyze the
data.
[0302] To share some advantages, the community of practice 900,
FIG. 3, has an opportunity to conduct scientific research 940F,
940Fb1, 940Fb2, and 940Fb3, FIGS. 33, 42, 43, and 44, to gain an
understanding into how the multitude of learners achieve
occupational performance through the lens of various contemporary
cognitive theories. Contemporary cognitive theories facilitate the
development of knowledge, insight to spawn new learning approaches,
and adaption for smarter contexts for learning among members of the
community of practice. The method is iterative, continuously
influencing, challenging, and redefining the occupational
performance of its community members. Referring to FIG. 3,
community members 910 can engage in community activities 940 as
part of the community of practice 900 to gain new insights and
explore the impact various learning experiences have on different
learners through the multitude of combinations 970 to improve
occupational performance 102 for the benefit of the community of
practice 900.
[0303] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct performance measurement
research 940G. As illustrated in detail in 940Ga, FIG. 45, the
example of conduct performance measurement research, adapted stages
of skill acquisition scoring rubric, 940Ga includes: assessments
820, learner formative assessment scores data 170Fg, occupational
performance data field, scored "2" 170Fg1, "1" 170Fg2, "3" 170Fg3,
"1" 170Fg4, "2" 170Fg5, "1" 170Fg6, "4" 170Fg7, "3" 170Fg8, "2"
170Fg9, mentor formative assessment scores data 170Fh, occupational
performance data field, scored "2" 170Fh1, "2" 170Fh2, "3" 170Fh3,
"NA" 170Fh4, "1" 170Fh5, "1" 170Fh6, "4" 170Fh7, "2" 170Fh8, and
"2" 170Fh9. FIG. 45 illustrates in greater detail how the
assessments 820 section of the performance record 700A as embodied
in FIG. 30 displays a learner's formative assessments scores. The
mentor or teacher can establish a scoring rubric of his or her
choice. The Likert scale with numeric scores 1 through 5, or a
version of the Dreyfus scale with level of skill acquisition number
scores 1 through 5, or another scoring rubric with at least some
evidence of validity and reliability may be used. The following
example illustrates one scoring rubric for assessments 820, FIG.
45.
[0304] In Mind over Machine, H. L. Dreyfus and Stuart E. Dreyfus
share "Five Stages of Skill Acquisition" based upon their extensive
research with airplane pilots, chess players, automobile drivers,
and adult learners of a second language (Copyright .COPYRGT. 1986).
B. A. Wright has modified, abridged, and adapted the Dreyfus'
stages of skill acquisition into the following rubric for scoring
formative and summative assessments (Copyright .COPYRGT. 2010) as
illustrated in the current embodiment of the performance record
700A, FIG. 30, and as illustrated in detail in 820A, FIG. 45. As
previously stated, any scoring rubric which is rooted in some body
of evidence, and has some validity and reliability in another field
is contemplated and may be adapted as a scoring rubric for scoring
assessments herein.
Dreyfus Scores for Skill Acquisition
[0305] "1"=Novice [0306] "2"=Advanced Beginner [0307] "3"=Competent
[0308] "4"=Proficient [0309] "5"=Expert [0310] "NA"=Not Assessed,
Experienced or Observed
Stage 1: Novice
[0311] Indicia of Novice Skills (Score=1 on the Assessment) [0312]
Learns to recognize various objective facts and features relevant
to the skill. [0313] Acquires rules for determining actions based
upon facts and features. [0314] Perceives relevant elements of the
situation as clearly and objectively defined. [0315] Recognizes
relevant elements without reference to the overall situation in
which they occur, called "context-free" elements. [0316] Applies
relevant rules to context-free elements regardless of what else is
happening, called "context-free" rules. [0317] Manipulates
unambiguously defined context-free elements by precise rules,
called "information processing." [0318] Ignores context when
applying rules. [0319] Does not understand that in certain
situations, the rule should be violated. [0320] Does not interpret
a situation as a whole. [0321] Recognizes context-free features and
applies objective procedures. [0322] Recognizes learned components
and applies learned rules, and consequently, feels little
responsibility for the outcome of hi/her acts.
Stage 2: Advanced Beginner
[0323] Indicia of Advanced Beginner Skills (Score=2 on the
Assessment) [0324] Acquires experience in coping with real
situations. [0325] Considers more context-free facts. [0326] Learns
to use more sophisticated rules. [0327] Recognizes meaningful
elements in concrete situations through considerable practical
experience. [0328] Identifying objective, context-free features no
longer dominates perceptions. [0329] Perceives similarities to
prior examples or situations. [0330] Perceives new elements as
"situational" rather than context-free. [0331] Responds with rules
for performance or behavior that incorporate both new situational
components and context-free components. [0332] Perceiving and
responding to the situational experience seems immeasurably more
important than any form of verbal description. [0333] Follows
formal procedures or sequential directions without observing and
weighing what is most important. [0334] Exhibits difficulty
identifying and prioritizing what is most important. [0335]
Recognizes learned components and applies learned rules, and
consequently, feels little responsibility for the outcome of
his/her acts.
Stage 3: Competence
[0336] Indicia of Competent Skills (Score=3 on the Assessment)
[0337] Recognizing numerous situational elements along with
context-free elements present in real-world circumstances becomes
overwhelming. [0338] Recognizes the need to identify and prioritize
what is most important. [0339] Develops a plan to organize the
situation, then examines only a smaller set of factors that are
most important based upon the chosen plan. [0340] Screens out
elements determined to be irrelevant to decision-making and
responding. [0341] Adopts a hierarchical procedure of
decision-making. [0342] Sees a situation as a set of facts where
the importance of some facts may depend on the presence of other
facts. [0343] Learns that when a situation has a particular
constellation of elements, a certain conclusion should be drawn,
decision made, or expectation investigated. [0344] Exhibits more
skill and less analytical reasoning. [0345] Assesses the urgency of
competing needs and plans work accordingly. [0346] Monitors the
plan to identify new situational elements, assesses the presence or
absence of certain factors, and modifies the plan when indicated.
[0347] Determines whether new situational elements become important
or should be ignored. [0348] Pays attention to only a few of the
immense number of factors impinging on the overall situation to
decide the hierarchy of action. [0349] Choosing an organizing plan
is no simple matter for the competent performer. [0350] Combines
and assigns nonobjective and necessary elements when wrestling with
the question of the choice of a plan, and consequently, feels
responsible for and emotionally involved in the product of his/her
choice. [0351] Understands and decides in a detached manner, but
finds himself/herself intensely involved in what occurs thereafter.
[0352] Feels deeply satisfied with successful outcomes. [0353]
Remembers poor outcomes and associated feelings. [0354] Vividly
remembers successfully chosen plans and remembers the situation
from the perspective of the plan.
Stage 4: Proficiency
[0355] Indicia of Proficient Skills (Score=4 on the Assessment)
[0356] Deeply involved in his/her task and experiences it from some
specific perspective because of recent events. [0357] Perceives
certain features as salient or standing out while other features
recede into the background or are ignored. [0358] Perceives changes
gradually as events modify the salient features, plans and
expectations, and reorders the relative importance or saliency of
features. [0359] Displays rapid, fluid, involved behavior that
bears no similarity to the slow, detached reasoning of the
problem-solving process. [0360] Choosing is engaged rather than
detached and deliberate. [0361] Recalls experiences to similar
situations in the past and memories trigger plans similar to those
that worked in the past. [0362] Recalls experiences to similar
situations in the past and anticipates events similar to those that
occurred in the past. [0363] Possesses an intuitive ability to use
patterns without decomposing them into component features, called
"holistic similarity recognition." [0364] Intuitively organizes and
understands tasks where intuition is the product of deep
situational involvement and recognition of similarity. [0365]
Intuitively organizes his/her actions by assessing elements defined
as important through prior experience along with combining rules to
produce decisions about how best to manipulate the environment to
achieve the desired outcome.
Stage 5: Expertise
[0366] Indicia of Expert Skills (Score=5 on the Assessment) [0367]
Knows what to do based upon mature and practiced understanding.
[0368] Totally engages in his/her environment and does not see
problems in some detached way or work at solving them. [0369]
Present in the moment and does not worry about the future and
devising plans. [0370] Rapid automatic response. [0371] So
engrossed in the present experience as an "involved participant"
that he/she uses tools or media to connect to the environment.
[0372] Loses awareness of his/her separateness from the tools,
media or activity manipulated in the environment and connects to a
world of opportunities, threats, strengths, weaknesses, hopes and
fears. [0373] Displays rapid, fluid, involved behavior that bears
no similarity to the slow, detached reasoning of the
problem-solving process. [0374] Associates particular features of a
pattern in a given situation with a condition stored in memory and
triggers a decision. [0375] Performs mostly in an ongoing and
non-reflective manner doing what normally works. [0376] When time
permits and outcomes are crucial, experts will deliberate before
acting. This deliberation is qualitatively different from detached,
calculative problem-solving, the expert's deliberation involves
critical reflection on one's intuitions. [0377] Responds to
"holistic recognition of similarities" produced through deep
situational understanding of past experiences, relates current
situations to prior similar situations, and associates the related
decision, action or tactic simultaneously. [0378] Performs so
fluidly that the situation defies complete verbal description.
[0379] To conduct performance measurement research 940Ga, FIG. 45,
using the machine 135, FIGS. 2 and 3, the teacher, mentor, or other
person will retrieve data from the plurality of occupational
performance data fields, import the data into statistical software,
and perform combinations 970, FIG. 3, with the data using
statistical analysis software employed by one with ordinary skill
in the art to analyze the data.
[0380] To share some advantages, teachers, mentors, and other
persons can conduct performance measurement research, as examples
illustrate in FIG. 45, for individual learners and learners in the
aggregate, across all or selected competency skills, and time
periods, and examine data and their implications for improving
occupational performance. The method creates an opportunity to
conduct performance measurement research 940G, FIG. 33, so that
equitable, effective, valid, and reliable scoring rubric may be
developed and/or tested. The data capture occupational performance
improvement in authentic environments over time in sharp contrast
to standardized testing measures or examinations in testing
environments on a given day. The conduct performance measurement
research 940G, FIG. 33, creates opportunities, referring to FIG. 3,
for community members 910 such as teachers, mentors, and others to
lead community activities 940 within the community of practice 900
around developing, testing, implementing, and improving the
community's ability to conduct performance measurement research
940G, FIGS. 33 and 45.
[0381] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include examine self-regulation of
professions 940H. As illustrated in detail in 940Ha, FIG. 46,
hypothetical data for illustrative purposes of an example of
examine self-regulation of professions, comparison study of
mid-level practitioners and new graduates, 940Ha includes:
combinations 970F of 500A data 170Fk, 500D data 170Fn, 500C data
170Fm, learner summative assessment scores data 170Fi, and mentor
summative assessment scores data 170Fj correlation of combinations
970E1 goal number data 170Fe and date goal met data 170Fd displayed
in a graph. Assume the hypothetical data represents a medical
surgical specialty. Many surgical specialties require a board
re-certification for medical practitioners, commonly after ten
years of practicing medicine. Now also assume that the surgical
specialty has adopted use of the system and method of the present
embodiment for its practicing surgeons as part of their
professional practice standards and board re-certification.
Referring to FIG. 46, assume the hypothetical data "P" represents
practitioners of this medical surgical specialty who have four to
ten years experience, and each "P" represents the aggregate
performance of the cohort for years 2006, 2007, 2008, and 2009,
respectively. Referring to FIG. 46, assume the hypothetical data
"N" represents practitioners of this medical surgical specialty who
have zero years of experience in 2006; that is, they are newly
minted practitioners of this medical surgical specialty. Each "N"
represents the aggregate performance of the cohort of 2006
graduates for years 2006, 2007, 2008, and 2009. Assume the
hypothetical data lead to a conclusion that the new practitioners
are performing significantly below the practitioners with four or
more years of professional experience, and that this discrepancy is
resulting in a significantly higher percentage of medical errors
that harm patients. The data raise questions regarding
self-regulation for this medical surgical specialty about whether
the new practitioners should have more supervision during the first
few years of practice, should have a longer surgical residency,
should raise the requirement for more practice performing this
particular surgical procedure during residency training, or should
explore improving other aspects of the curriculum, or some
combination of these options.
[0382] To examine self-regulation of professions 940Ha, FIG. 46,
using the machine 135, FIGS. 2 and 3, the community members 910,
such as the teacher, mentor, or other person, will retrieve and
import the data into statistical software, database software,
and/or data mining software and perform combinations 970, FIG. 3,
with the data using statistical analysis software, database
software, and/or data mining software employed by one with ordinary
skill in the art to analyze the data.
[0383] To share some advantages, the community of practice 900,
FIG. 3, has an opportunity to examine self-regulation of
professions like the example illustrates in 940Ha, FIG. 46, to gain
an understanding of how a multitude of professions can identify and
address improvement of occupational performance for its members
during formal education program years as well as throughout
professional practice. Referring to FIG. 3, community members 910
can engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
self-regulatory issues have on their respective professions through
the multitude of combinations 970 to improve occupational
performance 102 for the benefit of the community of practice
900.
[0384] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include assess evidence based multimedia:
tools, media, activities, curriculum 940I. As illustrated in detail
in 940Ia, FIG. 47, hypothetical data for illustrative purposes of
an example of assess evidence based multimedia: tools, media,
activities, curriculum, randomized controlled trial, 940Ia
includes: combinations 970F of 500A data 170Fk, 500D data 170Fn,
500C data 170Fm, learner summative assessment scores data 170Fi,
and mentor summative assessment scores data 170Fj correlation of
combinations 970E1 goal number data 170Fe and date goal met data
170Fd displayed in a graph. Continue with the hypothetical
situation involving the medical surgical specialty identified
immediately above. Assume the hypothetical community of practice of
medical surgical specialists decide to improve the curriculum and
conduct a controlled randomized trial at several medical residency
programs and longitudinally follow the cohort for four years.
Referring to FIG. 47, assume the hypothetical data "P" represents
practitioners of this medical surgical specialty who have four to
ten years experience, and each "P" represents the aggregate
performance of the cohort for years 2011, 2012, 2013, and 2014,
respectively. Referring to FIG. 47, assume the hypothetical data
"C" represents the control group of practitioners of this medical
surgical specialty who have zero years of experience in 2011; that
is, they are newly minted practitioners of this medical surgical
specialty. The control group had no change in the curriculum or any
other significant change in their residency program during the
study. Each "C" represents the aggregate performance of the cohort
of 2011 graduates for years 2011, 2012, 2013, and 2014. Referring
to FIG. 47, assume the hypothetical data "T" represents the test
group of practitioners of this medical surgical specialty who have
zero years of experience in 2011; that is, they are newly minted
practitioners of this medical surgical specialty. The test group
received the new evidence based curriculum, but had no other
significant changes in their residency program during the study.
Each "T" represents the aggregate performance of the cohort of 2011
graduates for years 2011, 2012, 2013, and 2014. Assume the
hypothetical data leads to a conclusion that the new practitioners
who received the new evidence based curriculum performed
significantly better than the control group. The significant
improvement resulted in a significantly lower number of medical
errors. The medical surgical specialty can now consider how to
disseminate this information and address curriculum changes to the
residency program. The medical surgical specialty can also consider
continuing education training for those new practitioners who were
in the "C" control group of the study, and therefore, did not
receive the improved curriculum along with other new practitioners
who were not participants in the study.
[0385] To assess evidence based multimedia: tools, media,
activities, curriculum 940Ia, FIG. 47, using the machine 135, FIGS.
2 and 3, the community members 910, such as the teacher, mentor, or
other person, will retrieve and import the data into statistical
software, database software, and/or data mining software and
perform combinations 970, FIG. 3, with the data using statistical
analysis software, database software, and/or data mining software
employed by one with ordinary skill in the art to analyze the
data.
[0386] To share some advantages, the community of practice 900,
FIG. 3, has an opportunity to assess evidence based multimedia:
tools, media, activities, curriculum 940Ia, FIG. 47, to evaluate
whether specific tools, media, activities, and curriculum
significantly improve occupational performance when compared
against other tools, media, activities, and curriculum. Referring
to FIG. 3, community members 910 can engage in community activities
940 as part of the community of practice 900 to evaluate the
comparative effects of specific tools, media, activities, and
curriculum through the multitude of combinations 970 to improve
occupational performance 102 for the benefit of the community of
practice 900. The improved evidence based multimedia can improve
the occupational performance of learners during their formal
education program as well as learners during their professional
practice years through continuing education programs.
[0387] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include explore and implement new
applications to improve occupational performance 940J. Referring to
FIG. 3, community members 910 can engage in community activities
940 as part of the community of practice 900 which is dynamic and
oriented towards formulating new combinations of data to
iteratively and continuously explore and improve occupational
performance 102 for the benefit of the community of practice
900.
An Article of Manufacture
[0388] As an alternative mode, FIG. 4 illustrates one embodiment of
an article of manufacture of an occupational performance system.
Referring to FIG. 4, the article of manufacture 120 and 120A for
providing the occupational performance system 100 to improve an
occupational performance 102 comprising: first, a goal setting
diagram 300 including a plurality of goal element lists 400
respectively containing a plurality of goal elements 500 to compile
a plurality of competency based goals 200; and second, a
performance record 700 including the competency based goals 200, a
plurality of goal status updates 800, a plurality of progress notes
840, a plurality of assessments 820, and a plurality of artifacts
880; and third, a plurality of community activities 940 for a
plurality of community members 910 to share in a community of
practice 900 including sharing the performance record 700, engaging
in community activities 940, and performing a multitude of a
storage, retrieval, and operation 125 of a multitude of
combinations 970 using a plurality of occupational performance data
fields 170 selected from the competency based goals 200,
performance record 700, and community of practice 900 to improve
occupational performance 102 of the community of practice 900
within the occupational performance system 100 of the article of
manufacture 120, 120A. One with ordinary skill in the art may make
any multitude of manual articles or automated articles, embodying
the article of manufacture 120, 120A.
[0389] As illustrated in FIG. 4, the article of manufacture
provides the occupational performance system and method for
achieving occupational performance involves setting competency
based goals, recording performance in the performance record, and
interacting in the community of practice. Each of which will now be
discussed, in turn.
[0390] First, as illustrated in FIG. 4, setting competency based
goals 200 involves making the goal setting diagram 300, the
plurality of goal element lists 400, and the plurality of goal
elements 500 to enable the learner to set competency based goals
200. As illustrated in FIG. 49, in the present embodiment, the goal
setting diagram 300A includes a subject "I" 300Aa, a space or
prompt for a "learner's name" 300Ab, a verb "will" 300Ac, a prompt
to select a performance standard goal element 500B, a preposition
"to" 300Ad, a prompt to select a competency goal element 500A, a
prompt to select a measurement goal element 500D, a prompt to
select a preposition "using" or "through" 300Ae, a prompt to select
a tools, media, activities, curriculum goal element 500C, a
preposition "because" 300Af, and a prompt to select a motivator
goal element 500E. One with ordinary skill in the art will
understand how to prompt the learner to select various goal
elements, for example, by prompting "What competency skill would
you like to work on?" or "How will you measure your success?" or
"What is motivating you to achieve success?" Goal element prompts
500A through 500E, as illustrated in FIG. 49, sequentially prompt
the learner to browse the plurality of goal element lists 400A
through 400E, as illustrated in FIGS. 5 through 25, as presently
illustrated in detail in 400Aa through 400Aq, 400B, 400C, 400D,
400E, to sequentially select the plurality of goal elements 500A
through 500E, as presently illustrated in detail in 500AaA through
500AqH, 500Aaa through 500Aqh, 500BA through 500BK, 500Ba through
500Bk, 500CA through 500CP, 500Ca through 500Cp, 500DA through
500DP, 500Da through 500Dp, and 500EA through 500EP, 500Ea through
500Ep, FIGS. 5 through 25. In FIGS. 5 through 25, each goal element
has a unique and consistent binary match of a code number and a
text phrase. For example, referring to FIG. 5, performance standard
goal element "PS.G1.1" 500BA is the code number and "develop
questions to initiate research" 500Ba is the text phrase forming
the unique and consistent binary match. The code numbers are for
outcomes research and scientific research purposes. The text
phrases will be viewable to learners, whereas the code numbers will
be hidden. The goal elements listed in FIG. 5 through 25 are
illustrative, and represent a partial list, of goal elements 500A
through 500E to demonstrate to one with ordinary skill in the art
how to make goal element lists 400A through 400E. Goal elements are
derived from research of one with ordinary skill in the art of
various literature and theories drawn from neuroscience,
psychology, sociology, philosophy, occupational therapy, education,
and self-regulated professions. The goal element lists 400A through
400E as illustrated in FIGS. 5 through 25, and the goal elements
500A through 500E as illustrated in FIGS. 5 through 25 are merely
illustrative and represent how one with ordinary skill in the art
can make complete lists of goal element lists and goal elements
which may be updated and modified over time.
[0391] Competency based goals 200, as illustrated in FIG. 4, are
depicted in detail as examples 200Z1, 200Z2, 200Z3, and 200Z4
illustrated in FIGS. 26 through 29. For example, the following
competency based goals can be set across a wide age span and broad
scope of learning: As illustrated in FIG. 26, "I, [audiology
learner's name], will discover patterns in information to
understand the vocational effects of hearing impairment with 90%
accuracy through journal club because it interests me." 200Za; "I,
[clinical and translational research learner's name], will assess
the benefits of proposed solutions to develop protocols utilizing
management of information using computer technology with moderate
assistance through mentor meetings because I want to succeed."
200Zb; "I, [dentistry learner's name], will revise communications
to improve clarity to order appropriate laboratory, radiographic,
and other diagnostic tests as indicated, including biopsy of
suspicious oral lesions with 100% accuracy through simulated skills
training because I want to master it." 200Zc; "I, [dietetic
learner's name], will conduct research to evaluate ideas to explain
the impact of a public policy position on dietetics practice with
minimal assistance through self-directed learning because I enjoy
it." 200Zd; and, "I, [K-12 math learner's name], will discover
patterns in information to describe important features of a data
set with 90% accuracy using the Johnny Appleseed Survey because I
want to beat my best score." 200Ze can be set using the goal
setting diagram as illustrated in FIG. 49, the goal element lists
400A through 400E as illustrated in FIGS. 5 through 25, and the
goal elements 500A through 500E as illustrated in FIGS. 5 through
25.
[0392] As illustrated in FIG. 27, "I, [K-12 science learner's
name], will reason inductively from a set of specific facts to
describe how friction affects the amount of force needed to do work
over different surfaces with moderate assistance through
observation because I want to know how it works." 200Zf; "I, [K-12
health education learner's name], will develop questions to
initiate research to assess key nutrients and their specific
functions and influences on body processes (e.g. disease,
prevention) correctly 7 times out of 10 using self-directed
learning because it interests me." 200Zg; "I, [engineering
learner's name], will exchange ideas while recognizing the
perspectives of others to understand orbital mechanics applications
in astronautical engineering with moderate assistance through
seminars because I want to know how it works." 200Zh; and, "I, [law
learner's name], will evaluate relationships in ideas to understand
the process for recognizing ethical dilemmas with minimal
assistance through journal club because I want to feel better about
myself." 200Zi can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0393] As illustrated in FIG. 28, "I, [medical resident learner's
name], will develop a plan of action to accomplish a goal to
prioritize and stabilize multiple patients simultaneously with
supervision through simulated skills training because I want to
succeed." 200Zj; "I, [nurse practitioner learner's name], will
develop questions to initiate research to perform a comprehensive
assessment of mental health needs of a community with minimal
assistance through a team building activity because I want to see
the result." 200Zk; "I, [occupational therapy learner's name], will
revise communications to improve clarity to articulate a clear and
logical rationale for the intervention process correctly 7 times
out of 10 through mentor meetings because I enjoy it." 200Zl; "I,
[optometry learner's name], will reason inductively from a set of
specific facts to understand the basic optical principles of low
vision rehabilitation devices with 75% accuracy through case
studies because it interests me." 200Zm; "I, [pharmacy learner's
name], will discover patterns in information to manage medication
use systems to participate in the development of health policy with
moderate assistance through observation because I want to know how
it works." 200Zn can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0394] As illustrated in FIG. 29, "I, [physical therapy learner's
name], will deliver a visual presentation for a variety of purposes
and audiences to explain the rationale for selected interventions
to achieve patient goals as identified in the plan of care with
100% accuracy through an interdisciplinary meeting because I want
to beat my best score." 200Zo; "I, [speech-language pathology
learner's name], will evaluate relationships in ideas to integrate
information about swallowing disorder anatomy and physiology
correctly 9 times out of 10 through simulated skills training
because I want to know the cause." 200Zp; and, "I, [teacher
learner's name], will develop a plan of action to accomplish a goal
to present the subject matter in multiple, effective ways which are
purposefully selected to engage every student in learning with
minimal assistance using case studies because it makes me feel
good." 200Zq can be set using the goal setting diagram as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25.
[0395] The competency based goals, 200Z1, 200Z2, 200Z3, and 200Z4
as illustrated in FIGS. 26 through 29, are depicted as examples to
demonstrate the competency based goals a multitude of learners can
set using the goal setting diagram to sequentially browse the
plurality of goal element lists to sequentially select the
plurality of goal elements. As mentioned above, the goal element
lists 400A through 400E as illustrated in FIGS. 5 through 25, and
the goal elements 500A through 500E as illustrated in FIGS. 5
through 25 are merely illustrative and as such represent just a
sample of competency based goals that learners can actually set
using the article of manufacture in FIG. 4.
[0396] If setting competency based goals is a manual article of
manufacture 120, 120A, FIG. 4, the learner uses the goal setting
diagram, FIG. 49, and selects the goal elements from the goal
element lists in the following order: first, competency 500A;
second, performance standard 500B; third, tools, media, activities,
curriculum 500C; fourth, measurement 500D; and, fifth, motivator
500E, with a manual instruction sheet with prompts like "What
competency skill would you like to work on?" in sequential order,
and places each phrase into the goal setting diagram to set
competency based goals. If setting competency based goals is an
automated article of manufacture 120, 120A, FIG. 4, the learner
uses the goal setting diagram, FIG. 49, and receives automatic
prompts like "What competency skill would you like to work on?" in
sequential order: first, competency 500A; second, performance
standard 500B; third, tools, media, activities, curriculum 500C;
fourth, measurement 500D; and, fifth, motivator 500E, and places
each phrase into the goal setting diagram to set competency based
goals, and each goal element is automatically placed into the
correct field of the goal setting diagram and displayed to the
learner as the goal is being set.
[0397] To share some advantages, setting competency based goals 200
as illustrated in FIG. 4, using the goal setting diagram 300A as
illustrated in FIG. 49, the goal element lists 400A through 400E as
illustrated in FIGS. 5 through 25, and the goal elements 500A
through 500E as illustrated in FIGS. 5 through 25 include the
following: Each goal element supports occupational performance
achievement based upon research of evidence in the field; having
the learner include each goal element in setting his/her competency
based goals increases the likelihood of achieving goals; providing
the learner with text phrases supports successful goal setting and
teaches one how to set effective goals; self-set goals by learners
are perceived as more relevant and important which increases the
likelihood of achievement; the goals are individualized to the
learner's needs and interests which facilitates achievement and
enables teachers and mentors to tailor and individualize the
learning process; defines the purpose of what the learner is
learning and shapes the execution of action to learn; enables goal
setting for any learner who is participating in any competency
based, often called standards based, learning including, but not
limited to: audiology, clinical and translational research,
dentistry, dietetics, kindergarten through 12th grade public
education, engineering, law, medicine, nurse practitioner,
occupational therapy, optometry, pharmacy, physical therapy,
speech-language pathology, and teachers; enables outcomes based
research across a wide age span and broad scope of education; and
finally, enables scientific research across a wide age span and
broad scope of education. A limitation of the method is that it
does not apply to non-competency based education such as a masters
of business administration, a bachelor of arts in history, or a
doctorate in philosophy. If, however, such education programs
establish competency based performance skills for the learning that
is to occur, as opposed to content based education, then the method
applies.
[0398] Second, as illustrated in FIG. 4, recording performance in
the performance record 700 involves making the performance record
700 including competency based goals 200, goal status updates 800,
progress notes 840, assessments 820, and artifacts 880. As
illustrated in FIG. 30, in the present embodiment, the performance
record 700 is a spreadsheet including the following: Competency
based goals 200 with occupational performance data fields for "goal
number data" 170Fe, "competency based goal 200Z data" 170Ff, "500A
data" 170Fk, "500B data" 170F1, "500C data" 170Fm, "500D data"
170Fn, and "500E data" 170Fo. The goal number data 170Fe
occupational performance field will prompt the learner to
categorize the goal as a short-term goal or a long-term goal,
record this response and assign a goal number based upon the number
of goals the learner has written related to that competency goal
element 500A from FIGS. 9 through 25. The competency based goal
200Z data 170Ff occupational performance data field imports the
competency based goal 200Z data, like the examples given in 200Z1,
200Z2, 200Z3, and 200Z4, FIGS. 26 through 29. For example "I,
[audiology learner's name], will discover patterns in information
to understand the vocational effects of hearing impairment with 90%
accuracy through journal club because it interests me." 200Za from
FIG. 26 which the learner set by using the goal setting diagram
300A illustrated in FIG. 49. Returning to FIG. 30, the 500A data
170Fk occupational performance data field captures the 500A unique
and consistent binary match of the code number and text phrase, as
illustrated in FIGS. 9 through 25. For example, using the audiology
learner's goal immediately above, the 500A data 170Fk occupational
performance data field captures the code number "CS.ASHAa.2.3.2"
500AaB from FIG. 9, and the text phrase "understand the vocational
effects of hearing impairment" 500Aab from FIG. 9. Referring to
FIG. 30, the 500B data 170F1 occupational performance data field
captures the 500B unique and consistent binary match of the code
number and text phrase, as illustrated in FIG. 5. For example,
using the audiology learner's goal immediately above, the 500B data
170F1 occupational performance data field captures the code number
"PS.G1.28" 500BC from FIG. 5, and the text phrase "discover
patterns in information" 500Bc from FIG. 5. Referring to FIG. 30,
the 500C data 170Fm occupational performance data field captures
the 500C unique and consistent binary match of the code number and
text phrase, as illustrated in FIG. 6. For example, using the
audiology learner's goal immediately above, the 500C data 170Fm
occupational performance data field captures the code number
"K.HC.1.4" 500CE from FIG. 6, and the text phrase "journal club"
500Ce from FIG. 6. Referring to FIG. 30, the 500D data 170Fn
occupational performance data field captures the 500D unique and
consistent binary match of the code number and text phrase, as
illustrated in FIG. 7. For example, using the audiology learner's
goal immediately above, the 500D data 170Fn occupational
performance data field captures the code number "M.1.4" 500DE from
FIG. 7, and the text phrase "with 90% accuracy" 500De from FIG. 7.
Referring to FIG. 30, the 500E data 170Fo occupational performance
data field captures the 500E unique and consistent binary match of
the code number and text phrase, as illustrated in FIG. 8. For
example, using the audiology learner's goal immediately above, the
500E data 170Fo occupational performance data field captures the
code number "MV.1.2" 500EC from FIG. 8, and the text phrase "it
interests me" 500Ec from FIG. 8.
[0399] If the performance record, FIG. 30, is the manual article of
manufacture 120, 120A, FIG. 4, the learner will enter each
competency based goal into respective competency based goal 200Z
data 170Ff occupational performance data fields. The performance
record is formatted to aid the learner in placing the competency
based goals in the correct fields. The learner will then indicate
whether the competency based goal is a short-term goal or long-term
goal and number the goal in the goal number data 170Fe occupational
data performance field. If the performance record is the automated
article of manufacture 120, 120A, FIG. 4, the learner's competency
based goals will be automatically placed in the correct competency
based goal 200Z data 170Ff occupational performance data fields
which are mapped to the correct section of the formatted
performance record by the competency 500A goal element. The learner
then receives a prompt, asking whether the goal is a short-term
goal or long-term goal, answers the prompt, and the goal is
automatically numbered. If the performance record is manual, the
teacher or mentor or other person will enter the correct codes and
text phrases for 500A data 170Fk, 500B data 170F1, 500C data 170Fm,
500D data 170Fn, and 500E 170Fo data. If the performance record is
automated, the correct codes and text phrases for 500A data 170Fk,
500B data 170F1, 500C data 170Fm, 500D data 170Fn, and 500E 170Fo
data will be automatically populated to the appropriate
occupational performance data fields.
[0400] To share some advantages, capturing the 500A through 500E,
FIG. 5 through 25, code number and text phrase in the spreadsheet
is designed to facilitate quantitative, qualitative, and mixed
method outcomes research and scientific research. Importing the
competency based goal 200Z data 170Ff allows the learner and mentor
or teacher to quickly identify areas under which the learner has
set and has not set competency based goals across the whole scope
of competencies. This creates visual feedback for the learner and
mentor or teacher to immediately identify areas where competencies
are not being addressed, and the impetus to set competency based
goals in other areas. Importing the competency based goal also
creates a permanent record of the nature of the learner's
experience and achievement. Additionally, the competency based
goals are an important part of assessments which is discussed in
detail below.
[0401] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes goal
status updates 800 with occupational performance data fields for
"date goal set data" 170Fa, "date goal progress made data" 170Fb,
"date goal unmet or modified data" 170Fc, and "date goal met data"
170Fd. The goal status updates 800 occupational performance data
fields 170Fa through 170Fd are formatted as mm/dd/yyyy dates.
[0402] If the performance record is the manual article of
manufacture 120, 120A, FIG. 4, the learner will enter the goal
status updates 800 for goal set data 170Fa, date goal progress made
data 170Fb, date goal unmet or modified data 170Fc, and date goal
met data 170Fd by reviewing all competency based goals on the
performance record and manually entering the correct dates. If the
performance record is the automated article of manufacture 120,
120A, FIG. 4, the learner will be prompted to enter the goal status
updates 800 for each and every goal on the performance record, and
enter the correct dates for goal set data 170Fa, date goal progress
made data 170Fb, date goal unmet or modified data 170Fc, and date
goal met data 170Fd.
[0403] To share some advantages, tracking progress by recording
goal status updates helps the learner to focus on goal directed
behavior and achievement of goals, helps the mentor or teacher to
identify ways to support the learner's achievement and provide
effective and specific feedback, helps to recognize and celebrate
achievement which improves self-efficacy and is designed to drive
further achievement. Additionally, the goal status updates data are
useful for outcomes research and scientific research.
[0404] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
progress notes 800, and related "progress notes 840A data" 170Fq.
As illustrated in detail in FIG. 31, the example of progress notes
840A includes the following: salient impressions 840AA, salient
impressions data 170Aa, happenings 840AB, happenings data 170Ab,
introspection 840AC, introspection data 170Ac, next steps 840AD,
next steps data 170Ad, empowerment 840AE, empowerment data 170Ae.
Salient impressions 840AA includes a prompt to stimulate the
learner's thinking which presently asks, "Can you describe your
subjective reactions to your experience this week? What did you
experience as important, remarkable, or striking in nature? Did you
have any strong emotional reactions to an experience this week? If
so, describe your reaction and the impression it left upon you.
What will you remember most about what you experienced this week?"
Salient impressions data 170Aa is a text box which allows the
learner to enter free form text. Happenings 840AB includes a prompt
to stimulate the learner's thinking which presently asks, "What
events took place this week? What were the facts and circumstances
surrounding those events? Can you describe the context in which the
events occurred? What was unique or different about the event? How
will this event help you to understand what you do next time under
a somewhat different set of facts and circumstances? In what way
was this event similar or different than your other experiences? To
what degree was the experience similar or different?" Happenings
data 170Ab is a text box which allows the learner to enter free
form text. Introspection 840AC includes a prompt to stimulate the
learner's thinking which presently asks, "What did you learn this
week? What did you learn from what you observed, or when you
performed a task, or when you discussed your observations or
performance with your mentor, teacher, peers, or others? What did
you learn from what you researched, read, analyzed, and wrote? What
did you learn by noticing what/how others performed, avoided
performing, or failed to perform properly? Are you working towards
meeting your short-term goals? Did you meet a short-term goal? Do
you need to modify a short-term goal because something has changed?
Do you need to discontinue or discharge a goal because it has
become irrelevant, impossible, or impractical to meet? Do you need
to set a new short-term goal? Do you want to continue working on
the same short-term goal, but in the context of a new assignment?
Consider these questions related to your long-term goals."
Introspection data 170Ac is a text box which allows the learner to
enter free form text. Next steps 840AD includes a prompt to
stimulate the learner's thinking which presently asks, "What are
the preparatory actions that you need to take to achieve your
current short-term and long-term goals? What does your list of
`Things to Do` include for the next week or two? Are there any
systems or procedures that you need to identify, have access to, or
understand to meet your goals? What can you do to ensure that time,
effort, and resources are allocated effectively to enable you to
complete your work?" Next steps data 170Ad is a text box which
allows the learner to enter free form text. Empowerment 840AE
includes a prompt to stimulate the learner's thinking which
presently asks, "What do you now possess the capacity or authority
to do? About what experience can you now claim, `I did it!`? How
did you experience a small measure of success this week? What kind
of personal achievement do you have to celebrate?" Empowerment data
170Ae is a text box which allows the learner to enter free form
text.
[0405] If the performance record is the manual article of
manufacture 120, 120A, FIG. 4, the learner will have a progress
note template with the 840AA, 840AB, 840AC, 840AD, and 840AE
prompts to stimulate the learner's thinking, and a formatted
progress note listing salient impressions 840AA, happenings 840AB,
introspection 840AC, next steps 840AD, and empowerment 840AE as
headers, each with space for the learner to enter free form text
170Aa, 170Ab, 170Ac, 170Ad, and 170Ae data, respectively. If the
performance record is the automated article of manufacture 120,
120A, FIG. 4, the learner will have the progress note formatted
with the headers salient impressions 840AA, happenings 840AB,
introspection 840AC, next steps 840AD, and empowerment 840AE as
headers, each with space for the learner to enter free form text
170Aa, 170Ab, 170Ac, 170Ad, and 170Ae data, respectively. If the
learner needs to review the prompts to stimulate thinking, he or
she will hover over the relevant header and the relevant prompt
will appear, and then disappear as the learner move the cursor to
enter free form text.
[0406] To share some advantages, the progress notes facilitate
organization, planning, reflection and execution of occupational
performance and build self-efficacy for the learner. The progress
notes allow the teacher, mentor and others to have a window into
the experience and mental thought processes of the learner, many
experiences of which may occur when the teacher, mentor, and others
are not in a position to observe the learning and achievement that
is occurring. The progress notes can serve as a springboard for
group discussion. The progress notes also produce useful data for
outcomes research and scientific research.
[0407] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
assessments 820 with occupational performance data fields for
"learner formative assessment scores data" 170Fg, "mentor formative
assessment scores data" 170Fh, "learner summative assessment scores
data" 170Fi, and "mentor summative assessment scores data" 170Fj.
The mentor or teacher can establish a scoring rubric of his or her
choice. A Likert scale with numeric scores 1 through 5, or a
version of the Dreyfus scale with level of skill acquisition number
scores 1 through 5, or another scoring rubric with at least some
evidence of validity and reliability may be used. Additional mentor
formative and summative assessment occupational performance data
fields may be added if the learner would like to have more than one
mentor or teacher participate in assessments.
[0408] If the performance record is the manual article of
manufacture 120, 120A, FIG. 4, the learner will enter a numeric
score in the appropriate formative or summative assessment
occupational performance data fields, following instructions for
the scoring rubric chosen by the teacher, mentor, or other, along
with instructions for completion deadlines and meeting with
respective teachers or mentors to compare scores and discuss
feedback. Any mentors or teachers involved with respective learners
will also enter a numeric score in the appropriate formative or
summative assessment occupational performance data fields,
following the scoring rubric and instructions. If the performance
record is the automated article of manufacture 120, 120A, FIG. 4,
the learner will enter a numeric score in the appropriate formative
or summative assessment occupational performance data fields,
following instructions for the scoring rubric chosen by the
teacher, mentor, or other, along with instructions for completion
deadlines and meeting with respective teachers or mentors to
compare scores and discuss feedback. The learner will receive a
prompt if any data fields are left blank and the learner will not
be allowed to enter a score not listed on the instruction sheet,
such as a "1.5" if the scoring rubric instructs to only use whole
numbers. The learner will receive automatic reminders to complete
the assessment before the deadline, and if necessary, continued
reminders to complete the assessment if the deadline passes. Any
mentors or teachers involved with respective learners will also
enter a numeric score in the appropriate formative or summative
assessment occupational performance data fields, following the
scoring rubric and instructions. The mentor or teacher will receive
a prompt if any data fields are left blank and the mentor or
teacher will not be allowed to enter a score not listed on the
instruction sheet, such as a "1.5" if the scoring rubric instructs
to only use whole numbers. The mentor or teacher will receive
automatic reminders to complete the assessment before the deadline,
and if necessary, continued reminders to complete the assessment if
the deadline passes.
[0409] To share some advantages, the formative and summative
assessment scores reflect occupational performance in authentic
environments observed over a period of time. The formative and
summative assessments inherently afford weighting to the competency
skills by listing the learner's specific competency based goals 200
in lieu of the endless need to create behavioral anchors or
qualifiers around performance skills which is problematic, or
confounding, or unsustainable. The formative and summative
assessments allow the learner to self-score his or her own
occupational performance along with his or her mentor or teacher.
Accurate self-assessment is very important for members of
self-regulated professions who must decide whether they possess
minimum competency to perform a specific task safely and
independently, or pose risk to their patients or clients. Accurate
self-assessment is also very important for determining what future
goals any learner should consider for himself or herself. A learner
must accurately grasp his or her current occupational performance
abilities to effectively set future goals as a life-long learner.
The formative and summative assessment encourages the learner and
mentor or teacher to exchange dialogue and share feedback about the
learner's performance with a specific, objective approach.
[0410] Continuing with FIG. 30, in the present embodiment, the
performance record 700 is the spreadsheet which also includes
artifacts 880, and related "artifacts 880Z data" 170Fp. As
illustrated in detail in FIG. 32, the example of artifacts 880Z
includes the following: "my presentations" 880ZA, "my reports and
publications" 880ZB, "my tests, evaluations, and assessments"
880ZC, "my personhood" 880ZD, "my awards and recognition" 880ZE,
"my vocational interests" 880ZF, "my career opportunities" 880ZG,
"my resume" 880ZH, "my letters of recommendation" 880ZI, "my
contacts" 880ZJ, "my continuing education" 880ZK, and "my licenses,
certification, and special training" 880ZL. My presentations 880ZA,
for example, may include any written presentations, speeches, or
audiovisual presentations the learner gives. My reports and
publications 880ZB, for example, may include book reports, term
papers, poems, short stories, newspaper editorials or articles,
doctoral thesis, journal articles, books, chapters, and the like,
that the learner produces. My test, evaluations, and assessments
880ZC, for example, may include standardized assessment scores, any
tests or quizzes, mid-term and final exams, oral exam results,
simulated skills training results, standardized examination results
(SAT, ACT, LSAT, GRE, GMAT, etc.), board scores, annual performance
evaluations, physical/functional capacity evaluations, vision
tests, driving tests, drug screens, criminal background checks, and
so forth of the learner. My personhood 880ZD, for example, may
include results of items illustrated in FIG. 35 which will be
discussed in detail below, such as an Interest Inventory 940Bb, a
Role Checklist 940Bc, a Myers-Briggs type indicator 940Bd, a Social
Style profile 940Be, and a Flower Exercise 940Bf, as well as other
personhood items such as familial cultural or historical items and
so forth that are significant to the learner. My awards and
recognition 880ZE, for example, may include trophies, scholarship
awards, metals, ribbons, certificates of achievement, plaques,
leadership positions, and so forth of the learner. My vocational
interests 880ZF, for example, may include results of items
illustrated in FIG. 44 which will be discussed in detail below,
such as explore vocations data as well as vocational interest items
from career days, bring your child to work days, career guides, and
so forth. My career opportunities 880ZG, for example, may include
job ads, job leads, job postings, career guides, professional
program literature, and so forth that interest the learner and for
which the learner may be qualified or holds as a dream job. My
resume 880ZH, for example, may include all historical resumes or
curriculum vitae of the learner. My letters of recommendation
880ZI, for example, may include any letters of recommendation,
letters of commendation, letters of reference, letters of support
and so forth of the learner. My contacts 880ZJ, for example, may
include any contact information of any persons or entities that may
assist the learner with vocational exploration, vocational
readiness, vocational opportunities, vocational counseling,
vocational mentoring, and so forth that the learner collects. My
continuing education 880ZK, for example, may include any continuing
education certificates, attendance records, brochures about future
courses, workshops or seminars and so forth of the learner. My
licenses, certification, and special training 880ZL, for example,
may include professional licenses, board certifications, letters of
reciprocity, visitor status, specialized training certificates,
documentation related to good standing or adverse actions,
reprimands, removal, or re-installment of license or certification
and so forth of the learner.
[0411] If artifacts is the manual article of manufacture 120, 120A,
FIG. 4, the learner will collect all artifacts in a designated
artifacts folder. If artifacts is the automated article of
manufacture 120, 120A, FIG. 4, the learner will collect all
artifacts in a designated electronic folder.
[0412] To share some advantages, learners must be taught how to
prepare for work force readiness. Artifacts 880Z constantly reminds
learners to think in terms of how their occupational performance
impacts their vocational opportunities. Artifacts 880Z drives
vocational exploration, vocational planning, and vocational
attainment. Competency goal elements 500A, as illustrated in FIGS.
9 through 25, of many programs from K-12 through professional
programs specifically include competency requirements related to
vocational exploration, planning, and attainment. The learner can
produce or collect various artifacts 880Z and store them in the
performance record 700 section for artifacts to show achievement of
self-set competency based goals related to vocations in artifacts
880Z. Learners, especially those who have limited role models, can
start to envision themselves pursuing various vocations and
generate feedback and solicit guidance from mentors, teachers,
peers, and others. Artifacts 880Z helps organize learners and helps
them manage the task of continuously collecting artifacts related
to vocations. Any learner who has submitted a bar application,
updated an academic curriculum vitae, or submitted a college
application, or applied for a competitive job, or run for a
leadership position understands the daunting task of collecting
relevant artifacts of one's achievements and the benefits of
organization and planning.
[0413] Third, as illustrated in FIG. 4, interacting in the
community of practice 900 involves making the plurality of
community activities 940 for the plurality of community members 910
to engage in, and sharing aspects of the performance record 700,
and performing a multitude of a storage, retrieval, and operation
125 of the multitude of combinations 970 of research approaches
using the occupational performance data fields 170 to improve
occupational performance 102 of the community of practice 900. The
method in the article 120, 120A, FIG. 4, is iterative and
continuous. As illustrated in FIG. 48, in the present embodiment,
the community members 910Z include the following: learners 910Za,
teachers 910Zb, mentors 910Zc, other persons 910Zd, parents,
guardians 910Ze, researchers 910Zf, education programs and
institutions 910Zg, professional associations 910Zh, regulatory and
licensing agencies 910Zi, accreditation agencies 910Zj,
corporations and other employers 910Zk, government agencies 910Zl,
and other stakeholders 910Zm. As illustrated in FIG. 33, in the
present embodiment, the community activities 940Z include the
following: storytelling by analogy to share experiences 940A,
participate in personhood activities 940B, explore vocations 940C,
share artifacts 940D, conduct outcomes research 940E, conduct
scientific research 940F, conduct performance measurement research
940G, examine self-regulation of professions 940H, assess evidence
based multimedia: tools, media, activities, curriculum 940I,
explore and implement new applications to improve occupational
performance 940J.
[0414] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include storytelling by analogy to share
experiences 940A. As illustrated in detail in FIGS. 34 and 50, the
example of storytelling by analogy to share experiences 940A1 and
940A2 includes the following: sounding the horn 940Aa, sounding the
horn data 170Ga, playing leap frog in the night 940Ab, playing leap
from in the night data 170Gb, burning just one flashlight 940Ac,
burning just one flashlight data 170Gc, modified leap frog: walking
together 940Ad, modified leap frog: walking together data 170Gd,
running together on white gravel 940Ae, running together on white
gravel data 170Ge, dew-covered spider webs 940Af, dew-covered
spider webs data 170Gf, wolves howling in the distance 940Ag,
wolves howling in the distance data 170Gg, questioning the
compass's reliability 940Ah, questioning the compass's reliability
data 170Gh, lessons learned from your handbook 940Ai, lessons
learned from your handbook data 170G1, blazing "x's" on trees
940Aj, blazing "x's" on trees data 170Gj, finding your fresh water
stream 940Ak, finding your fresh water stream data 170Gk, growing
accustomed to the night 940A1, growing accustomed to the night data
170G1, sharing stories back at base camp 940Am, and sharing stories
back at base camp data 170Gm. The following allegory, Finding Your
Way: The Lessons of Experience, from Preserving the Social
Contract, B. A. Wright (2009), accompanies 940A:
[0415] The guide master grouped us in pairs, with one novice and
one experienced trail-blazer per team. She told us to gather two
canteens of water, two energy snacks, two flash lights with new
batteries but no back-up batteries allowed, a Swiss Army knife, and
one compass. Additionally, the guide master supplied each of us
with a "rape horn," instructing us to use it only in the event of a
serious emergency. Upon sounding your "rape horn," you must know
that SWAT Rangers will be immediately dispatched via helicopter to
extract you from the woods, she explained. Just after dusk, each
team is dropped in a different location deep in the woods of Ozark
Mountain country. The guide master handed my team the following
instructions on an index card: "Travel due northeast until you meet
a white gravel road. Take the white gravel road due southeast until
it forks. At the fork, set your compass due southwest and travel
until you reach the stream. Traveling near the bank, head up stream
until you reach the base camp. When your team reaches the base
camp, you have succeeded"
[0416] The time is now 8:00 p.m., it is pitch dark, the moon is
almost full, the stars are shining bright against the clear sky,
the temperature is about fifty degrees, and the leaves have begun
to fall from the trees. While orienteering at night, in pairs of
two, the most effective method for staying on course is playing
"leap-frog." Leap frog is a method where one member of the team
sets the compass, in this case due northeast, then holds the
flashlight under the compass, and points the light in the same
direction as the needle on the compass. The light will inevitably
shine on a tree since the woods are so dense. One member of the
team will leap ahead to reach the target tree, while the other team
member remains behind shining the light on the target tree. Only
after the first member reaches the target tree by blazing ahead
alone, will the light-shedding member leap to catch up.
[0417] As you begin this process, you both realize that there are
other decisions you must make. Even the experienced member of your
team has only been orienteering in the daytime in a team of four,
so the challenges presented in this situation are somewhat
different than prior experience. You must decide whether the
trail-blazer should burn the second flashlight as he or she forges
ahead, and when the light-shedder is catching up. You start
wondering how long your journey will take, how long your
flashlights will burn, and realize that you were not told how long
you would be in the deep woods. A bit of fear of the unknown sets
in as you realize that you don't know how long it will take to
succeed in finding the base camp. Together, you decide to conserve
your resources and burn just one flashlight at a time. You know
this is the right decision, but as you implement this decision, you
realize it has its drawbacks as well. The trail-blazer is forging
through the thickness of the brush, fallen leaves and branches,
with nothing to light the path, only a beam shining on the target
tree. Leaping ahead in the darkness requires courage, a keen
alertness, and an agile posture over the unsteady terrain. Staying
behind as light-shedder bears its own unique experience--technical
accuracy in finding a good target, determining how far ahead that
target should be, waiting patiently as your partner reaches the
target, and the growing sense of loneliness as your only human
contact slips away into the darkness.
[0418] While you both know that playing leap frog is the most
effective method for accurately staying on course, it is very
slow-going and is starting to take its physical and emotional toll
on you as the night wears on. Together, you decide to modify the
method You agree to set the compass, shine the light, and walk
together toward the target tree. This feels better. The loneliness
and fear of the night start to subside as you find friendship while
traveling together. The light-shiner realizes that maintaining the
beam on the target tree is much more difficult while navigating
over the rugged terrain and talking. You find yourselves heading in
the general direction in which you shined the light and checking
your compass more frequently because maintaining the target it more
elusive while walking. Finally, one of you expresses concern about
not hitting the white gravel road yet and questions whether
traveling together might be throwing you off course. Together, you
agree to resume the playing leap frog.
[0419] Together, you reach the white gravel road at 11:30 p.m. and
you're ecstatic. You did it together! You quickly check your
compass to see which direction is southeast. Fabulous! You head
straight down the gravel road. You are walking briskly now, no need
to check the compass until you hit the fork in the road. Just the
physical space around your body created by the road, pushing the
trees back into the woods, allow you to breathe easier. The rhythm
of your pace, the speed of your progress, and the joy of your
success, are all celebrated together.
[0420] Suddenly, you reach the fork in the road, and the path you
are directed to take is neither left nor right, but rather due
southwest. Yes, it is time to set your compass and head back into
the woods. You swell up with emotion as the thickness of woods
seems to invade your space. Together, methodically, you start
playing leap frog again. It is not long before your first
flashlight grows dim, too dim to reach the target tree, so you
begin to burn the second flashlight. Again, trail-blazer and
light-shedder are working in tandem to achieve the goal. As the
light-shedder aims for the next target, the beam shines brilliantly
on an enormous spider web. It must be four feet wide. The amazingly
intricate web is covered with drops of dew, sparkling in your
light. A large fury spider sits dead-center in his web. You usually
don't like spiders, but strangely enough, you're happy to see
something besides your partner; the moon, and the endless sea of
trees. Even though the web is blocking your path toward your next
target tree, you decide not to destroy something so beautiful.
Together; you realize that it is okay sometimes to be thrown a
little off course.
[0421] Fatigue is setting in. The time is now 1:18 a.m. Wolves
begin howling in the distance. It is almost impossible to pinpoint
the direction of the threat because their howl is bouncing off the
mountainside. You are glad you have your rape horn. You feel for it
against your chest, reassured that it still hangs around your neck,
even though you've felt it bumping against your chest with every
step since your journey began. You don want to be the team that
calls in the Rangers, so you vow not to sound the alarm unless the
threat becomes imminent.
[0422] The night is wearing on, and it is now 2:37 a.m. You never
thought the guide master would leave you in the woods so long. The
goal of finding the base camp starts to feel unattainable. Your
senses are getting dull, the sounds of the night are impinging on
your emotions, and the darkness of the night instills a sense of
anguish. Together, you both start questioning the reliability of
your compass. Surely, we should have reached the stream by now. You
begin thinking through lessons learned in your orienteering
handbook. First, you remember that the compass never lies. The
compass is a reliable instrument, gaining its direction from the
unwavering pull of the North Pole. This theory is sound. It will be
questioned by those blazing trails, but this theory remains
well-settled. Second, you remember the anecdotal story about people
getting lost in the woods, traveling in circles, in their attempt
to follow the moon, and realize the futility of relying on the
moving target of the moon to direct your path. Third, you learned
that the eastern hillside, as a general rule, has denser underbrush
than the western hillside. As you compare the two for the first
time, one hillside does seem denser than the other. This
information, along with your reliable compass, provides reassurance
that you are traveling in the right direction of your ultimate
goal.
[0423] As you continue playing leap frog through the dark, you see
a sign of an expert who has gone before you. A large "X" is blazed
into a tree. This is an unmistakable sign, carved by the guide
master, to renew your sense of hope and conviction that you are
heading the right direction. Someday, when you have the expertise,
you will confidently use your Swiss Army knife to blaze the trail
and instill hope in other travelers. The time is now 3:24 a.m. Even
though you are physically weary, the "X" brightened your emotions
and gives you the energy to press on.
[0424] Now, you can finally hear it. The dancing sounds of fresh
water rolling over rocks in the distance. With your second
flashlight now growing dim, together you decide to turn it off and
walk side by side in the darkness letting the sound of the stream
serve as your guide. In no time, it seems, you reach the stream.
You are overjoyed! This is worth celebrating! You are laughing, and
crying, jumping up and down, and absolutely confident you are going
to achieve your goal.
[0425] Together, you walk upstream along the bank. You are talking,
reflecting on the events of the night, and sharing the glory of
knowing that you did it together. Suddenly, you realize how
accustomed you've grown to the darkness of the night and the
thickness of the woods. The shadows of the moon and sounds of the
wolves no longer play on your emotions. You have experienced all of
it. And, the fear of the unknown is gone.
[0426] As the terrain becomes a steeper uphill climb, you and your
partner occasionally find yourself placing your hand on a rock or
branch to maintain control. Almost simultaneously, you gasp and cry
out to each other as you see the glow of the base camp in the
distance. You are scrambling uphill faster now. As you reach the
site, the camp is lit by make-shift luminaries from cut open milk
jugs filled with candles all aglow. There is your guide master,
sitting atop a large bolder, and two other teams to greet you. You
exchange stories about your experiences and wait for the other
three teams to arrive. The guide master leads the ceremony where
everyone receives their award in commemoration of their success.
Congratulations, you did it!
[0427] If storytelling by analogy to share experiences 940A, 940A1
and 940A2, FIGS. 33, 34 and 50, is the manual article of
manufacture 120, 120A, FIG. 4, then the learner will enter free
form text into a journal or text document under the 170Ga through
170Gm occupational performance data field sharing how the learner's
own experience is analogous 940Aa through 940Am, FIGS. 34 and 50.
The learner will share his or her experience with other members of
the community of practice 900 including other community members
910, FIG. 4, such as learners, teachers, mentors, and others. The
manual article of manufacture 120, 120A, FIG. 4 will store all data
in retrievable form. If storytelling by analogy to share
experiences 940A, 940A1 and 940A2, FIGS. 33, 34 and 50, is the
automated article of manufacture 120, 120A, FIG. 4, then the
learner will enter free form text into a chat room discussion board
under the appropriate discussion string's 170Ga through 170Gm
occupational performance data field sharing how the learner's own
experience is analogous 940Aa through 940Am, FIGS. 34 and 50. The
learner will share his or her experience with other members of the
community of practice including community members 910, FIG. 4, such
as other learners, teachers, mentors, and others through the
automated discussion board. The chat room discussion board will be
limited to a subset of the community of practice for active
participation purposes, determined by the teacher or mentor. The
automated chat room discussion board will list 940Aa through 940Am,
FIGS. 34 and 50, as discussion strings under which learners can
enter free form text in 170Ga through 170Gm occupational
performance data fields to share how their experiences are
analogous to the experiences in the story listed above. The chat
room discussion board will have query functions for the teacher,
mentor, or others to query the data, such as: the number of entries
per learner per week, the number of learners making entries under
various categories, the number of learners making entries under
various categories on a per week basis over time, and so forth.
[0428] To share some advantages, storytelling creates a fluid
approach for members of the community of practice to internalize a
story and create a script of their unique learning experience.
Symbolic representations, that is 940Aa through 940Am, FIGS. 34 and
50, facilitate experiential learning through enabling the learners
to link their unique experience to symbols and share personal
experiences with other members of the community of practice as part
of the process of developing tacit knowledge. Storytelling allows
teachers, mentors, and others to identify learners with significant
psychosocial or even mental health problems that may require
intervention. Storytelling allows teachers, mentors, and others to
identify curriculum or resource needs of the learners, in
real-time, and implement improvements to impact learning.
Traditional approaches including end of course surveys fail to
capture curriculum and resource needs in time to impact learning
and often may fail to capture the learning needs at all if the
survey sensitivity is weak or the learner limits his or her
feedback. Storytelling allows learners to share experiences from
their whole lives which impact learning; the interplay of familial
relationships, the dynamics of competing life roles, financial
issues, health issues, etc., are more readily shared and their
impact felt as an integrated part of the learners' story of being
on a path to acquire competency based skills. Storytelling lends
itself to outcomes based research and scientific research to
improve achievement of occupational performance. The storytelling
by analogy to share experiences 940A creates opportunities,
referring to FIG. 4, for community members 910 such as teachers,
mentors, and others to lead community activities 940 within the
community of practice 900 around storytelling by analogy to share
experiences 940A, FIGS. 33, 34 and 50.
[0429] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include participate in personhood
activities 940B. As illustrated in detail in FIG. 35, the example
of participate in personhood activities 940B includes: a
demographic survey 940Ba, a competency skill importance survey
940Bg, a competency skill relevance survey 940Bh, a competency
skill interest survey 940Bi; and the following optional items:
Interest Inventory 940Bb, Role Checklist 940Bc, Myers-Briggs type
indicator 940Bd, Social Styles profile 940Be, the Flower Exercise
940Bf.
[0430] If participate in personhood activities 940B, FIGS. 33 and
35, is the manual article 120, 120A, FIG. 4, then the learner will
complete the demographic survey 940Ba with demographic questions
created by one with ordinary skill in the art. The learner will
complete the competency skill importance survey 940Bg and
competency skill relevance survey 940Bh which lists the competency
500A elements for the learner's competencies, like the competency
text phrases listed in FIGS. 9 through 25 and the Likert scale,
with instructions for the learner to score his or her perceived
importance and relevance of each competency on the one through five
point Likert scale. The learner will complete the competency skill
interest survey 940Bi by ranking his or her perceived top ten most
interesting competency skills as well as his or her perceived top
ten least interesting competency skills form a list of the
competency 500A elements for the learner's competencies, like the
competency text phrases listed in FIGS. 9 through 25. If the
teacher, mentor or other person has decided to have the learners
complete any or all of the optional items of the personhood
activities; namely, Interest Inventory 940Bb, Role Checklist 940Bc,
Myers-Briggs type indicator 940Bd, Social Styles profile 940Be, the
Flower Exercise 940Bf, then the learner will follow the
instructions attached to each component to complete the personhood
activities. The manual article 120, 120A, FIG. 4 will store all
data in retrievable form. If participate in personhood activities
940B, FIGS. 33 and 35, is the automated article 120, 120A, FIG. 4,
then the learner will complete the demographic survey 940Ba with
demographic questions created by one with ordinary skill in the
art. The automated article 120, 120A, FIG. 4 will notify the
learner if any fields are incomplete, request that the learner
complete the survey, and store all data in retrievable form. The
learner will complete the competency skill importance survey 940Bg
and competency skill relevance survey 940Bh which lists the
competency 500A elements for the learner's competencies, like the
competency text phrases listed in FIGS. 9 through 25 and the Likert
scale, with instructions for the learner to score his or her
perceived importance and relevance of each competency on the one
through five point Likert scale. The automated article 120, 120A,
FIG. 4 will prevent the learner from circling more than one number
on the five point scale and prevent the learner from marking the
survey form halfway between two points on the five point Likert
scale. The automated article 120, 120A, FIG. 4, will notify the
learner if any fields are incomplete, request that the learner
complete the survey, and store all data in retrievable form. The
learner will complete the competency skill interest survey 940Bi by
ranking his or her perceived top ten most interesting competency
skills as well as his or her perceived top ten least interesting
competency skills from a list of the competency 500A elements for
the learner's competencies, like the competency text phrases listed
in FIGS. 9 through 25. As the learner selects his or her most and
least interesting competency skills one by one, the automated
article 120, 120A, FIG. 4 will create a rank ordered list at the
top of the electronic survey form. If the learner wishes to delete
or change the rank order of a competency skill, the delete, drag,
and drop functions of the automated article 120, 120A, FIG. 4, will
allow the learner to modify his or her list. The automated article
120, 120A, FIG. 4 will notify the learner if any fields are
incomplete, request that the learner complete the survey, and store
all data in retrievable form. If the teacher, mentor or other
person has decided to have the learners complete any or all of the
optional items of the personhood activities; namely, Interest
Inventory 940Bb, Role Checklist 940Bc, Myers-Briggs type indicator
940Bd, Social Styles profile 940Be, the Flower Exercise 940Bf, then
the learner will follow the instructions attached to each component
to complete the personhood activities. The learner will complete
each optional survey as instructed, in an automated format. The
automated article 120, 120A, FIG. 4, will notify the learner if any
fields are incomplete, request that the learner complete the
survey, and store all data in retrievable form.
[0431] To share some advantages, participate in personhood
activities 940B allows the learner to identify competency skills he
or she perceives as important and relevant. The learner's
perception of importance and relevance in goal setting is
correlated with achievement. If the learner lacks perceived
importance and relevance of some competency skills, then teachers
and mentors can work to align the learner's perceptions with the
requirements of the program, course or degree that enumerates the
competency skills, or at least provide consultation to the learner
about the learner's likely potential satisfaction or persistence in
occupational performance of skills which her or she finds
unimportant or irrelevant. Conversely, teachers, mentors and others
persons involved in a program, course, or degree may rightly
question the rational for inclusion of a particular competency
skill if a significant number of learners rate the competency skill
as either unimportant or irrelevant. Diversity and disparity issues
in education are important considerations, yet currently there are
few methods to consider such issues, their impact on education, and
recommendations to address reform. The participate in personhood
activities 940B data can be used for outcomes research and
scientific research to address diversity and disparity issues. The
Interest Inventory 940Bb, Role Checklist 940Bc, Myers-Brigs type
indicator 940Bd, Social Style profile 940Be, the Flower Exercise
940Bf, and competency skill interest survey 940Bi data can be used
to identify and suggest possible vocational interests, and is
discussed in greater detail below. The participate in personhood
activities 940B creates opportunities, referring to FIG. 4, for
community members 910 such as teachers, mentors, and others to lead
community activities 940 within the community of practice 900
around personhood activities 940B, FIGS. 33 and 35.
[0432] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include explore vocations 940C. As
illustrated in detail in FIG. 36, the example of explore vocations
940C includes: the plurality of community members, for example, a
K-12 math student 910Ae, a clinical and translational research
fellow 910Ab, and a practicing engineer 910Ah; the multitude of
combinations of each community member respectively, for example,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970De
of the K-12 math student 910Ae,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970Db
of the clinical and translational research fellow 910Ab, and,
940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj, 970Dh
of the practicing engineer 910Ah, are combined as combinations for
exploring vocations 970D, and generate explore vocations data for
K-12 math student 170De, explore vocations data for clinical and
translational research fellow 170Db, and explore vocations data for
practicing engineer 170Dh, occupational performance data fields for
exploring vocations.
[0433] To further illustrate how exploring vocations works,
referring to FIG. 36, assume the following hypothetical facts. The
combinations for exploring vocations 970D searches to correlate and
match occupational performance data fields across the plurality of
community members 910. Assume the K-12 math student 910Ae expresses
interest math, sports, and constructing things in the interest
inventory 940Bb, Myers-Briggs type indicator 940Bd of "INTP"
(I=Introvert, N=Intuitive, T=Thinker, P=Perceiver), Social Style
profile 940Be of "Analytical-Analytical," and competency skill
interest survey 940Bi that identifies 500A type, FIG. 49,
hypothetical competency goal elements in math related to levers,
force, statistics, probability testing, and generating hypotheses
as most interesting. Now assume the K-12 math student 910Ae
combinations 970De find matches with the clinical and translational
research fellow 910Ab combinations 970Db, and the practicing
engineer 910Ah combinations 970Dh through combinations for
exploring vocations 970D. Each community member receives
communication, via a letter or email, to share the community
members 910 common interests through the explore vocations data
170De, 170Db, and 170Dh.
[0434] If explore vocations 940C, FIG. 36, is the manual article
120, 120A, FIG. 4, then the learner will complete the surveys and
submit them. The manual article 120, 120A, FIG. 4, will store data
in retrievable form. If explore vocations 940C, FIG. 36, is the
automated article 120, 120A, FIG. 4, then the learner will complete
the surveys and the automated article 120, 120A, FIG. 4, will store
the data in retrievable form. The learner will receive a prompt if
any data fields are left blank or if the learner enters a response
that is inconsistent with survey instructions to ensure data
collection is complete and accurate. For both the manual and
automated article 120, 120A, FIG. 4, the teacher, mentor, or other
person will perform combinations 970, FIG. 4, with the data using
database software employed by one with ordinary skill in the art to
match community members with common interests to explore vocations.
The teacher, mentor, or other person will notify the community
members via mail or email of the match and provide the explore
vocations data, such as 170De, 170Db, and 170Dh, referring to FIG.
36, to each community member 910, such as 910Ae, 910Ab, 910Ah.
[0435] To share some advantages, to illustrate by example, the K-12
math student 910Ae has an opportunity to explore vocations of the
clinical and translational research fellow 910Ab who hypothetically
is a physical therapy doctoral student studying the differences in
orthopedic knee injuries in boys and girls based upon body posture
when they kick the soccer ball. And, the K-12 math student 910Ae
has an opportunity to explore vocations of the practicing engineer
910Ah who hypothetically designs bicycle helmets for a leading
manufacturer and is studying the rotational force effects of
helmets having long, aerodynamic extensions at the back of the
helmet versus a low profile rigid helmet to determine whether the
low profile helmet reduces the risk of brain injury if rotational
force is involved in a bicycle crash. These three community members
910 have mutual common interests and the clinical and translational
research fellow 910Ab and practicing engineer 910Ah have both also
expressed interest in mentoring young people, increasing awareness
of their respective professional fields, and sharing information
about career outlook information regarding job growth, salaries,
etc. The K-12 math student benefits by learning about careers to
which he or she has an interest and might not otherwise learn
about, and makes connections with mentors and role models when he
or she might otherwise have none. At an early age, the K-12 math
student 910Ae internalizes the need to perform well and persist in
math courses and, importantly, begins to try on different career
hats. The K-12 500A competencies as well as 500A competencies for
many other professional programs, FIGS. 9 through 25, include
exploring vocations as explicit competency skills. The clinical and
translational research fellow 910Ab and practicing engineer 910Ah
have an opportunity to participate in self-regulation of their
professions through promoting the professions and recruiting
potential new members, provide community service as role models,
possibly satisfy continuing education credit requirements, use
outreach as part of their role as a chair or board member of a
nonprofit organization, and so forth. The explore vocations 940C
creates opportunities, referring to FIG. 4, for community members
910 such as teachers, mentors, and others to foster relationships
and other community activities 940 within the community of practice
900 around explore vocations 940C, FIGS. 33 and 36.
[0436] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include share artifacts 940D. Share
artifacts 940D creates an opportunity for artifacts 880Z, FIG. 32,
from performance records 700A, FIG. 30 to be shared by community
members 910, as community activities 940, FIG. 4.
[0437] If share artifacts 940D, FIG. 33, is the manual article 120,
120A, FIG. 4, then the learner will share his or her artifacts
through speeches, group dialogue, question and answer sessions,
print media, such as posters, brochures, hand-outs, packets, and so
forth. The manual article 120, 120A, FIG. 4 will store data in
retrievable form. If share artifacts 940D, FIG. 33, is the
automated article 120, 120A, FIG. 4, then the learner may share his
or her artifacts through any of the approaches stated immediately
above, and additionally, using presentation software, voice and
video chat, podcasts, smart boards, and any other interactive
multimedia available. The automated article 120, 120A, FIG. 4 will
store data in retrievable form.
[0438] To share some advantages, the community of practice 900,
FIG. 4, creates opportunities for community members 910 to share
artifacts 940D that individual members create related achieving
their competency based goals 200, FIG. 4. Visual, written, and
audiovisual presentation of artifacts 880, FIG. 30, is a way to
share artifacts 940D, FIG. 33, in preparation for an actual
presentation or speech the community member 910 may give related to
his or her work. Sharing artifacts 940D gives the community member
an opportunity to gain valuable feedback from other community
members before sharing the presentation, speech, publication, etc.
more widely. Presenting and sharing information helps build the
community of practice 900, FIG. 4. Presenting, critiquing,
analyzing and sharing constructive feedback to others are in
themselves competency 500A, FIGS. 9 through 25, skills for many
learners' education standards. Exploring careers and job seeking
skills are also in themselves competency 500A, FIG. 9 through 25,
skills for many learners' education standards. Sharing challenges
can create support, increase persistence, and aid in
problem-solving issues related to knowledge development or other
issues confronting professions. Sharing success engenders a sense
of empowerment, recognition, and good will among community members
910, FIG. 4.
[0439] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E1, FIG. 37, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E1 includes: combinations 970E1 of goal number data 170Fe and
date goal met data 170Fd correlation with competency skill
relevance data 940Bh displayed in a graph. The teacher, mentor, or
other person can select the multitude of combinations of data to
examine various alignment issues in education. Here, the
hypothetical data display alignment of goal achievement with
competency skill relevance 940E1; specifically, a positive
correlation of the learner's perceived level of competency skill
relevance from survey data with which goals the learner has
met.
[0440] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E2, FIG. 38, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E2 includes: combinations 970E2 of demographic survey 940Ba and
competency 500A correlation with combinations 970E1 goal number
data 170Fe and date goal met data 170Fd displayed in a graph. The
teacher, mentor, or other person can select the multitude of
combinations of data to examine various attainment issues in
education. Here, the hypothetical data display attainment of
competencies based upon demographics 940E2; specifically,
disparities in goals met among whites, blacks, and hispanics for
various competencies. With this level of granularity in the data,
the community of practice 900, FIG. 4, can begin to uncover and
examine why, hypothetically, an african american learner performs
higher than his or her peers on counting currency and time-telling
versus a caucasian learner performs higher on word problems and
naming geometric shapes, and why african american, caucasian, and
hispanic learners all perform about the same on generating
hypotheses.
[0441] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct outcomes research 940E.
As illustrated in detail in 940E3, FIG. 39, hypothetical data for
illustrative purposes in the example of conduct outcomes research
940E3 includes: combinations 970E3 of demographic survey 940Ba and
competency skill importance survey 940Bg correlation with
combinations 970E1 of goal number data 170Fe and date goal met data
170Fd displayed in a graph. The teacher, mentor, or other person
can select the multitude of combinations of data to examine various
persistence issues in education. Here, the hypothetical data
display persistence of goal achievement related to competency skill
importance and demographics 940E3; specifically, disparities in
goals met among whites, blacks, and hispanics based upon whether
the learner perceived the competency skill as important. With this
level of granularity in the data, the community of practice 900,
FIG. 4, can begin to uncover and examine why, hypothetically, an
african american learner perceives math facts for subtraction as
important versus describing attributes of shapes as unimportant and
how this perception may impact persistence in achieving competency
skills, and why a hispanic learner perceives describing attributes
of shapes as more important than expressing equations and how this
perception may impact persistence in achieving competency
skills.
[0442] If conduct outcomes research 940E1, 940E2, and 940E3, FIGS.
37, 38, and 39, is the manual article 120, 120A, FIG. 4, then the
teacher, mentor, or other person will enter data and perform
combinations 970, FIG. 4, with the data using statistical analysis
software employed by one with ordinary skill in the art to analyze
the data. If conduct outcomes research 940E1, 940E2, and 940E3,
FIGS. 37, 38, and 39, is the automated article 120, 120A, FIG. 4,
then the teacher, mentor, or other person will retrieve data from
the plurality of occupational performance data fields, import the
data into statistical software, and perform combinations 970, FIG.
4, with the data using statistical analysis software employed by
one with ordinary skill in the art to analyze the data.
[0443] To share some advantages, teachers, mentors, and other
persons can conduct outcomes research, as examples illustrate in
FIGS. 37, 38, 39, for individual learners and learners in the
aggregate, across selected competency skills, and time periods, and
examine data and their implications for improving occupational
performance. The data give the community of practice 900, FIG. 4, a
multitude of options for conducting qualitative, quantitative and
mixed method outcomes research to identify areas of success, areas
of concern, and areas of serendipity, and so forth. The data
capture occupational performance improvement in authentic
environments over time in sharp contrast to standardized testing
measures or examinations in testing environments on a given day.
The conduct outcomes research 940E creates opportunities, referring
to FIG. 4, for community members 910 such as teachers, mentors, and
others to engage in community activities 940 within the community
of practice 900 around conduct outcomes research 940E, 940E1,
940E2, 940E3, FIGS. 33, 37, 38, and 39.
[0444] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fa, FIG. 40, the example of conduct
scientific research 940Fa includes: progress note data 170A
including salient impressions data 170Aa, happenings data 170Ab,
introspection data 170Ac, next steps data 170Ad, and empowerment
data 170Ae performing the multitude of combinations 970 to
re-categorize the occupational performance data fields as progress
note brain function data including self-efficacy data 170Ba, goal
commitment data 170Bb, goal relevance data 170Bc, goal importance
data 170Bd, self-appraisal data 170Be, organization data 170Bf,
emotional imprint data 170Bg, goal-setting behavior data 170Bh,
share experiences data 170Bi, sensory experiences data 170Bj,
success data 170Bk, and determination data 170Bl. One with ordinary
skill in the art may choose any number of approaches to
re-categorize the progress note. For example, to perform
combinations 970 to re-categorize the data if the article is the
manual article 120, 120A, FIG. 4, using various colored
highlighters or markers for each 170B progress note brain function
data occupational performance data field directly on the free form
text of 170A progress note data is one approach. Referring to FIG.
4, community members 910 as part of the community of practice 900
perform combinations 970 to allow analysis and improvement of
occupational performance 102 for the benefit of the community of
practice 900. To perform combinations 970, statistical software,
database software, and/or data mining software is used to
accomplish the community activity, 940Fa conduct scientific
research, qualitative study of progress note and brain function. As
another example, to perform combinations 970 to re-categorize the
data if the article is the automated article 120, 120A, FIG. 4,
using various electronic paintbrushes or highlighters for each 170B
progress note brain function data occupational performance data
field either directly on the free form text of 170A progress note
data or to copy/paste the free form text 170A progress note data
directly into 170B occupational performance data fields are two
approaches. Again, referring to FIG. 4, community members 910 as
part of the community of practice 900 perform combinations 970 to
allow analysis and improvement of occupational performance 102 for
the benefit of the community of practice 900. To perform
combinations 970, statistical software, database software, and/or
data mining software is used to accomplish the community activity,
940Fa conduct scientific research, qualitative study of progress
note and brain function.
[0445] If conduct scientific research 940Fa, FIG. 40, is the manual
article 120, 120A, FIG. 4, then the community members 910, such as
the teacher, mentor, or other person, will enter data and perform
combinations 970, FIG. 4, with the data using statistical analysis
software, database software, and/or data mining software employed
by one with ordinary skill in the art to analyze the data. If
conduct outcomes research 940Fa, FIG. 40, is the automated article
120, 120A, FIG. 4, then the community members 910, such as the
teacher, mentor, or other person, will retrieve data from the
plurality of occupational performance data fields, import the data
into statistical software, database software, and/or data mining
software and perform combinations 970, FIG. 4, with the data using
statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data.
[0446] To share some advantages, the community of practice 900,
FIG. 4, has an opportunity to conduct scientific research 940Fa,
FIG. 40, to gain an understanding into how the multitude of
learners achieve goal-directed occupational performance in
authentic environment. Referring to FIG. 4, community members 910
can engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
learning experiences have on different learners through the
multitude of combinations 970 to improve occupational performance
102 for the benefit of the community of practice 900.
[0447] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fc, FIG. 41, the example of conduct
scientific research 940Fc includes: storytelling by analogy to
share experiences occupational performance data field 170G data
performing the multitude of combinations 970 to re-categorize the
role of story telling occupational performance data fields 170C as
experiential data 170Ca, memory recall data 170Cb, projection data
170Cc, hypothetical data 170Cd, prospective data 170Ce, relational
data 170Cf, gender-based data 170Cg, observational data 170Ch,
cultural data 170Ci, faith-based data 170Cj, traditions data 170Ck,
forbidden, proscribed data 170Cl, and coping data 170Cm. One with
ordinary skill in the art may choose any number of approaches to
re-categorize the storytelling by analogy to share experiences
occupational performance data field 170G data. For example, to
perform combinations 970 to re-categorize the data if the article
is the manual article 120, 120A, FIG. 4, using various colored
highlighters or markers for each 170G storytelling by analogy to
share experiences data occupational performance data field directly
on the free form text of 170G data is one approach. Referring to
FIG. 4, community members 910 as part of the community of practice
900 perform combinations 970 to allow analysis and improvement of
occupational performance 102 for the benefit of the community of
practice 900. To perform combinations 970, statistical software,
database software, and/or data mining software is used to
accomplish the community activity, 940Fc conduct scientific
research, qualitative study of the role of storytelling in skill
acquisition. As another example, to perform combinations 970 to
re-categorize the data if the article is the automated article 120,
120A, FIG. 4, using various electronic paintbrushes or highlighters
for each 170G storytelling by analogy to share experiences data
occupational performance data field either directly on the free
form text of 170G data or to copy/paste the free form text 170G
data directly into 170C occupational performance data fields are
two approaches. Again, referring to FIG. 4, community members 910
as part of the community of practice 900 perform combinations 970
to allow analysis and improvement of occupational performance 102
for the benefit of the community of practice 900. To perform
combinations 970, statistical software, database software, and/or
data mining software is used to accomplish the community activity,
940Fc conduct scientific research, qualitative study of the role of
storytelling in skill acquisition.
[0448] If conduct scientific research 940Fc, FIG. 41, is the manual
article 120, 120A, FIG. 4, then the community members 910, such as
the teacher, mentor, or other person, will enter data and perform
combinations 970, FIG. 4, with the data using statistical analysis
software, database software, and/or data mining software employed
by one with ordinary skill in the art to analyze the data. If
conduct outcomes research 940Fc, FIG. 41, is the automated article
120, 120A, FIG. 4, then the community members 910, such as the
teacher, mentor, or other person, will retrieve data from the
plurality of occupational performance data fields, import the data
into statistical software, database software, and/or data mining
software and perform combinations 970, FIG. 4, with the data using
statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data.
[0449] To share some advantages, the community of practice 900,
FIG. 4, has an opportunity to conduct scientific research 940Fc,
FIG. 41, to gain an understanding into how the multitude of
learners internalize occupational performance experiences as
stories and shared their learned experiences in authentic
environment. Lived experience, encoded as stories, builds tacit
knowledge and moves the learner from novice towards expert
performance. Storytelling facilitates the transmission of knowledge
among members of the community of practice and continuously
influences and reshapes the occupational performance of its
community members. Referring to FIG. 4, community members 910 can
engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
learning experiences have on different learners through the
multitude of combinations 970 to improve occupational performance
102 for the benefit of the community of practice 900.
[0450] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct scientific research 940F.
As illustrated in detail in 940Fb1, 940Fb2, and 940Fb3, FIGS. 42,
43 and 44, the example of conduct scientific research 940Fb1,
940Fb2, and 940Fb3 includes: "500E+170Ea" combination 970Aa yields
motivation data about occupational performance 170Za,
"500E+170Ea+170Ej+170Eb" combination 970Ab yields cultural
competency data about occupational performance 170Zb,
"500E+170Ea+170Ej+170Ec" combination 970Ac yields diversity data
about occupational performance 170Zc, "500E+170Ea+170Ej+170Ed"
combination 970Ad yields disparities data about occupational
performance 170Zd, "500B+170En" combination 970Ae yields levels of
cognitive functioning data about occupational performance 170Ze,
"500B+170En+500A" combination 970Af yields performance standards
relation to brain function and competency skills during
occupational performance 170Zf, "500B+170En+500C" combinations
970Ag yields performance standards relation to brain function and
tools, media, and activities during occupational performance 170Zg,
"500B+170En+500E" combination 970Ah yields performance standards
relation to brain function and motivation during occupational
performance 170Zh, "500B+170En+500D" combination 970Ai yields
performance standards relation to brain function and accuracy or
measure of independence during occupational performance 170Zi,
"170Ej+500B+500C+170Ee" combination 970Aj yields situated cognition
data about occupational performance 170Zj,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef' combination 970Ak yields
communities of practice data about occupational performance 170Zk,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg" combination 970A1
yields historical-cultural approach data about occupational
performance 170Z1,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg+170Eh" combination
970Am yields distributed cognition data about occupational
performance 170Zm, "500D+500C+170E1" combination 970An yields FLOW,
psychology of optimal performance data about occupational
performance 170Zn, "170Ej+500C+170Eo" combination 970Ao yields
ecological psychology data about occupational performance 170Zo,
and "500A+500D+500C+170Ep" combination 970Ap yields talent
development data about occupational performance 170Zp. One with
ordinary skill in the art may choose any number of approaches to
perform combinations 970Aa through 970Ap, 940Fb1, 940Fb2, and
940Fb3, FIGS. 42, 43, and 44, of the plurality of occupational
performance data field data. For example, to perform combinations
970 if the article 120, 120A, FIG. 4, is the manual article,
entering the data into statistical software, database software,
and/or data mining software, and then manipulating and analyzing
the multitude of 970A combinations is used to accomplish the
community activity, 940Fb conduct scientific research, mixed method
study of contemporary cognitive theories and occupational
performance. Referring to FIG. 4, community members 910 as part of
the community of practice 900 perform combinations 970 to allow
analysis and improvement of occupational performance 102 for the
benefit of the community of practice 900. As another example, to
perform combinations 970 if the article is the automated article
120, 120A, FIG. 4, retrieving and importing the stored and
retrievable data into statistical software, database software,
and/or data mining software is used to accomplish the community
activity, 940Fb conduct scientific research, mixed method study of
contemporary cognitive theories and occupational performance.
Again, referring to FIG. 4, community members 910 as part of the
community of practice 900 perform combinations 970 to allow
analysis and improvement of occupational performance 102 for the
benefit of the community of practice 900.
[0451] If conduct scientific research 940Fb1, 940Fb2, and 940Fb3,
FIGS. 42, 43, and 44, is the manual article 120, 120A, FIG. 4, then
the community members 910, such as the teacher, mentor, or other
person, will enter data and perform combinations 970, FIG. 4, with
the data using statistical analysis software, database software,
and/or data mining software employed by one with ordinary skill in
the art to analyze the data. If conduct outcomes research 940Fb1,
940Fb2, and 940Fb3, FIGS. 42, 43, and 44, is the automated article
120, 120A, FIG. 4, then the community members 910, such as the
teacher, mentor, or other person, will retrieve and import the data
into statistical software, database software, and/or data mining
software and perform combinations 970, FIG. 4, with the data using
statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data.
[0452] To share some advantages, the community of practice 900,
FIG. 4, has an opportunity to conduct scientific research 940F,
940Fb1, 940Fb2, and 940Fb3, FIGS. 33, 42, 43, and 44, to gain an
understanding into how the multitude of learners achieve
occupational performance through the lens of various contemporary
cognitive theories. Contemporary cognitive theories facilitate the
development of knowledge, insight to spawn new learning approaches,
and adaption for smarter contexts for learning among members of the
community of practice. The method is iterative, continuously
influencing, challenging, and redefining the occupational
performance of its community members. Referring to FIG. 4,
community members 910 can engage in community activities 940 as
part of the community of practice 900 to gain new insights and
explore the impact various learning experiences have on different
learners through the multitude of combinations 970 to improve
occupational performance 102 for the benefit of the community of
practice 900.
[0453] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include conduct performance measurement
research 940G. As illustrated in detail in 940Ga, FIG. 45, the
example of conduct performance measurement research, adapted stages
of skill acquisition scoring rubric, 940Ga includes: assessments
820, learner formative assessment scores data 170Fg, occupational
performance data field, scored "2" 170Fg1, "1" 170Fg2, "3" 170Fg3,
"1" 170Fg4, "2" 170Fg5, "1" 170Fg6, "4" 170Fg7, "3" 170Fg8, "2"
170Fg9, mentor formative assessment scores data 170Fh, occupational
performance data field, scored "2" 170Fh1, "2" 170Fh2, "3" 170Fh3,
"NA" 170Fh4, "1" 170Fh5, "1" 170Fh6, "4" 170Fh7, "2" 170Fh8, and
"2" 170Fh9. FIG. 45 illustrates in greater detail how the
assessments 820 section of the performance record 700A as embodied
in FIG. 30 displays the learner's formative assessments scores. The
mentor or teacher can establish a scoring rubric of his or her
choice. The Likert scale with numeric scores 1 through 5, or a
version of the Dreyfus scale with level of skill acquisition number
scores 1 through 5, or another scoring rubric with at least some
evidence of validity and reliability may be used. The following
example illustrates one scoring rubric for assessments 820, FIG.
45.
[0454] In Mind over Machine, H. L. Dreyfus and Stuart E. Dreyfus
share "Five Stages of Skill Acquisition" based upon their extensive
research with airplane pilots, chess players, automobile drivers,
and adult learners of a second language (Copyright .COPYRGT. 1986).
B. A. Wright has modified, abridged, and adapted the Dreyfus'
stages of skill acquisition into the following rubric for scoring
formative and summative assessments (Copyright .COPYRGT. 2010) as
illustrated in the current embodiment of the performance record
700A, FIG. 30, and as illustrated in detail in 820A, FIG. 45. As
previously stated, any scoring rubric which is rooted in some body
of evidence, and has some validity and reliability in another field
is contemplated and may be adapted as a scoring rubric for scoring
assessments herein.
Dreyfus Scores for Skill Acquisition
[0455] "1"=Novice [0456] "2"=Advanced Beginner [0457] "3"=Competent
[0458] "4"=Proficient [0459] "5"=Expert [0460] "NA"=Not Assessed,
Experienced or Observed
Stage 1: Novice
[0461] Indicia of Novice Skills (Score=1 on the Assessment) [0462]
Learns to recognize various objective facts and features relevant
to the skill. [0463] Acquires rules for determining actions based
upon facts and features. [0464] Perceives relevant elements of the
situation as clearly and objectively defined. [0465] Recognizes
relevant elements without reference to the overall situation in
which they occur, called "context-free" elements. [0466] Applies
relevant rules to context-free elements regardless of what else is
happening, called "context-free" rules. [0467] Manipulates
unambiguously defined context-free elements by precise rules,
called "information processing." [0468] Ignores context when
applying rules. [0469] Does not understand that in certain
situations, the rule should be violated. [0470] Does not interpret
a situation as a whole. [0471] Recognizes context-free features and
applies objective procedures. [0472] Recognizes learned components
and applies learned rules, and consequently, feels little
responsibility for the outcome of hi/her acts.
Stage 2: Advanced Beginner
[0473] Indicia of Advanced Beginner Skills (Score=2 on the
Assessment) [0474] Acquires experience in coping with real
situations. [0475] Considers more context-free facts. [0476] Learns
to use more sophisticated rules. [0477] Recognizes meaningful
elements in concrete situations through considerable practical
experience. [0478] Identifying objective, context-free features no
longer dominates perceptions. [0479] Perceives similarities to
prior examples or situations. [0480] Perceives new elements as
"situational" rather than context-free. [0481] Responds with rules
for performance or behavior that incorporate both new situational
components and context-free components. [0482] Perceiving and
responding to the situational experience seems immeasurably more
important than any form of verbal description. [0483] Follows
formal procedures or sequential directions without observing and
weighing what is most important. [0484] Exhibits difficulty
identifying and prioritizing what is most important. [0485]
Recognizes learned components and applies learned rules, and
consequently, feels little responsibility for the outcome of
his/her acts.
Stage 3: Competence
[0486] Indicia of Competent Skills (Score=3 on the Assessment)
[0487] Recognizing numerous situational elements along with
context-free elements present in real-world circumstances becomes
overwhelming. [0488] Recognizes the need to identify and prioritize
what is most important. [0489] Develops a plan to organize the
situation, then examines only a smaller set of factors that are
most important based upon the chosen plan. [0490] Screens out
elements determined to be irrelevant to decision-making and
responding. [0491] Adopts a hierarchical procedure of
decision-making. [0492] Sees a situation as a set of facts where
the importance of some facts may depend on the presence of other
facts. [0493] Learns that when a situation has a particular
constellation of elements, a certain conclusion should be drawn,
decision made, or expectation investigated. [0494] Exhibits more
skill and less analytical reasoning. [0495] Assesses the urgency of
competing needs and plans work accordingly. [0496] Monitors the
plan to identify new situational elements, assesses the presence or
absence of certain factors, and modifies the plan when indicated.
[0497] Determines whether new situational elements become important
or should be ignored. [0498] Pays attention to only a few of the
immense number of factors impinging on the overall situation to
decide the hierarchy of action. [0499] Choosing an organizing plan
is no simple matter for the competent performer. [0500] Combines
and assigns nonobjective and necessary elements when wrestling with
the question of the choice of a plan, and consequently, feels
responsible for and emotionally involved in the product of his/her
choice. [0501] Understands and decides in a detached manner, but
finds himself/herself intensely involved in what occurs thereafter.
[0502] Feels deeply satisfied with successful outcomes. [0503]
Remembers poor outcomes and associated feelings. [0504] Vividly
remembers successfully chosen plans and remembers the situation
from the perspective of the plan.
Stage 4: Proficiency
[0505] Indicia of Proficient Skills (Score=4 on the Assessment)
[0506] Deeply involved in his/her task and experiences it from some
specific perspective because of recent events. [0507] Perceives
certain features as salient or standing out while other features
recede into the background or are ignored. [0508] Perceives changes
gradually as events modify the salient features, plans and
expectations, and reorders the relative importance or saliency of
features. [0509] Displays rapid, fluid, involved behavior that
bears no similarity to the slow, detached reasoning of the
problem-solving process. [0510] Choosing is engaged rather than
detached and deliberate. [0511] Recalls experiences to similar
situations in the past and memories trigger plans similar to those
that worked in the past. [0512] Recalls experiences to similar
situations in the past and anticipates events similar to those that
occurred in the past. [0513] Possesses an intuitive ability to use
patterns without decomposing them into component features, called
"holistic similarity recognition." [0514] Intuitively organizes and
understands tasks where intuition is the product of deep
situational involvement and recognition of similarity. [0515]
Intuitively organizes his/her actions by assessing elements defined
as important through prior experience along with combining rules to
produce decisions about how best to manipulate the environment to
achieve the desired outcome.
Stage 5: Expertise
[0516] Indicia of Expert Skills (Score=5 on the Assessment) [0517]
Knows what to do based upon mature and practiced understanding.
[0518] Totally engages in his/her environment and does not see
problems in some detached way or work at solving them. [0519]
Present in the moment and does not worry about the future and
devising plans. [0520] Rapid automatic response. [0521] So
engrossed in the present experience as an "involved participant"
that he/she uses tools or media to connect to the environment.
[0522] Loses awareness of his/her separateness from the tools,
media or activity manipulated in the environment and connects to a
world of opportunities, threats, strengths, weaknesses, hopes and
fears. [0523] Displays rapid, fluid, involved behavior that bears
no similarity to the slow, detached reasoning of the
problem-solving process. [0524] Associates particular features of a
pattern in a given situation with a condition stored in memory and
triggers a decision. [0525] Performs mostly in an ongoing and
non-reflective manner doing what normally works. [0526] When time
permits and outcomes are crucial, experts will deliberate before
acting. This deliberation is qualitatively different from detached,
calculative problem-solving, the expert's deliberation involves
critical reflection on one's intuitions. [0527] Responds to
"holistic recognition of similarities" produced through deep
situational understanding of past experiences, relates current
situations to prior similar situations, and associates the related
decision, action or tactic simultaneously. [0528] Performs so
fluidly that the situation defies complete verbal description.
[0529] If conduct performance measurement research 940Ga, FIG. 45,
is the manual article 120, 120A, FIG. 4, then the teacher, mentor,
or other person will enter data and perform combinations 970, FIG.
4, with the data using statistical analysis software employed by
one with ordinary skill in the art to analyze the data. If conduct
performance measurement research 940Ga, FIG. 45, is the automated
article 120, 120A, FIG. 4, then the teacher, mentor, or other
person will retrieve data from the plurality of occupational
performance data fields, import the data into statistical software,
and perform combinations 970, FIG. 4, with the data using
statistical analysis software employed by one with ordinary skill
in the art to analyze the data.
[0530] To share some advantages, teachers, mentors, and other
persons can conduct performance measurement research, as examples
illustrate in FIG. 45, for individual learners and learners in the
aggregate, across all or selected competency skills, and time
periods, and examine data and their implications for improving
occupational performance. The article 120, 120A, FIG. 4, creates an
opportunity to conduct performance measurement research 940G, FIG.
33, so that equitable, effective, valid, and reliable scoring
rubric may be developed and/or tested. The data capture
occupational performance improvement in authentic environments over
time in sharp contrast to standardized testing measures or
examinations in testing environments on a given day. The conduct
performance measurement research 940G, FIG. 33, creates
opportunities, referring to FIG. 4, for community members 910 such
as teachers, mentors, and others to lead community activities 940
within the community of practice 900 around developing, testing,
implementing, and improving the community's ability to conduct
performance measurement research 940G, FIGS. 33 and 45.
[0531] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include examine self-regulation of
professions 940H. As illustrated in detail in 940Ha, FIG. 46,
hypothetical data for illustrative purposes of an example of
examine self-regulation of professions, comparison study of
mid-level practitioners and new graduates, 940Ha includes:
combinations 970F of 500A data 170Fk, 500D data 170Fn, 500C data
170Fm, learner summative assessment scores data 170Fi, and mentor
summative assessment scores data 170Fj correlation of combinations
970E1 goal number data 170Fe and date goal met data 170Fd displayed
in a graph. Assume the hypothetical data represents a medical
surgical specialty. Many surgical specialties require a board
re-certification for medical practitioners, commonly after ten
years of practicing medicine. Now also assume that the surgical
specialty has adopted use of the system and method in the article
120, 120A, FIG. 4, of the present embodiment for its practicing
surgeons as part of their professional practice standards and board
re-certification. Referring to FIG. 46, assume the hypothetical
data "P" represents practitioners of this medical surgical
specialty who have four to ten years experience, and each "P"
represents the aggregate performance of the cohort for years 2006,
2007, 2008, and 2009, respectively. Referring to FIG. 46, assume
the hypothetical data "N" represents practitioners of this medical
surgical specialty who have zero years of experience in 2006; that
is, they are newly minted practitioners of this medical surgical
specialty. Each "N" represents the aggregate performance of the
cohort of 2006 graduates for years 2006, 2007, 2008, and 2009.
Assume the hypothetical data lead to a conclusion that the new
practitioners are performing significantly below the practitioners
with four or more years of professional experience, and that this
discrepancy is resulting in a significantly higher percentage of
medical errors that harm patients. The data raise questions
regarding self-regulation for this medical surgical specialty about
whether the new practitioners should have more supervision during
the first few years of practice, should have a longer surgical
residency, should raise the requirement for more practice
performing this particular surgical procedure during residency
training, or should explore improving other aspects of the
curriculum, or some combination of these options.
[0532] If examine self-regulation of professions 940Ha, FIG. 46, is
the manual article 120, 120A, FIG. 4, then the community members
910, such as the teacher, mentor, or other person, will enter data
and perform combinations 970, FIG. 4, with the data using
statistical analysis software, database software, and/or data
mining software employed by one with ordinary skill in the art to
analyze the data. If examine self-regulation of professions 940Ha,
FIG. 46, is the automated article 120, 120A, FIG. 4, then the
community members 910, such as the teacher, mentor, or other
person, will retrieve and import the data into statistical
software, database software, and/or data mining software and
perform combinations 970, FIG. 4, with the data using statistical
analysis software, database software, and/or data mining software
employed by one with ordinary skill in the art to analyze the
data.
[0533] To share some advantages, the community of practice 900,
FIG. 4, has an opportunity to examine self-regulation of
professions like the example illustrates in 940Ha, FIG. 46, to gain
an understanding of how a multitude of professions can identify and
address improvement of occupational performance for its members
during formal education program years as well as throughout
professional practice. Referring to FIG. 4, community members 910
can engage in community activities 940 as part of the community of
practice 900 to gain new insights and explore the impact various
self-regulatory issues have on their respective professions through
the multitude of combinations 970 to improve occupational
performance 102 for the benefit of the community of practice
900.
[0534] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include assess evidence based multimedia:
tools, media, activities, curriculum 940I. As illustrated in detail
in 940Ia, FIG. 47, hypothetical data for illustrative purposes of
an example of assess evidence based multimedia: tools, media,
activities, curriculum, randomized controlled trial, 940Ia
includes: combinations 970F of 500A data 170Fk, 500D data 170Fn,
500C data 170Fm, learner summative assessment scores data 170Fi,
and mentor summative assessment scores data 170Fj correlation of
combinations 970E1 goal number data 170Fe and date goal met data
170Fd displayed in a graph. Continue with the hypothetical
situation involving the medical surgical specialty identified
immediately above. Assume the hypothetical community of practice of
medical surgical specialists decide to improve the curriculum and
conduct a controlled randomized trial at several medical residency
programs and longitudinally follow the cohort for four years.
Referring to FIG. 47, assume the hypothetical data "P" represents
practitioners of this medical surgical specialty who have four to
ten years experience, and each "P" represents the aggregate
performance of the cohort for years 2011, 2012, 2013, and 2014,
respectively. Referring to FIG. 47, assume the hypothetical data
"C" represents the control group of practitioners of this medical
surgical specialty who have zero years of experience in 2011; that
is, they are newly minted practitioners of this medical surgical
specialty. The control group had no change in the curriculum or any
other significant change in their residency program during the
study. Each "C" represents the aggregate performance of the cohort
of 2011 graduates for years 2011, 2012, 2013, and 2014. Referring
to FIG. 47, assume the hypothetical data "T" represents the test
group of practitioners of this medical surgical specialty who have
zero years of experience in 2011; that is, they are newly minted
practitioners of this medical surgical specialty. The test group
received the new evidence based curriculum, but had no other
significant changes in their residency program during the study.
Each "T" represents the aggregate performance of the cohort of 2011
graduates for years 2011, 2012, 2013, and 2014. Assume the
hypothetical data leads to a conclusion that the new practitioners
who received the new evidence based curriculum performed
significantly better than the control group. The significant
improvement resulted in a significantly lower number of medical
errors. The medical surgical specialty can now consider how to
disseminate this information and address curriculum changes to the
residency program. The medical surgical specialty can also consider
continuing education training for those new practitioners who were
in the "C" control group of the study, and therefore, did not
receive the improved curriculum along with other new practitioners
who were not participants in the study.
[0535] If assess evidence based multimedia: tools, media,
activities, curriculum 940Ia, FIG. 47, is the manual article 120,
120A, FIG. 4, then the community members 910, such as the teacher,
mentor, or other person, will enter data and perform combinations
970, FIG. 4, with the data using statistical analysis software,
database software, and/or data mining software employed by one with
ordinary skill in the art to analyze the data. If assess evidence
based multimedia: tools, media, activities, curriculum 940Ia, FIG.
47, is the automated article 120, 120A, FIG. 4, then the community
members 910, such as the teacher, mentor, or other person, will
retrieve and import the data into statistical software, database
software, and/or data mining software and perform combinations 970,
FIG. 4, with the data using statistical analysis software, database
software, and/or data mining software employed by one with ordinary
skill in the art to analyze the data.
[0536] To share some advantages, the community of practice 900,
FIG. 4, has an opportunity to assess evidence based multimedia:
tools, media, activities, curriculum 940Ia, FIG. 47, to evaluate
whether specific tools, media, activities, and curriculum
significantly improve occupational performance when compared
against other tools, media, activities, and curriculum. Referring
to FIG. 4, community members 910 can engage in community activities
940 as part of the community of practice 900 to evaluate the
comparative effects of specific tools, media, activities, and
curriculum through the multitude of combinations 970 to improve
occupational performance 102 for the benefit of the community of
practice 900. The improved evidence based multimedia can improve
the occupational performance of learners during their formal
education program as well as learners during their professional
practice years through continuing education programs.
[0537] Continuing with FIG. 33, in the present embodiment,
community activities 940Z include explore and implement new
applications to improve occupational performance 940J. Referring to
FIG. 4, community members 910 can engage in community activities
940 as part of the community of practice 900 which is dynamic and
oriented towards formulating new combinations of data to
iteratively and continuously explore and improve occupational
performance 102 for the benefit of the community of practice
900.
CONCLUSIONS, RAMIFICATIONS, AND SCOPE
[0538] While my above description contains many specificities,
these should not be construed as limitations on the scope, but
rather as an exemplification of one or more embodiments thereof.
Many other variations are possible. While the present embodiments
have been described with many advantages to highlight the utility
and benefits of the invention, the advantages shared herein
represent a non-exhaustive list of the advantages of the subject
invention. For example: [0539] An advantage of the invention is to
provide a learning model to drive a learner's achievement of
education and workforce competency based skills through
facilitating learner to mentor and learner to learner
relationships, and supporting a community of practice. [0540] An
advantage of the invention is to provide a learning model for
educators, administrators, and other stakeholders to conduct
meaningful outcomes research in education and work force
performance. [0541] An advantage of the invention is to provide a
learning model for investigators, and stakeholders to conduct
meaningful scientific research in education and work force
performance. [0542] Another advantage of the invention is to
provide a learning model to support the creation, assessment, and
improvement of evidence based curriculum, tools, activities, and
multimedia. [0543] Another advantage of the invention is to provide
a learning model to support vocational exploration, development,
social networking, and decision making. [0544] Another advantage of
the invention is provide a learning model to raise to floor of
public school education so that no child is left behind, and each
in turn, has the liberty to pursue an occupation that brings him or
her happiness and contributes to the public good. [0545] Another
advantage of the invention is to provide a learning model to reduce
the medical error rate through improving the competency skills of
the health care work force. [0546] Another advantage of the
invention is to provide a learning model to more effectively assess
occupational performance for re-accreditation in the various
occupations, for faculty and tenure appointment in the various
occupations, and for promotion and compensation in the various
occupations. [0547] Another advantage of the invention is to
provide a learning model to spur the emergence, development, and
advancement of self-regulated professions. [0548] Another advantage
of the invention is to provide a learning model to capture and
transmit the intellectual capital of corporations and organizations
to its newest members which otherwise face the loss of their most
valuable resource through the inevitable aging and retirement of
their most precious resource, namely, their human resource. [0549]
Another advantage of the invention is to provide a learning model
for humans to effectively engage in weight loss, fitness,
well-being, and healthy living. For example, the K-12 competencies
for 500Ag, and goal element list 400Ag for health education apply
to adults, as life-long learners, who want to improve their
occupational performance for weight loss, fitness, well-being, and
healthy living including avoidance of violent relationships and
substance abuse. To be sure, once competency skills have been
articulated by a self-regulatory body, they can be applied to other
populations of learners who may benefit by their adoption and
implementation. This maxim is not limited to the K-12 example
regarding applicability of health education competencies to other
populations of learners, rather the maxim is construed broadly.
[0550] Another advantage of the invention is to provide a learning
model to create a watershed of opportunities for educators,
industrial psychologists, organizational psychologists, educational
psychologists, sociologists, occupational therapists, neurologists,
neurosurgeons, diversity and cultural competency specialists, and
other stakeholders to transcend current methodologies for improving
occupational performance. [0551] Another advantage of the invention
is to provide a learning model to retrain a multitude of displaced
workers from "jobs that are never coming back" in manufacturing,
and so forth, to ancillary careers in clinical and translational
medicine, human subject research coordination, education research
coordination, clean energy, green technology, fraud and abuse
auditing, bank auditing, and other growth areas. Once stakeholders
in the private sector, education, government, and others convene
and enumerate competency skills for such careers, the occupational
performance system and method serves as a platform for emerging
professions to build capacity, develop communities of practice,
self-regulate, allow transparent accountability, and benchmark
improvement. Similarly, stakeholders may assume a meaningful role
in developing competencies skills for programs such as a masters of
business administration and so forth, for many undergraduate
degrees which are currently content rather than content driven, and
for jobs that may be on the path toward self-regulation and
currently function as apprenticeships or trades. Again, once a
self-regulatory body establishes competency skills, the learning
model applies. [0552] Another advantage of the invention is to
provide a learning model to efficiently and effectively meet the
longitudinal capacity demands anticipated by the U.S. Department of
Labor for identified high growth occupations. [0553] Another object
of the invention is to provide a learning model for the United
States of America to redefine itself from a once agrarian and then
once industrial-manufacturing nation into the occupational
performance nation by becoming the "World's exporter of applied
knowledge" to enable other nations to teach occupations to their
people. The learning model, deployable as a machine, creates
capacity to share an American education with the world.
[0554] Accordingly, the scope should be determined not by the
embodiments illustrated, but by the appended claims and their legal
equivalents.
DRAWING REFERENCES
References
[0555] 120 article of manufacture [0556] 120A one embodiment of an
article of manufacture [0557] 880 artifacts [0558] 880Z one
embodiment of a plurality of artifacts [0559] 880ZA one embodiment
of a plurality of artifacts, "my presentations" [0560] 880ZB one
embodiment of a plurality of artifacts, "my reports and
publications" [0561] 880ZC one embodiment of a plurality of
artifacts, "my tests, evaluations, and assessments" [0562] 880ZD
one embodiment of a plurality of artifacts, "my personhood" [0563]
880ZE one embodiment of a plurality of artifacts, "my awards and
recognition" [0564] 880ZF one embodiment of a plurality of
artifacts, "my vocational interests" [0565] 880ZG one embodiment of
a plurality of artifacts, "my career opportunities" [0566] 880ZH
one embodiment of a plurality of artifacts, "my resume" [0567]
880ZI one embodiment of a plurality of artifacts, "my letters of
recommendation" [0568] 880ZJ one embodiment of a plurality of
artifacts, "my contacts" [0569] 880ZK one embodiment of a plurality
of artifacts, "my continuing education" [0570] 880ZL one embodiment
of a plurality of artifacts, "my licenses, certifications, and
special training" [0571] 820 assessments [0572] 970 combinations
[0573] 970Aa combinations, "500E+170Ea" [0574] 970Ab combinations,
"500E+170Ea+170Ej+170Eb" [0575] 970Ac combinations,
"500E+170Ea+170Ej+170Ec [0576] 970Ad combinations,
"500E+170Ea+170Ej+170Ed" [0577] 970Ae combinations, "500B+170En"
[0578] 970Af combinations, "500B+170En+500A" [0579] 970Ag
combinations, "500B+170En+500C" [0580] 970Ah combinations,
"500B+170En+500E" [0581] 970Ai combinations, "500B+170En+500D"
[0582] 970Aj combinations, "170Ej+500B+500C+170Ee" [0583] 970Ak
combinations, "500A+170Ek+170Ej+500B+500C+170Ee+170Ef" [0584] 970Al
combinations, "500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg" [0585]
970Am combinations,
"500A+170Ek+170Ej+500B+500C+170Ee+170Ef+170Eg+170Eh" [0586] 970An
combinations, "500D+500C+170E1" [0587] 970Ao combinations,
"170Ej+500C+170Eo" [0588] 970Ap combinations,
"500A+500D+500C+170Ep" [0589] 970D one embodiment of a plurality of
combinations, "combinations for exploring vocations" [0590] 970Db
combinations,
"940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj for
clinical and translational research fellow" [0591] 970De
combinations,
"940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj for
K-12 math student" [0592] 970Dh combinations,
"940Bb+940Bc+940Bd+940Be+940Bf+940Bi+170Fg+170Fh+170Fi+170Fj for
practicing engineer" [0593] 970E1 combinations, "170Fe+170Fd"
[0594] 970E2 combinations, "940Ba+500A" [0595] 970E3 combinations,
"940Ba+940Bg" [0596] 970F combinations,
"170Fk+170Fn+170Fm+170Fi+170Fj" [0597] 940 community activities
[0598] 940Z one embodiment of a plurality of community activities
[0599] 940A1 one embodiment of a plurality of community activities,
"storytelling by analogy to share experiences" [0600] 940A2 one
embodiment of a plurality of community activities, "storytelling by
analogy to share experiences" continued [0601] 940Aa community
activities, "sounding the horn" [0602] 940Ab community activities,
"playing leap frog in the night" [0603] 940Ac community activities,
"burning just one flashlight" [0604] 940Ad community activities,
"modified leap frog: walking together" [0605] 940Ae community
activities, "running together on white gravel" [0606] 940Af
community activities, "dew-covered spider webs" [0607] 940Ag
community activities, "wolves howling in the distance" [0608] 940Ah
community activities, "questioning the compass's reliability"
[0609] 940Ai community activities, "lessons learned from your
handbook" [0610] 940Aj community activities, "blazing "X's" on
trees [0611] 940Ak community activities, "finding your fresh water
stream" [0612] 940Al community activities, "growing accustomed to
the night" [0613] 940Am community activities, "sharing stories back
at base camp" [0614] 940B one embodiment of a plurality of
community activities, "participate in personhood activities" [0615]
940Ba community activities, "demographic survey" [0616] 940Bb
community activities, "Interest Inventory" [0617] 940Bc community
activities, "Role Checklist" [0618] 940Bd community activities,
"Myers-Briggs Type Indicator" [0619] 940Be community activities,
"Social Style Profile" [0620] 940Bf community activities, "The
Flower Exercise" [0621] 940Bg community activities, "competency
skill importance survey" [0622] 940Bh community activities,
"competency skill relevance survey" [0623] 940Bi community
activities, "competency skill interest survey" [0624] 940C one
embodiment of a plurality of community activities, "explore
vocations" [0625] 940D one embodiment of a plurality of community
activities, "share artifacts" [0626] 940E1 one embodiment of a
plurality of community activities, "conduct outcomes research,
alignment of goal achievement with competency skill relevance"
[0627] 940E2 one embodiment of a plurality of community activities,
"conduct outcomes research, attainment of competencies based upon
demographics" [0628] 940E3 one embodiment of a plurality of
community activities, "conduct outcomes research, persistence of
goal achievement related to competency skill importance and
demographics" [0629] 940F one embodiment of a plurality of
community activities, "conduct scientific research" [0630] 940Fa
one embodiment of a plurality of community activities, "conduct
scientific research, qualitative study of progress notes and brain
function" [0631] 940Fb one embodiment of a plurality of community
activities, "conduct scientific research, mixed method study of
contemporary cognitive theories and occupational performance"
[0632] 940Fc one embodiment of a plurality of community activities,
"conduct scientific research, qualitative study of the role of
storytelling in skill acquisition" [0633] 940G one embodiment of a
plurality of community activities, "conduct performance measurement
research" [0634] 940Ga one embodiment of a plurality of community
activities, "conduct performance measurement research, adapted
stages of skill acquisition scoring rubric" [0635] 940H one
embodiment of a plurality of community activities, "examine
self-regulation of professions" [0636] 940Ha one embodiment of a
plurality of community activities, "examine self-regulation of
professions, comparison study of mid-level practitioners and new
graduates" [0637] 940I one embodiment of a plurality of community
activities, "assess evidence based multimedia: tools, media,
activities, curriculum" [0638] 940Ia one embodiment of a plurality
of community activities, "assess evidence based multimedia: tools,
media, activities, curriculum, randomized controlled trial" [0639]
940J one embodiment of a plurality of community activities,
"explore and implement new applications to improve occupational
performance" [0640] 910 community members [0641] 910Z one
embodiment of a plurality of community members [0642] 910Za
community members, "learners" [0643] 910Zb community members,
"teachers" [0644] 910Zc community members, "mentors" [0645] 910Zd
community members, "other persons" [0646] 910Ze community members,
"parents, guardians" [0647] 910Zf community members, "researchers"
[0648] 910Zg community members, "education programs and
institutions" [0649] 910Zh community members, "professional
associations" [0650] 910Zi community members, "regulatory and
licensing agencies" [0651] 910Zj community members, "accreditation
agencies" [0652] 910Zk community members, "corporations and other
employers" [0653] 910Zl community members, "government agencies"
[0654] 910Zm community members, "other stakeholders" [0655] 910Ab
one embodiment of a plurality of community members, "clinical and
translational research fellow" [0656] 910Ae one embodiment of a
plurality of community members, "K-12 math student" [0657] 910Ah
one embodiment of a plurality of community members, "practicing
engineer" [0658] 900 community of practice [0659] 200 competency
based goals [0660] 200Z1 one embodiment of a plurality of
competency based goals, "competency based goals, page one" [0661]
200Z2 one embodiment of a plurality of competency based goals,
"competency based goals, page two continued" [0662] 200Z3 one
embodiment of a plurality of competency based goals, "competency
based goals, page three continued" [0663] 200Z4 one embodiment of a
plurality of competency based goals, "competency based goals, page
four continued" [0664] 200Za one embodiment of a plurality of
competency based goals, "I, [audiology learner's name], will
discover patterns in information to understand the vocational
effects of hearing impairment with 90% accuracy through journal
club because it interests me." [0665] 200Zb one embodiment of a
plurality of competency based goals, "I, [clinical and
translational research learner's name], will assess the benefits of
proposed solutions to develop protocols utilizing management of
information using computer technology with moderate assistance
through mentor meetings because I want to succeed." [0666] 200Zc
one embodiment of a plurality of competency based goals, "I,
[dentistry learner's name], will revise communications to improve
clarity to order appropriate laboratory, radiographic, and other
tests as indicated, including biopsy of suspicious oral lesions
with 100% accuracy through simulated skills training because I want
to master it." [0667] 200Zd one embodiment of a plurality of
competency based goals, "I, [dietetic learner's name], will conduct
research to evaluate ideas to explain the impact of a public policy
position on dietetics practice with minimal assistance through
self-directed learning because I enjoy it" [0668] 200Ze one
embodiment of a plurality of competency based goals, "I, [K-12 math
learner's name], will discover patterns in information to describe
important features of a data set with 90% accuracy using the Johnny
Appleseed Survey because I want to beat my best score." [0669]
200Zf one embodiment of a plurality of competency based goals, "I,
[K-12 science learner's name], will reason inductively from a set
of specific facts to describe how friction affects the amount of
force needed to do work over different surfaces with moderate
assistance through observation because I want to know how it
works." [0670] 200Zg one embodiment of a plurality of competency
based goals, "I, [K-12 health education learner's name], will
develop questions to initiate research to assess key nutrients and
their specific functions and influences on body processes (e.g.
disease, prevention) correctly 7 times out of 10 using
self-directed learning because it interests me." [0671] 200Zh one
embodiment of a plurality of competency based goals, "I,
[engineering learner's name], will exchange ideas while recognizing
the perspectives of others to understand orbital mechanics
applications in astronautical engineering with moderate assistance
through seminars because I want to know how it works." [0672] 200Zi
one embodiment of a plurality of competency based goals, "I, [law
learner's name], will evaluate relationships in ideas to understand
the process for recognizing ethical dilemmas with minimal
assistance through journal club because I want to feel better about
myself." [0673] 200Zj one embodiment of a plurality of competency
based goals, "I, [medical resident learner's name], will develop a
plan of action to accomplish a goal to prioritize and stabilize
multiple patients simultaneously with supervision through simulated
skills training because I want to succeed." [0674] 200Zk one
embodiment of a plurality of competency based goals, "I, [nurse
practitioner learner's name], will develop questions to initiate
research to perform a comprehensive assessment of mental health
needs of a community with minimal assistance through a team
building activity because I want to see the result." [0675] 200Zl
one embodiment of a plurality of competency based goals, "I,
[occupational therapy learner's name], will revise communications
to improve clarity to articulate a clear and logical rationale for
the intervention process correctly 7 times out of 10 through mentor
meetings because I enjoy it." [0676] 200Zm one embodiment of a
plurality of competency based goals, "I, [optometry learner's
name], will reason inductively from a set of specific facts to
understand the basic optical principles of low vision
rehabilitation devices with 75% accuracy through case studies
because it interests me." [0677] 200Zn one embodiment of a
plurality of competency based goals, "I, [pharmacy learner's name],
will discover patterns in information to manage medication use
systems to participate in the development of health policy with
moderate assistance through observation because I want to know how
it works." [0678] 200Zo one embodiment of a plurality of competency
based goals, "I, [physical therapy learner's name], will deliver a
visual presentation for a variety of purposes and audiences to
explain the rationale for selected interventions to achieve patient
goals as identified in the plan of care with 100% accuracy through
an interdisciplinary meeting because I want to beat my best score."
[0679] 200Zp one embodiment of a plurality of competency based
goals, "I, [speech-language pathology learner's name], will
evaluate relationships in ideas to integrate information about
swallowing disorder anatomy and physiology correctly 9 times out of
10 through simulated skills training because I want to know the
cause." [0680] 200Zq one embodiment of a plurality of competency
based goals, "I, [teacher learner's name], will develop a plan of
action to accomplish a goal to present the subject matter in
multiple, effective ways which are purposefully selected to engage
every student in learning with minimal assistance using case
studies because it makes me feel good." [0681] 140 computing device
means [0682] 130 computing operations [0683] 146 display [0684] 500
goal elements [0685] 500A one embodiment of a plurality of goal
elements, "competency" [0686] 500AaA competency, "CS.ASHAa.1.1.1"
[0687] 500Aaa competency, "demonstrate communication skills for
effective clinical interactions" [0688] 500AaB competency,
"CS.ASHAa.2.3.2" [0689] 500Aab competency, "understand the
vocational effects of hearing impairment" [0690] 500AaC competency,
"CS.ASHAa.2.4.3" [0691] 500Aac competency, "understand the
pathophysiology of the auditory system" [0692] 500AaD competency,
"CS.ASHAa.3.4.1" [0693] 500Aad competency, "screen individuals for
hearing impairment" [0694] 500AaE competency, "CS.ASHAa.3.6.1"
[0695] 500Aae competency, "administer conservation programs
designed to reduce the effects of noise exposure" [0696] 500AaF
competency, "CS.ASHAa.4.8.1" [0697] 500Aaf competency, "perform
electrodiagnostic test procedures" [0698] 500AaG competency,
"CS.ASHAa.4.15.2" [0699] 500Aag competency, "maintain records in a
manner consistent with professional standards" [0700] 500AaH
competency, "CS.ASHAa.5.5.1"
500Aah competency, "develop culturally sensitive management
strategies" [0702] 500AaI competency, "CS.ASHAa.5.11.4" [0703]
500Aai competency, "summarize treatment outcomes" [0704] 500AbA
competency, "CS.NIH.1.3" [0705] 500Aba competency, "define the data
that formulate research hypotheses" [0706] 500AbB competency,
"CS.NIH.2.7" [0707] 500Abb competency, "identify gaps in knowledge
within a research problem" [0708] 500AbC competency, "CS.NIH.3.4"
[0709] 500Abc competency, "design a research study protocol" [0710]
500AbD competency, "CS.NIH.5.2" [0711] 500Abd competency, "evaluate
the reliability and validity of measures" [0712] 500AbE competency,
"CS.NIH.6.8" [0713] 500Abe competency, "collaborate with
biostatisticians in the design, conduct; and analysis of clinical
and translational research" [0714] 500AbF competency, "CS.NIH.7.2"
[0715] 500Abf competency, "develop protocols utilizing management
of information using computer technology" [0716] 500AbG competency,
"CS.NIH.8.2" [0717] 500Abg competency, "critique a clinical or
translational research proposal for risks to human subjects" [0718]
500AbH competency, "CS.NIH.12.5" [0719] 500Abh competency, "foster
innovation and creativity" [0720] 500AcA competency, "CS.ADEAp.1.2"
[0721] 500Aca competency, "understand how diagnosis of systemic
diseases and conditions can be affected by oral diseases" [0722]
500AcB competency, "CS.ADEAp.2.5.3" [0723] 500Acb competency,
"assess the patient's ability to understand and comply with
treatment recommendations" [0724] 500AcC competency,
"CS.ADEAp.3.10.1" [0725] 500Acc competency, "value the dentist as
part of the health care team" [0726] 500AcD competency,
"CS.ADEAi.1.5" [0727] 500Acd competency, "understand principles of
molecular biology" [0728] 500AcE competency, "CS.ADEAi.2.9" [0729]
500Ace competency, "order appropriate laboratory, radiographic, and
other diagnostic tests as indicated, including biopsy of suspicious
oral lesions" [0730] 500AcF competency, "CS.ADEAg.1.1.5" [0731]
500Acf competency, "understand principles of genetic transmission
of phenomena of imprinting and anticipation" [0732] 500AcG
competency, "CS.ADEAg.3.10" [0733] 500Acg competency, "understand
the need to reduce public fear and misinformation about genetics"
[0734] 500AdA competency, "CS.ADAdp.1.1.1.2" [0735] 500Ada
competency, "interpret professional literature to make ethical
evidence-based practice decisions" [0736] 500AdB competency,
"CS.ADAdp.2.3.1.3" [0737] 500Adb competency, "apply established
guidelines to a professional practice scenario" [0738] 500AdC
competency, "CS.ADAdp.3.2.1.1" [0739] 500Adc competency, "apply
knowledge of the role of the environment to develop interventions
to affect change in diverse individuals and groups" [0740] 500AdD
competency, "CS.ADAdp.4.3.1" [0741] 500Add competency, "explain the
impact of a public policy position on dietetics practice" [0742]
500AdE competency, "CS.ADAdi.1.3.2" [0743] 500Ade competency,
"justify products using appropriate evidence or data" [0744] 500AdF
competency, "CS.ADAdi.1.4.1" [0745] 500Adf competency, "evaluate
emerging research for application in dietetics practice" [0746]
500AdG competency, "CS.ADAdi.2.4.2" [0747] 500Adg competency, "use
effective counseling skills to facilitate behavior change" [0748]
500AdH competency, "CS.ADAdi.4.1" [0749] 500Adh competency, "use
organizational processes and tools to manage human resources"
[0750] 500AeA competency, "CS.DESE2m.4.2.1" [0751] 500Aea
competency, "describe how simple growing patterns are generated"
[0752] 500AeB competency, "CS.DESE2m.8.1.2" [0753] 500Aeb
competency, "describe attributes and parts of two-dimensional
shapes" [0754] 500AeC competency, "CS.DESE2m.12.3.1" [0755] 500Aec
competency, "tell time to the nearest one fourth (quarter) hour"
[0756] 500AeD competency, "CS.DESE4m.15.1.1" [0757] 500Aed
competency, "describe important features of a data set" [0758]
500AeE competency, "CS.DESE7m.3.4.1" [0759] 500Aee competency,
"estimate the results of all operations on rational numbers" [0760]
500AeF competency, "CS.DESE8m.4.4.1" [0761] 500Aef competency,
"identify functions as linear or nonlinear from tables, graphs, and
equations" [0762] 500AeG competency, "CS.DESE7m.13.3.3" [0763]
500Aeg competency, "solve problems involving volume of a
rectangular prism, triangular prism, and cylinder" [0764] 500AeH
competency, "CS.DESE8m.13.3.1" [0765] 500Aeh competency, "select,
create and use appropriate graphical representations of data"
[0766] 500AeI competency, "CS.DESE6m.17.1.1" [0767] 500Aei
competency, "use a model to illustrate the possible outcomes of an
event" [0768] 500AfA competency, "CS.DESE5s.4.4.1" [0769] 500Afa
competency, "describe how friction affects the amount of force
needed to do work over different surfaces" [0770] 500AfB
competency, "CS.DESE2s.7.4.1" [0771] 500Afb competency, "identify
similarities and differences among animal parents and their
offspring" [0772] 500AfC competency, "CS.DESEks.1.6.1.1.4" [0773]
500Afc competency, "pose questions about events in the environment"
[0774] 500AfD competency, "CS.DESE8s.20.1.2.2" [0775] 500Afd
competency, "describe chemical properties of pure substances using
appropriate senses and tools" [0776] 500AfE competency,
"CS.DESE8s.25.1.1" [0777] 500Afe competency, "describe how the cell
membrane helps regulate the transfer of materials in and out of the
cell" [0778] 500AfF competency, "CS.DESE6s.27.2.3.2" [0779] 500Aff
competency, "predict the possible effects of the changes in the
types of organisms in an ecosystem on the populations of other
organisms within that ecosystem" [0780] 500AfG competency,
"CS.DESE7s.35.1.4.3" [0781] 500Afg competency, "make suggestions
for reasonable extensions of an experiment" [0782] 500AgA
competency, "CS.DESE7he.1.5.1" [0783] 500Aga competency, "analyze
how aerobic exercise impacts an individual physically, mentally,
and emotionally" [0784] 500AgB competency, "CS.DESE3he.1.6.2"
[0785] 500Agb competency, "identify the cause and effect of
lifestyle choices on the respiratory system (e.g. inactivity,
tobacco)" [0786] 500AgC competency, "CS.DESE5he.2.1.1" [0787]
500Agc competency, "identify how family, friends, and culture can
influence personal health practices and decisions" [0788] 500AgD
competency, "CS.DESE9-12he.4.3.1" [0789] 500Agd competency, "assess
key nutrients and their specific functions and influences on body
processes (e.g. disease, prevention) [0790] 500AgE competency,
"CS.DESE9-12he.4.3.1" [0791] 500Age competency, "apply concepts
using food labels to meet dietary needs for a healthy lifestyle"
[0792] 500AgF competency, "CS.DESE6he.9.3.3" [0793] 500Agf
competency, "present different opinions and arguments about the
effects of tobacco, alcohol, and other drugs on individuals,
family, and society" [0794] 500AhA competency, "CS.ABETe.1.3.1"
[0795] 500Aha competency, "demonstrate ability to design a system
to meet desired needs within realistic constraints" [0796] 500AhB
competency, "CS.ABETe.1.11.3" [0797] 500Ahb competency,
"demonstrate ability to use modern engineering tools necessary for
engineering practice" [0798] 500AhC competency, "CS.ABETe.2.2.1"
[0799] 500Ahc competency, "understand orbital mechanisms
applications in astronautical engineering" [0800] 500AhD
competency, "CS.ABETe.4.5.2.1" [0801] 500Ahd competency,
"understand history leading to architectural design to enhance
communication with other design professionals executing building
projects" [0802] 500AhE competency, "CS.ABETcp.1.2.2" [0803] 500Ahe
competency, "demonstrate ability to identify and define the
computing requirements appropriate to solve a problem" [0804]
500AhF competency, "CS.ABETcp.2.2.2" [0805] 500Ahf competency,
"demonstrate ability to apply development principles in the
construction of software systems of varying complexity" 500AiA
competency, "CS.ABA.2.2.1" [0806] 500Aia competency, "understand
concepts for formulating relevant legal theories" [0807] 500AiB
competency, "CS.ABA.2.5.2.2" [0808] 500Aib competency, "demonstrate
skills to synthesize legal arguments" [0809] 500AiC competency,
"CS.ABA.4.2.2" [0810] 500Aic competency, "demonstrate skills to
plan a factual investigation" [0811] 500AiD competency,
"CS.ABA.5.1.1" [0812] 500Aid competency, "understand concepts to
assess the perspective of the recipient of communication" [0813]
500AiE competency, "CS.ABA.6.5.2.1" [0814] 500Aie competency,
"demonstrate skills to ascertain the client's decision" [0815]
500AiF competency, "CS.ABA.7.2.1" [0816] 500Aif competency,
"understand concepts for conducting a negotiation session" [0817]
500AiG competency, "CS.ABA.10.3.1" [0818] 500Aig competency,
"understand the process for recognizing ethical dilemmas" [0819]
500AiH competency, "CS.ABA.11.1" [0820] 500Aih competency, "show
commitment to maintaining a level of competence in my field of
practice" [0821] 500AiI competency, "CS.ABA.13.2" [0822] 500Aii
competency, "show commitment in training and preparing new lawyers
to practice" [0823] 500AjA competency, "CS.ACGMEai.1.3.1" [0824]
500Aja competency, "provide continuing care to patients with
asthma" [0825] 500AjB competency, "CS.ACGMEcr.1.1.1" [0826] 500Ajb
competency, "learn to perform diagnostic colonoscopy" [0827] 500AjC
competency, "CS.ACGMEer.1.10.3" [0828] 500Ajc competency, "perform
emergency stabilization procedures" [0829] 500AjD competency,
"CS.ACGMEmg.3.7" [0830] 500Ajd competency, "use information
technology to optimize learning" [0831] 500AjE competency,
"CS.ACGMEns.1.4" [0832] 500Aje competency, "prioritize and
stabilize multiple patients simultaneously" [0833] 500AjF
competency, "CS.ACGMEesn.5.5" [0834] 500Ajf competency,
"demonstrate respect for patient privacy and autonomy" [0835]
500AjG competency, "CS.ACGMEps.1.1.7" [0836] 500Ajg competency,
"assist in plastic surgery of the lower extremities" [0837] 500AjH
competency, "CS.ACGMEro.1.4" [0838] 500Ajh competency, "treat
pediatric patients with solid tumors" [0839] 500AjI competency,
"CS.ACGMEd.3.6" [0840] 500Aji competency, "locate, appraise, and
assimilate evidence from scientific studies related to patients'
health problems" [0841] 500AkA competency, "CS.NONPF.1.12" [0842]
500Aka competency, "differentiate among normal, variations of
normal, and abnormal findings" [0843] 500AkB competency,
"CS.NONPFa.1.1.13.1" [0844] 500Akb competency, "assess and evaluate
vague or ill-defined symptoms in adolescents" [0845] 500AkC
competency, "CS.NONPFp.1.1.4.2.2" [0846] 500Akc competency,
"analyze how prenatal factors affect the child's growth and
development" [0847] 500AkD competency, "CS.NONPFw.1.1.7.1" [0848]
500Akd competency, "assess for evidence of domestic violence"
[0849] 500AkE competency, "CS.NONPFg.1.1.10.2" [0850] 500Ake
competency, "assess sexual well-being in older adults" [0851]
500AkF competency, "CS.NONPFc.1.1.2.2" [0852] 500Akf competency,
"obtain and document a health history for critically ill patients"
[0853] 500AkG competency, "CS.NONPFc.1.2.7.1" [0854] 500Akg
competency, "diagnose complications of complex acute illness
considering multi-system health problems" [0855] 500AkH competency,
"CS.NONPFm.1.1.7" [0856] 500Akh competency, "perform a
comprehensive assessment of mental health needs of a community"
[0857] 500AlA competency, "CS.AOTAt.3.4.1" [0858] 500Ala
competency, "assess client factors that support and hinder
occupational performance" [0859] 500AlB competency, "CS.AOTAt.4.1"
[0860] 500Alb competency, "articulate a clear and logical rationale
for the intervention process" [0861] 500AlC competency,
"CS.AOTAt.4.9" [0862] 500Alc competency, "document the client's
response to services in a manner that demonstrates the efficacy of
interventions" [0863] 500AlD competency, "CS.AOTAt.7.3" [0864]
500Ald competency, "respond constructively to feedback" [0865]
500AlE competency, "CS.AOTAa.1.3" [0866] 500Ale competency, "use
sound judgment in regard to safety of self and others during all
fieldwork-related activities" [0867] 500AlF competency,
"CS.AOTAa.2.3.1" [0868] 500Alf competency, "make informed practice
decisions based on published research" [0869] 500AlG competency,
"CS.AOTAa.3.4.1" [0870] 500Alg competency, "report results
accurately in a clear, concise manner that reflects the client's
status" [0871] 500AmA competency, "CS.ASC0.2.5.1" [0872] 500Ama
competency, "be able to recognize personal limitations regarding
optimal patient care" [0873] 500AmB competency, "CS.ASC0.3.4.1"
[0874] 500Amb competency, "understand the structures and processes
contributing to the development of refractive error of the visual
system" [0875] 500AmC competency, "CS.ASCO.4.2" [0876] 500Amc
competency, "order and interpret frequently needed laboratory and
diagnostic procedures" [0877] 500AmD competency, "CS.ASCOlv.4.1"
[0878] 500Amd competency, "recognize psychological factors that may
affect adjustment to vision loss" [0879] 500AmE competency,
"CS.ASCOlv.11.1" [0880] 500Ame competency, "understand the basic
optical principles of low vision rehabilitation devices" [0881]
500AmF competency, "CS.ASCOg.2.8.1" [0882] 500Amf competency,
"understand the indications for genetic testing" [0883] 500AmG
competency, "CS.ASCOg.3.8" [0884] 500Amg competency, "obtain
informed consent for genetic testing" [0885] 500AnA competency,
"CS.ACPE.1.1.3" [0886] 500Ana competency, "monitor pharmacy care
plans that are patient-specific" [0887] 500AnB competency,
"CS.ACPE.1.2.2" [0888] 500Anb competency, "manage marketing a
successful patient-centered practice" [0889] 500AnC competency,
"CS.ACPE.2.1.1.4" [0890] 500Anc competency, "develop
population-specific, evidence-based disease management programs and
protocols based upon risk reduction strategies" [0891] 500AnD
competencies, "CS.ACPE.4.1.2.2" [0892] 500And competencies, "manage
medication use systems to participate in the development of health
policy" [0893] 500AnE competency, "CS.ACPE.6.1.1.2" [0894] 500Ane
competency, "communicate with physicians, nurses, and other health
care providers to engender a team approach to patient care" [0895]
500AnF competency, "CS.ACPE.8.1" [0896] 500Anf competency,
"demonstrate expertise in informatics" [0897] 500AnG competency,
"CS.ACPE.9.1.1" [0898] 500Ang competency, "carry out duties in
accordance with legal guidelines" [0899] 500AoA competency,
"CS.APTAt.2.3.1" [0900] 500Aoa competency, "perform posture tests"
[0901] 500AoB competency, "CS.APTAt.3.3.3" [0902] 500Aob
competency, "verbalize possible alternatives when interpreting the
examination findings" [0903] 500AoC competency, "CS.APTAt.6.2.1"
[0904] 500Aoc competency, "identify who needs to collaborate in the
plan of care" [0905] 500AoD competency, "CS.APTAt.10.3.1.2" [0906]
500Aod competency, "participate in a quality improvement program of
peers" [0907] 500AoE competency, "CS.APTAt.13.1.6" [0908] 500Aoe
competency, "share expertise related to accessing evidence with
colleagues" [0909] 500AoF competency, "CS.APTAa.1.5" [0910] 500Aof
competency, "explain the rationale for selected interventions to
achieve patient goals as identified in the plan of care
" [0911] 500AoG competency, "CS.APTAa.2.3.3" [0912] 500Aog
competency, "position or drape to protect patient modesty" [0913]
500AoH competency, "CS.APTAa.4.1.3" [0914] 500Aoh competency,
"identify possible progressions that will continue to advance the
patient's response" [0915] 500ApA competency, "CS.ASHAs.3.2.2"
[0916] 500Apa competency, "demonstrate understanding of hearing
disorder characteristics" [0917] 500ApB competency,
"CS.ASHAs.3.4.3" [0918] 500Apb competency, "integrate information
about swallowing disorder anatomy and physiology" [0919] 500ApC
competency, "CS.ASHAs.4.2.2" [0920] 500Apc competency, "demonstrate
understanding of methods of assessment for communication disorders"
[0921] 500ApD competency, "CS.ASHAs.5.3.1" [0922] 500Apd
competency, "demonstrate the ability to interpret standards of
ethical conduct in applying the ASHA Code of Ethics" [0923] 500ApE
competency, "CS.ASHAs.6.2.1" [0924] 500Ape competency, "demonstrate
integration of research principles into evidence-based clinical
practice" [0925] 500ApF competency, "CS.ASHAs.7.1.5" [0926] 500Apf
competency, "demonstrate knowledge of professional issues involving
reimbursement procedures" [0927] 500ApG competency,
"CS.ASHAs.11.2.2" [0928] 500Apg competency, "implement intervention
plans" [0929] 500AqA competency, "CS.DESEt.1.2.3" [0930] 500Aqa
competency, "present the subject matter in multiple, effective ways
which are purposefully selected to engage every student in
learning" [0931] 500AqB competency, "CS.DESEt.2.3.1" [0932] 500Aqb
competency, "encourage student responsibility through establishment
of clear expectations [0933] 500AqC competency, "CS.DESEt.3.1.3.1"
[0934] 500Aqc competency, "create a caring, positive environment"
[0935] 500AqD competency, "CS.DESEt.4.4.3.1" [0936] 500Aqd
competency, "teach students to set personal learning goals" [0937]
500AqE competency, "CS.DESEt.6.1.4.2" [0938] 500Aqe competency,
"mentor colleagues to help them create a more positive learning
environment" [0939] 500AqF competency, "CS.DESEt.6.3.2" [0940]
500Aqf competency, "offer students opportunities to practice
decision-making [0941] 500AqG competency, "CS.DESEt.7.4.2.1" [0942]
500Aqg competency, "facilitate safe, freedom of learner expression
in speaking" [0943] 500AqH competency, "CS.DESEt.8.9.2.2" [0944]
500Aqh competency, "participate in grade level data analyses
processes" [0945] 500B one embodiment of a plurality of goal
elements, "performance standard" [0946] 500BA goal elements,
"PS.G1.1" [0947] 500Ba goal elements, "develop questions to
initiate research" [0948] 500BB goal elements, "PS.G1.7" [0949]
500Bb goal elements, "conduct research to evaluate ideas" [0950]
500BC goal elements, "PS.G1.28" [0951] 500Bc goal elements,
"discover patterns in information" [0952] 500BD goal elements,
"PS.G1.38" [0953] 500Bd goal elements, "evaluate relationships in
ideas" [0954] 500BE goal elements, "PS.G2.6" [0955] 500Be goal
elements, "deliver a visual presentation for a variety of purposes
and audiences" [0956] 500BF goal elements, "PS.G2.10" [0957] 500Bf
goal elements, "revise communications to improve clarity" [0958]
500BG goal elements, "PS.G2.13" [0959] 500Bg goal elements,
"exchange ideas while recognizing the perspectives of others"
[0960] 500BH goal elements, "PS.G3.14" [0961] 500Bh goal elements,
"reason inductively from a set of specific facts" [0962] 500BI goal
elements, "PS.G3.20" [0963] 500Bi goal elements, "assess the
benefits of proposed solutions" [0964] 500BJ goal elements,
"PS.G4.14" [0965] 500Bj goal elements, "practice honesty and
integrity in my academic work" [0966] 500BK goal elements,
"PS.G4.20" [0967] 500Bk goal elements, "develop a plan of action to
accomplish a goal" [0968] 500C one embodiment of a plurality of
goal elements, "tools, media, activities, curriculum" [0969] 500CA
goal elements, "K.x" [0970] 500Ca goal elements, "Fill in the
blank: ______" [0971] 500CB goal elements, "K.HC.1.1" [0972] 500Cb
goal elements, "case study" [0973] 500CC goal elements, "K.HC.1.2"
[0974] 500Cc goal elements, "self-directed learning" [0975] 500CD
goal elements, "K.HC.1.3" [0976] 500Cd goal elements, "simulated
skills training" [0977] 500CE goal elements, "K.HC.1.4" [0978]
500Ce goal elements, "journal club" [0979] 500CF goal elements,
"K.HC.1.5" [0980] 500Cf goal elements, "team-building activity"
[0981] 500CG goal elements, "K.HC.1.6" [0982] 500Cg goal elements,
"interdisciplinary meeting" [0983] 500CH goal elements, "K.HC.1.7"
[0984] 500Ch goal elements, "mentor meeting" [0985] 500CI goal
elements, "K.HC.1.8" [0986] 500Ci goal elements, "seminar" [0987]
500CJ goal elements, "K.HC.1.9" [0988] 500Cj goal elements,
"observation" [0989] 500CK goal elements, "K.DESE.2.1" [0990] 500Ck
goal elements, "the Johnny Appleseed Survey" [0991] 500CL goal
elements, "K.DESE.2.2" [0992] 500Cl goal elements, "the Predicting
Motion Parade" [0993] 500CM goal elements, "K.DESE.2.3" [0994]
500Cm goal elements, "the Profitable Pumpkin Stand Project" [0995]
500CN goal elements, "K.OT.3.1" [0996] 500Cn goal elements,
"adaptive feeding equipment" [0997] 500CO goal elements, "K.OT.3.2"
[0998] 500Co goal elements, "sensory testing" [0999] 500CP goal
elements, "K.OT.3.3" [1000] 500Cp goal elements, "object
categorization activities" [1001] 500D one embodiment of a
plurality of goal elements, "measurement" [1002] 500DA goal
elements, "M.x" [1003] 500Da goal elements, "Fill in the blank:
______" [1004] 500DB goal elements, "M.1.1" [1005] 500Db goal
elements, "with 25% accuracy" [1006] 500DC goal elements, "M.1.2"
[1007] 500Dc goal elements, "with 50% accuracy" [1008] 500DD goal
elements, "M.1.3" [1009] 500Dd goal elements, "with 75% accuracy"
[1010] 500DE goal elements, "M.1.4" [1011] 500De goal elements,
"with 90% accuracy" [1012] 500DF goal elements, "M.1.5" [1013]
500Df goal elements, "with 100% accuracy" [1014] 500DG goal
elements, "M.2.1" [1015] 500Dg goal elements, "correctly 3 times
out of 10" [1016] 500DH goal elements, "M.2.2" [1017] 500Dh goal
elements, "correctly 5 times out of 10" [1018] 500DI goal elements,
"M.2.3" [1019] 500Di goal elements, "correctly 7 times out of 10"
[1020] 500DJ goal elements, "M.2.4" [1021] 500Dj goal elements,
"correctly 9 out of 10 times" [1022] 500DK goal elements, "M.2.5"
[1023] 500Dk goal elements, "correctly 10 out of 10 times" [1024]
500DL goal elements, "M.3.1" [1025] 500Dl goal elements, "with
maximum assistance" [1026] 500DM goal elements, "M.3.2" [1027]
500Dm goal elements, "with moderate assistance" [1028] 500DN goal
elements, "M.3.3" [1029] 500Dn goal elements, "with minimal
assistance" [1030] 500D0 goal elements, "M.3.4" [1031] 500Do goal
elements, "with supervision" [1032] 500DP goal elements, "M.3.5"
[1033] 500Dp goal elements, "independently" [1034] 500E one
embodiment of a plurality of goal elements, "motivator" [1035]
500EA goal elements, "MV.x" [1036] 500Ea goal elements, "Fill in
the blank: ______" [1037] 500EB goal elements, "MV.1.1" [1038]
500Eb goal elements, "I want to be a team player" [1039] 500EC goal
elements, "MV1.2" [1040] 500Ec goal elements, "it interests me"
[1041] 500ED goal elements, "MV.1.3" [1042] 500Ed goal elements, "I
enjoy it" [1043] 500EE goal elements, "MV.1.4" [1044] 500Ee goal
elements, "I want to succeed" [1045] 500EF goal elements, "MV.1.5"
[1046] 500Ef goal elements, "I want to master it" [1047] 500EG goal
elements, "MV.1.6" [1048] 500Eg goal elements, "it makes me feel
good" [1049] 500EH goal elements, "MV.1.7" [1050] 500Eh goal
elements, "I want to feel better about myself" [1051] 500EI goal
elements, "MV.1.8" [1052] 500Ei goal elements, "I want to know how
it works" [1053] 500EJ goal elements, "MV.1.9" [1054] 500Ej goal
elements, "I want to beat my best score" [1055] 500EK goal
elements, "MV.1.10" [1056] 500Ek goal elements, "I want to solve
it" [1057] 500EL goal elements, "MV.1.11" [1058] 500El goal
elements, "I wonder what will happen" [1059] 500EM goal elements,
"MV.1.12" [1060] 500Em goal elements, "I want my family to be proud
of me" [1061] 500EN goal elements, "MV.1.13" [1062] 500En goal
elements, "I want to see the result" [1063] 500EO goal elements,
"MV.1.14" [1064] 500Eo goal elements, "I want to know the cause"
[1065] 500EP goal elements, "MV1.15" [1066] 500Ep goal elements, "I
want to win" [1067] 400 goal element lists [1068] 400Aa one
embodiment of a plurality of goal element lists, "competency
library, audiology" [1069] 400Ab one embodiment of a plurality of
goal element lists, "competency library, clinical and translational
research" [1070] 400Ac one embodiment of a plurality of goal
element lists, "competency library, dentistry" [1071] 400Ad one
embodiment of a plurality of goal element lists, "competency
library, dietetics" [1072] 400Ae one embodiment of a plurality of
goal element lists, "competency library, education K-12, math"
[1073] 400Af one embodiment of a plurality of goal element lists,
"competency library, education K-12, science" [1074] 400Ag one
embodiment of a plurality of goal element lists, "competency
library, education K-12, health education" [1075] 400Ah one
embodiment of a plurality of goal element lists, "competency
library, engineering" [1076] 400Ai one embodiment of a plurality of
goal element lists, "competency library, law" [1077] 400Aj one
embodiment of a plurality of goal element lists, "competency
library, medicine" [1078] 400Ak one embodiment of a plurality of
goal element lists, "competency library, nurse practitioner" [1079]
400Al one embodiment of a plurality of goal element lists,
"competency library, occupational therapy" [1080] 400Am one
embodiment of a plurality of goal element lists, "competency
library, optometry" [1081] 400An one embodiment of a plurality of
goal element lists, "competency library, pharmacy" [1082] 400Ao one
embodiment of a plurality of goal element lists, "competency
library, physical therapy" [1083] 400Ap one embodiment of a
plurality of goal element lists, "competency library,
speech-language pathology" [1084] 400Aq one embodiment of a
plurality of goal element lists, "competency library, teacher"
[1085] 400B one embodiment of a plurality of goal element lists,
"performance standard library" [1086] 400C one embodiment of a
plurality of goal element lists, "tools, media, activities,
curriculum library" [1087] 400D one embodiment of a plurality of
goal element lists, "measurement library" [1088] 400E one
embodiment of a plurality of goal element lists, "motivator
library" [1089] 300 goal setting diagram [1090] 300A one embodiment
of a goal setting diagram [1091] 300Aa goal setting diagram,
subject "I" [1092] 300Ab goal setting diagram, appositive
"learner's name" [1093] 300Ac goal setting diagram, verb "will"
[1094] 300Ad goal setting diagram, preposition one "to" [1095]
300Ae goal setting diagram, preposition two "using/through" [1096]
300Af goal setting diagram, preposition three "because" [1097] 800
goal status updates [1098] 110 hardware platform [1099] 135 machine
[1100] 102 occupational performance [1101] 170 occupational
performance data fields or the symbol ".OMEGA." means occupational
performance data fields [1102] 170A occupational performance data
fields, "progress note data" [1103] 170Aa occupational performance
data fields, "Salient impressions data" [1104] 170Ab occupational
performance data fields, "Happenings data" [1105] 170Ac
occupational performance data fields, "Introspection data" [1106]
170Ad occupational performance data fields, "Next Steps data"
[1107] 170Ae occupational performance data fields, "Empowerment
data" [1108] 170B occupational performance data fields, "progress
note brain function data" [1109] 170Ba occupational performance
data fields, "self-efficacy data" [1110] 170Bb occupational
performance data fields, "goal commitment data" [1111] 170Bc
occupational performance data fields, "goal relevance data" [1112]
170Bd occupational performance data fields, "goal importance data"
[1113] 170Be occupational performance data fields, "self appraisal
data" [1114] 170Bf occupational performance data fields,
"organization data" [1115] 170Bg occupational performance data
fields, "emotional imprint data" [1116] 170Bh occupational
performance data fields, "goal-setting behavior data" [1117] 170Bi
occupational performance data fields, "share experiences data"
[1118] 170Bj occupational performance data fields, "sensory
experiences data" [1119] 170Bk occupational performance data
fields, "success data" [1120] 170Bl occupational performance data
fields, "determination data" [1121] 170C occupational performance
data fields, "role of storytelling data" [1122] 170Ca occupational
performance data fields, "experiential data" [1123] 170Cb
occupational performance data fields, "memory recall data" [1124]
170Cc occupational performance data fields, "projection data"
[1125] 170Cd occupational performance data fields, "hypothetical
data" [1126] 170Ce occupational performance data fields,
"prospective data" [1127] 170Cf occupational performance data
fields, "relational data" [1128] 170Cg occupational performance
data fields, "gender-based data" [1129] 170Ch occupational
performance data fields, "observational data" [1130] 170Ci
occupational performance data fields, "cultural data" [1131] 170Cj
occupational performance data fields, "faith-based data" [1132]
170Ck occupational performance data fields, "traditions data"
[1133] 170Cl occupational performance data fields, "forbidden,
proscribed data" [1134] 170Cm occupational performance data fields,
"coping data" [1135] 170Db occupational performance data fields,
"explore vocations data for clinical and translational research
fellow" [1136] 170De occupational performance data fields, "explore
vocations data for K-12 math student" [1137] 170Dh occupational
performance data fields, "explore vocations data for practicing
engineer" [1138] 170Ea occupational performance data fields,
"intrinsic, extrinsic motivation data" [1139] 170Eb occupational
performance data fields, "cultural competence data" [1140] 170Ec
occupational performance data fields, "diversity data" [1141] 170Ed
occupational performance data fields, "disparity data" [1142] 170Ee
occupational performance data fields, "situated cognition data"
[1143] 170Ef occupational performance data fields, "communities of
practice data" [1144] 170Eg occupational performance data fields,
"historical-cultural approach data" [1145] 170Eh occupational
performance data fields, "distributed cognition data" [1146] 170Ej
occupational performance data fields, "personhood data" [1147]
170Ek occupational performance data field, "self-regulation data"
[1148] 170El occupational performance data field, "flow-optimum
performance data" [1149] 170En occupational performance data field,
"brain function data" [1150] 170Eo occupational performance data
field, "ecological psychology data" [1151] 170Ep occupational
performance data field, "talent development data" [1152] 170Fa
occupational performance data field, "date goal set data
" [1153] 170Fb occupational performance data field, "date goal
progress made data" [1154] 170Fc occupational performance data
field, "data goal unmet or modified data" [1155] 170Fd occupational
performance data field, "date goal met data" [1156] 170Fe
occupational performance data field, "goal number data" [1157]
170Ff occupational performance data field, "competency based goal
200Z data" [1158] 170Fg occupational performance data field,
"learner formative assessment scores data" [1159] 170Fh
occupational performance data field, "mentor formative assessment
scores data" [1160] 170Fi occupational performance data field,
"learner summative assessment scores data" [1161] 170Fj
occupational performance data field, "mentor summative assessment
scores data" [1162] 170Fk occupational performance data field,
"500A data" [1163] 170Fl occupational performance data field, "500B
data" [1164] 170Fm occupational performance data field, "500C data"
[1165] 170Fn occupational performance data field, "500D data"
[1166] 170Fo occupational performance data field, "500E data"
[1167] 170Fp occupational performance data field, "artifacts 880Z
data" [1168] 170Fq occupational performance data field, "progress
notes 840A data" [1169] 170G occupational performance data field,
"storytelling by analogy to share experiences data" [1170] 170Ga
occupational performance data field, "sounding the horn data"
[1171] 170Gb occupational performance data field, "playing leap
frog in the night data" [1172] 170Gc occupational performance data
field, "burning just one flashlight data" [1173] 170Gd occupational
performance data field, "modified leap frog: walking together data"
[1174] 170Ge occupational performance data field, "running together
on white gravel data" [1175] 170Gf occupational performance data
field, "dew-covered spider webs data" [1176] 170Gg occupational
performance data field, "wolves howling in the distance data"
[1177] 170Gh occupational performance data field, "questioning the
compass's reliability data" [1178] 170Gi occupational performance
data field, "lessons learned from your handbook data" [1179] 170Gj
occupational performance data field, "blazing "x's" on trees data"
[1180] 170Gk occupational performance data field, "finding your
fresh water stream data" [1181] 170Gl occupational performance data
field, "growing accustomed to the night data" [1182] 170Gm
occupational performance data field, "sharing stories back at base
camp data" [1183] 170Za occupational performance data field,
"motivation data about occupational performance" [1184] 170Zb
occupational performance data field, "cultural competency data
about occupational performance" [1185] 170Zc occupational
performance data field, "diversity data about occupational
performance" [1186] 170Zd occupational performance data field,
"disparities data about occupational performance" [1187] 170Ze
occupational performance data field, "levels of cognitive
functioning data about occupational performance" [1188] 170Zf
occupational performance data field, "performance standards
relation to brain function and competency skills during
occupational performance" [1189] 170Zg occupational performance
data field, "performance standards relation to brain function and
tools, media, and activities during occupational performance"
[1190] 170Zh occupational performance data field, "performance
standards relation to brain function and motivation during
occupational performance" [1191] 170Zi occupational performance
data field, "performance standards relation to brain function and
accuracy or measure of independence during occupational
performance" [1192] 170Zj occupational performance data field,
"situated cognition data about occupational performance" [1193]
170Zk occupational performance data field, "communities of practice
data about occupational performance" [1194] 170Zl occupational
performance data field, "historical-cultural approach data about
occupational performance" [1195] 170Zm occupational performance
data field, "distributed cognition data about occupational
performance" [1196] 170Zn occupational performance data field,
"FLOW, psychology of optimal performance data about occupational
performance" [1197] 170Zo occupational performance data field,
"ecological psychology data about occupational performance" [1198]
170Zp occupational performance data field, "talent development data
about occupational performance" [1199] 100 one embodiment of an
occupational performance system [1200] 100A one embodiment of an
occupational performance system, "high-level presentation of an
occupational performance system" [1201] 700 performance record
[1202] 700A one embodiment of a performance record [1203] 840
progress notes [1204] 840A one embodiment of a plurality of
progress notes [1205] 840AA progress notes, "Salient impressions"
[1206] 840AB progress notes, "Happenings" [1207] 840AC progress
notes, "Introspection" [1208] 840AD progress notes, "Next steps"
[1209] 840AE progress notes, "Empowerment" [1210] 125 storage,
retrieval, and operation [1211] 160 user addresses [1212] 150
users
* * * * *