Ready for MyLC?

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Students at the start of the transaction

We think of school like an economy with a currency. School has always been transactional - a teacher makes the assignment, a student submits the assignment, the teacher gives a grade. The currency in this model is a grade. Time is fixed and all transactions have to begin and end at the same time. The teacher is the banker and starts all transactions.

MyLC is designed for schools ready to challenge the traditional economy to create a model where credit is the currency and time flexible. Most importanly, it the students who own their data and can initiate the transactions that lead to credit.

MyLC Supports

Readiness factors and assumptions for schools considering MyLC

Standards-Based to Competency-Based

MyLC is suitable for schools with standards in place, ready to move towards evidence-based learning with the students at the front-end of the learning transaction. Schools import their own competencies into the MyLC platform.

A course is not a room at 9:20 a.m. and a class is so 1950

In MyLC, courses are just buckets of competencies. We assume schools have unique structures in place to provide the context for these course competencies. You might still be teaching in classes and courses, but MyLC hopes you are thinking about more interesting contexts like interdisciplinary seminars, workshops, field study, internships and more. MyLC is built to collect learning that happens anytime and anywhere. MyLC is optimized so that content is organized under learning-experiences and not traditional classes.

Learning communities are cool. So is sharing

While you may still be teaching in course silos, MyLC supports a vision where all teachers support all parts of a learner. In this spirit, MyLC is built so that teachers see all parts of learner progress. We still allow for course permissions for grading rights, but we assume that teachers are collaborating with each other and students and that teachers want to see the progress in all areas for each student.

Grain Size Matters

Successful MyLC schools are moving away from “a mile wide and inch deep” standards approach and are developing fewer competencies for each credit and require deeper evidence for each competency. Most schools design models with 10-20 competencies per credited course.

Graduate Profile

MyLC Supports a badging concept that allows schools to collect evidence for a Graduate Profile. In fact, for some schools the main competencies that are credited are just their graduate profile competencies

Feedback>Score

MyLC is optimized for schools who are collecting at least some evidence outside of the confines of traditional bell and cell structure. We assume you are interested in credit that is awarded when competencies are completed rather than at an arbitrary term.

Assignments are important, but evidence of learning is the goal

MyLC supports tasks (our name for assignments) with all kinds of goodies - like events, resources, due-dates, and custom recipients. Teachers like to use tasks, they are familiar (tell the kids what to do and then grade them on it). But MyLC is really are designed for the idea of building student agency so that they are the ones owning the transaction. Tasks are just one way to help students organize evidence for competencies.

What other things could be evidence?
Teacher observation
Student reflection
Live performance
Student-submitted artifacts (all on their own, no class required!)
Standardized tests (try thinking of a test as not the grade, but just another artifact that could be used as evidence)
A letter of recommendation
A college acceptance letter
Parent and community interactions