WO2015009287A1 - Modèle d'apprentissage pour performances fondées sur les compétences - Google Patents

Modèle d'apprentissage pour performances fondées sur les compétences Download PDF

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Publication number
WO2015009287A1
WO2015009287A1 PCT/US2013/050720 US2013050720W WO2015009287A1 WO 2015009287 A1 WO2015009287 A1 WO 2015009287A1 US 2013050720 W US2013050720 W US 2013050720W WO 2015009287 A1 WO2015009287 A1 WO 2015009287A1
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WIPO (PCT)
Prior art keywords
user
data
goal
competency
learner
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PCT/US2013/050720
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English (en)
Inventor
Beth Ann WRIGHT
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Wright Beth Ann
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Priority to PCT/US2013/050720 priority Critical patent/WO2015009287A1/fr
Publication of WO2015009287A1 publication Critical patent/WO2015009287A1/fr

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    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q50/00—Information and communication technology [ICT] specially adapted for implementation of business processes of specific business sectors, e.g. utilities or tourism
    • G06Q50/10—Services
    • G06Q50/20—Education
    • G06Q50/205—Education administration or guidance
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q10/00—Administration; Management
    • G06Q10/06—Resources, workflows, human or project management; Enterprise or organisation planning; Enterprise or organisation modelling
    • G06Q10/063—Operations research, analysis or management
    • G06Q10/0639—Performance analysis of employees; Performance analysis of enterprise or organisation operations
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G09B5/10—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations all student stations being capable of presenting the same information simultaneously
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G09B5/12—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations different stations being capable of presenting different information simultaneously

Definitions

  • the present invention generally relates to learning, and more particularly to learning of occupational performance for competency based education and work force performance.
  • 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.
  • 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.
  • 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.
  • 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.
  • Another object of the invention is to provide a learning model learning model to support vocational exploration, development, social networking, and decision making.
  • 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.
  • 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.
  • 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.
  • Another object of the invention is to provide a learning model to spur the emergence, development, and advancement of self-regulated professions.
  • 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.
  • 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.
  • 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,
  • 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.
  • 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.
  • 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.
  • FIG. 1 illustrates one embodiment of an occupational performance system and a method for achieving occupational performance.
  • FIG. 2 illustrates one embodiment of a machine, showing a high-level presentation of an occupational performance system.
  • FIG. 3 illustrates a detailed embodiment of the machine in FIG. 2, showing a detailed presentation of an occupational performance system.
  • FIG. 4 illustrates one embodiment of an article of manufacture of an occupational performance system.
  • FIG. 5 illustrates one embodiment of a plurality of goal element lists, namely, a performance standard library.
  • FIG. 6 illustrates one embodiment of a plurality of goal element lists, namely, a tools, media, activities, and curriculum library.
  • FIG. 7 illustrates one embodiment of a plurality of goal element lists, namely, a measurement library.
  • FIG. 8 illustrates one embodiment of a plurality of goal element lists, namely, a motivator library.
  • FIG. 9 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for audiology.
  • FIG. 10 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for clinical and translational research.
  • FIG. 1 1 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for dentistry.
  • FIG. 12 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for dietetics.
  • FIG. 13 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for education K-12 in math.
  • FIG. 14 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for education K-12 in science.
  • FIG. 15 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for education K-12 in health education.
  • FIG. 16 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for engineering.
  • FIG. 17 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for law.
  • FIG. 18 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for medicine.
  • FIG. 19 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for nurse practitioner.
  • FIG. 20 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for occupational therapy
  • FIG. 21 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for optometry.
  • FIG. 22 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for pharmacy.
  • FIG. 23 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for physical therapy.
  • FIG. 24 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for speech-language pathology.
  • FIG. 25 illustrates one embodiment of a plurality of goal element lists, namely, a competency library for teacher.
  • 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.
  • FIG. 30 illustrates one embodiment of a performance record.
  • FIG. 31 illustrates one embodiment of a plurality of progress notes.
  • FIG. 32 illustrates one embodiment of a plurality of artifacts.
  • FIG. 33 illustrates one embodiment of a plurality of community activities.
  • FIGS. 34 and 50 illustrates one embodiment of a plurality of community activities, namely, storytelling by analogy to share experiences.
  • FIG. 35 illustrates one embodiment of a plurality of community activities, namely, participate in personhood activities.
  • FIG. 36 illustrates one embodiment of a plurality of community activities, namely, explore vocations.
  • FIG. 37 illustrates one embodiment of a plurality of community activities, namely, conduct outcomes research about alignment of goal achievement with competency skill relevance.
  • FIG. 38 illustrates one embodiment of a plurality of community activities, namely conduct outcomes research about attainment of competencies based upon demographics.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • FIG. 47 illustrates one embodiment of a plurality of community activities, namely, assess evidence based multimedia: tools, media, activities, curriculum about randomized controlled trial.
  • FIG. 48 illustrates one embodiment of a plurality of community members.
  • FIG. 49 illustrates one embodiment of a goal setting diagram.
  • FIGS. 50 and 34 illustrates one embodiment of a plurality of community activities, namely, storytelling by analogy to share experiences.
  • automated includes, but is not limited to, programmable software features in addition to electronic fillable forms, such as a Tillable word processing document or fillable spreadsheet.
  • 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.
  • 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.
  • 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.
  • manual includes, but is not limited to, physical paper or electronic fillable form, such as a Tillable word processing document or fillable spreadsheet, or a portable document file, or other similar document.
  • 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.
  • users include learners and a multitude of community members.
  • FIG. 1 illustrates one embodiment of an occupational performance system and a method for achieving an occupational performance.
  • 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
  • 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.
  • 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.
  • 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
  • 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.
  • FIGS. 5 through 25 In FIGS.
  • each goal element has a unique and consistent binary match of a code number and a text phrase.
  • performance standard goal element "PS.G1.1" 500BA is the code number
  • developer 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.
  • Competency based goals 200 are depicted in detail as examples 200Z1, 200Z2, 200Z3, and 200Z4 illustrated in FIGS. 26 through 29.
  • 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,
  • 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.
  • 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.
  • 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.
  • setting competency based goals is an automated method
  • the learner uses the goal setting diagram, FIG.
  • 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
  • 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.
  • 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.
  • 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 200Zdata" 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 200Zdata 170Ff occupational performance data field imports the competency based goal 200Zdata, 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the 500D data 170Fn occupational performance data field captures the code number "M.1.4" 500DE from FIG.
  • 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.
  • the 500E data 170Fo occupational performance data field captures the code number "MV.1.2" 500EC from FIG.
  • the learner will enter each competency based goal into respective competency based goal 200Zdata 170Ff occupational performance data fields.
  • the performance record is formated 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 200Zdata 170Ff occupational performance data fields which are mapped to the correct section of the formated 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.
  • 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 200Zdata 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the performance record 700 is the spreadsheet which also includes progress notes 800, and related "progress notes 840A data" 170Fq.
  • progress notes 840A includes the following: salient impressions 840 AA, salient impressions data 170Aa, happenings 840 AB, happenings data 170Ab, introspection 840AC, introspection data 170Ac, next steps 840AD, next steps data 170Ad, empowerment 840 AE, empowerment data 170Ae.
  • Salient impressions 840 AA includes a prompt to stimulate the learner's thinking which presently asks, "Can you describe your subjective reactions to your experience 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?
  • 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?
  • 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?
  • 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, ⁇ 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.
  • 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 formated 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.
  • the learner will have a progress note formated 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the performance record 700 is the spreadsheet which also includes artifacts 880, and related "artifacts 880Z data" 170Fp.
  • 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 may include any written presentations, speeches, or audiovisual presentations the learner gives.
  • My reports and publications 880ZB 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 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 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 may include trophies, scholarship awards, metals, ribbons, certificates of achievement, plaques, leadership positions, and so forth of the learner.
  • My vocational interests 880ZF may include results of items illustrated in FIG.
  • My career opportunities 880ZG 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 may include all historical resumes or curriculum vitae of the learner.
  • recommendation 880ZI may include any letters of recommendation, letters of commendation, letters of reference, letters of support and so forth of the learner.
  • My contacts 880ZJ 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 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 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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 9401, explore and implement new applications to improve occupational performance 940J.
  • community activities 940Z include storytelling by analogy to share experiences 940A.
  • 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 1
  • 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. "
  • 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.
  • FIGS. 33, 34 and 50 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.
  • 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, FIG. 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, FIG.
  • 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.
  • 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, FIG. 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.
  • 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.
  • community activities 940Z include participate in personhood activities 940B.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • community activities 940Z include explore vocations 940C.
  • 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 91 OAh; 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 +
  • explore vocations 940C, FIG. 36 is the automated method
  • 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.
  • 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, 91 OAh.
  • the K-12 math student 910Ae has an opportunity to explore vocations of the clinical and translational research fellow 91 OAb 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 9 lOAh 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.
  • 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.
  • the K-12 math student 91 OAe 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.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • 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.
  • FIGS. 37, 38, 39 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.
  • community activities 940Z include conduct scientific research 940F.
  • 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 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F.
  • 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.
  • approaches 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F.
  • the example of conduct scientific research 940FM, 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"
  • One with ordinary skill in the art may choose any number of approaches to perform combinations 970Aa through 970Ap, 940FM, 940Fb2, and 940Fb3, FIGS. 42, 43, and 44, of the plurality of occupational performance data field data.
  • 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.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 has an opportunity to conduct scientific research 940F, 940FM, 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.
  • 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.
  • community activities 940Z include conduct performance measurement research 940G.
  • 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" 170Fgl, "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" 170Fhl, "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.
  • 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 standar dized 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.
  • community activities 940Z include examine self-regulation of professions 940H.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include assess evidence based multimedia: tools, media, activities, curriculum 9401.
  • FIG. 47 hypothetical data for illustrative purposes of an example of assess evidence based multimedia: tools, media, activities, curriculum, randomized controlled trial, 9401a 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.
  • each "P” represents the aggregate performance of the cohort for years 2011, 2012, 2013, and 2014, respectively.
  • the hypothetical data "C” represents the control group of practitioners of this medical surgical specialty who have zero years of experience in 201 1; 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 201 1, 2012, 2013, and 2014.
  • 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 201 1 graduates for years 201 1, 2012, 2013, and 2014.
  • 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.
  • assess evidence based multimedia tools, media, activities, curriculum 9401a, FIG. 47
  • the community members 910 such as the teacher, mentor, or other person
  • the community members 910 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.
  • the community members 910 such as the teacher, mentor, or other person
  • 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.
  • the community of practice 900 has an opportunity to assess evidence based multimedia: tools, media, activities, curriculum 9401a, FIG. 47, to evaluate whether specific tools, media, activities, and curriculum significantly improve occupational performance when compared against other tools, media, activities, and curriculum.
  • 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.
  • community activities 940Z include explore and implement new applications to improve occupational performance 940J.
  • 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.
  • 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.
  • 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 1 10 including the occupational performance system, 100A, FIG. 2, and illustrated in detail in 100, FIG.
  • a computing operations means 130 operatively connected to a multitude of user addresses 160 in the hardware platform 110;
  • 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 1 10;
  • 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.
  • FIG. 1 The detailed presentation of the occupational performance system 100, FIG.
  • 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
  • One embodiment of the hardware platform 1 10 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.
  • IBM Requisite Pro Rational Quality Manager
  • Rational Appscan or other comparable products and services.
  • 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.
  • 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.
  • Goal element prompts 500A through 500E sequentially prompt the learner to browse the plurality of goal element lists 400A through 400E, as illustrated in FIGS.
  • each goal element has a unique and consistent binary match of a code number and a text phrase. For example, referring to FIG.
  • 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.
  • Competency based goals 200 are depicted in detail as examples 200Z1, 200Z2, 200Z3, and 200Z4 illustrated in FIGS. 26 through 29.
  • the following competency based goals can be set across a wide age span and broad scope of learning: As illustrated in FIG.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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 200Zdata" 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 200Zdata 170Ff occupational performance data field imports the competency based goal 200Zdata, 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the 500D data 170Fn occupational performance data field captures the code number "M.1.4" 500DE from FIG.
  • 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.
  • the 500E data 170Fo occupational performance data field captures the code number "MV.1.2" 500EC from FIG.
  • the learner's competency based goals will be automatically placed by the machine 135, FIGS. 2 and 3, in the correct competency based goal 200Zdata 170Ff occupational performance data fields which are mapped to the correct section of the formated 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.
  • 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 200Zdata 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.
  • 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.
  • 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 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.
  • 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.
  • the performance record 700 is the spreadsheet which also includes progress notes 800, and related "progress notes 840A data" 170Fq.
  • progress notes 840A includes the following: salient impressions 840 AA, salient impressions data 170Aa, happenings 840 AB, happenings data 170Ab, introspection 840AC, introspection data 170Ac, next steps 840AD, next steps data 170Ad, empowerment 840AE, empowerment data 170Ae.
  • Salient impressions 840 AA includes a prompt to stimulate the learner's thinking which presently asks, "Can you describe your subjective reactions to your experience this week?
  • Salient impressions data 170Aa is a text box which allows the learner to enter free form text.
  • behaves 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?"
  • happensings data 170Ab is a text box which allows the learner to enter free form text. Introspection 52
  • 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?
  • 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?
  • 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, ⁇ 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.
  • the learner will have a progress note formated 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. 53
  • 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.
  • 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.
  • 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 54
  • 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.
  • 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.
  • the performance record 700 is the spreadsheet which also includes artifacts 880, and related "artifacts 880Z data" 170Fp.
  • 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 may include any written presentations, speeches, or audiovisual presentations the learner gives.
  • My reports and publications 880ZB 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 55
  • My test, evaluations, and assessments 880ZC 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 may include results of items illustrated in FIG.
  • My awards and recognition 880ZE may include trophies, scholarship awards, metals, ribbons, certificates of achievement, plaques, leadership positions, and so forth of the learner.
  • My vocational interests 880ZF may include results of items illustrated in FIG.
  • My career opportunities 880ZG 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 may include all historical resumes or curriculum vitae of the learner.
  • recommendation 880ZI may include any letters of recommendation, letters of commendation, letters of reference, letters of support and so forth of the learner.
  • My contacts 880ZJ 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 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 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.
  • the learner will collect all artifacts in a designated electronic folder in the machine 135, FIGS. 2 and 3.
  • 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.
  • 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.
  • 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.
  • the community activities 940Z include 57
  • 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 9401, explore and implement new applications to improve occupational performance 940J.
  • community activities 940Z include storytelling by analogy to share experiences 940A.
  • 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 1
  • 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 58
  • 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.
  • 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, FIG. 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.
  • 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, FIG. 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.
  • 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.
  • community activities 940Z include participate in personhood activities 940B.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • community activities 940Z include explore vocations 940C.
  • 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 91 OAh; 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 + 940
  • 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 K-12 math student 910Ae has an opportunity to explore vocations of the practicing engineer 9 lOAh 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.
  • the K-12 math student 91 OAe 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 91 OAb 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • the hypothetical data display attainment of competencies based upon demographics 940E2; specifically, disparities in goals met among whites, blacks, and hispanics for various competencies.
  • 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • 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.
  • FIGS. 37, 38, and 39 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F.
  • 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.
  • 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.
  • 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.
  • FIG. 40 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F.
  • the example of conduct scientific research 940FM, 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"
  • One with ordinary skill in the art may choose any number of approaches to perform combinations 970Aa through 970Ap, 940FM, 940Fb2, and 940Fb3, FIGS. 42, 43, and 44, of the plurality of occupational performance data field data.
  • 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.
  • 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.
  • FIGS. 42, 43, and 44 To conduct outcomes research 940FM, 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.
  • the community members 910 such as the teacher, mentor, or other person
  • the community of practice 900 has an opportunity to conduct scientific research 940F, 940FM, 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.
  • 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.
  • community activities 940Z include conduct performance measurement research 940G. As illustrated in detail in 940Ga, FIG.
  • 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" 170Fgl, “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" 170Fhl, “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.
  • FIG. 45 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.
  • 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.
  • community activities 940Z include examine self-regulation of professions 940H.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include assess evidence based multimedia: tools, media, activities, curriculum 9401.
  • 9401a 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.
  • each "P” represents the aggregate performance of the cohort for years 2011, 2012, 2013, and 2014, respectively.
  • 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 201 1, 2012, 2013, and 2014. Referring to FIG.
  • 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.
  • the community of practice 900 has an opportunity to assess evidence based multimedia: tools, media, activities, curriculum 9401a, FIG. 47, to evaluate whether specific tools, media, activities, and curriculum significantly improve occupational performance when compared against other tools, media, activities, and curriculum.
  • 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.
  • community activities 940Z include explore and implement new applications to improve occupational performance 940J.
  • 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.
  • FIG. 4 illustrates one embodiment of an article of manufacture of an occupational performance system.
  • 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,
  • 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.
  • 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.
  • 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.
  • Goal element prompts 500A through 500E sequentially prompt the learner to browse the plurality of goal element lists 400A through 400E, as illustrated in FIGS.
  • each goal element has a unique and consistent binary match of a code number and a text phrase. For example, referring to FIG.
  • 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.
  • Competency based goals 200 are depicted in detail as examples 200Z1, 200Z2, 200Z3, and 200Z4 illustrated in FIGS. 26 through 29.
  • the following competency based goals can be set across a wide age span and broad scope of learning: As illustrated in FIG.
  • 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.
  • 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.
  • 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.
  • 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;
  • 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.
  • 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;
  • 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
  • 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.
  • 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.
  • 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 200Zdata" 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 200Zdata 170Ff occupational performance data field imports the competency based goal 200Zdata, 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the 500D data 170Fn occupational performance data field captures the code number "M.1.4" 500DE from FIG.
  • 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.
  • the 500E data 170Fo occupational performance data field captures the code number "MV.1.2" 500EC from FIG.
  • the learner will enter each competency based goal into respective competency based goal 200Zdata 170Ff occupational performance data fields.
  • the performance record is formated 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 200Zdata 170Ff occupational performance data fields which are mapped to the correct section of the formated 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.
  • 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 200Zdata 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the performance record 700 is the spreadsheet which also includes progress notes 800, and related "progress notes 840A data" 170Fq.
  • progress notes 840A includes the following: salient impressions 840 AA, salient impressions data 170Aa, happenings 840 AB, happenings data 170Ab, introspection 840AC, introspection data 170Ac, next steps 840AD, next steps data 170Ad, empowerment 840AE, empowerment data 170Ae.
  • Salient impressions 840 AA includes a prompt to stimulate the learner's thinking which presently asks, "Can you describe your subjective reactions to your experience 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?
  • 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?
  • 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?
  • 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, ⁇ 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.
  • 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 formated 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.
  • the performance record is the automated article of manufacture 120, 120A, FIG.
  • the learner will have the progress note formated 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. [0254] 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the performance record 700 is the spreadsheet which also includes artifacts 880, and related "artifacts 880Z data" 170Fp.
  • 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 may include any written presentations, speeches, or audiovisual presentations the learner gives.
  • My reports and publications 880ZB 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 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 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 may include trophies, scholarship awards, metals, ribbons, certificates of achievement, plaques, leadership positions, and so forth of the learner.
  • My vocational interests 880ZF may include results of items illustrated in FIG.
  • My career opportunities 880ZG 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 may include all historical resumes or curriculum vitae of the learner.
  • recommendation 880ZI may include any letters of recommendation, letters of commendation, letters of reference, letters of support and so forth of the learner.
  • My contacts 880ZJ 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 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 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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 9401, explore and implement new applications to improve occupational performance 940J.
  • community activities 940Z include storytelling by analogy to share experiences 940A.
  • 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 1
  • 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.”
  • 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.
  • FIGS. 33, 34 and 50 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, FIG. 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, 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.
  • 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, FIG. 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.
  • 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.
  • community activities 940Z include participate in personhood activities 940B.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • community activities 940Z include explore vocations 940C.
  • 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 91 OAh; 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 + 940 ⁇ + 170Fg + 170Fh + 170Fi +170Fj, 970Db of the clinical and translational research fellow 910Ab, and, 940Bb + 940Bc + 940Bd + 940Be +
  • 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.
  • 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.
  • the teacher, mentor, or other person will perform combinations 970, FIG.
  • the K-12 math student 910Ae has an opportunity to explore vocations of the clinical and translational research fellow 91 OAb 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 9 lOAh 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.
  • 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.
  • the K-12 math student 91 OAe 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 91 OAb 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.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • community activities 940Z include conduct outcomes research 940E. As illustrated in detail in 940E1, FIG.
  • 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.
  • 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • the hypothetical data display attainment of competencies based upon demographics 940E2; specifically, disparities in goals met among whites, blacks, and hispanics for various competencies.
  • the community of practice 900 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.
  • community activities 940Z include conduct outcomes research 940E.
  • 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.
  • 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F. As illustrated in detail in 940Fa, FIG.
  • 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.
  • 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
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F.
  • 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.
  • 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.
  • 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.
  • FIG. 41 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include conduct scientific research 940F.
  • the example of conduct scientific research 940FM, 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"
  • 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.
  • 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.
  • the community of practice 900 has an opportunity to conduct scientific research 940F, 940FM, 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.
  • 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.
  • community activities 940Z include conduct performance measurement research 940G.
  • 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" 170Fgl, "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" 170Fhl, "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. [0302] In Mind over Machine, H. L. Dreyfus and Stuart E.
  • 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 ⁇ 2010) as illustrated in the current embodiment of the performance record 700A, FIG. 30, and as illustrated in detail in 820A, FIG. 45.
  • 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.
  • 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.
  • community activities 940Z include examine self-regulation of professions 940H.
  • 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.
  • 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.
  • the community of practice 900 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.
  • 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.
  • community activities 940Z include assess evidence based multimedia: tools, media, activities, curriculum 9401.
  • FIG. 47 hypothetical data for illustrative purposes of an example of assess evidence based multimedia: tools, media, activities, curriculum, randomized controlled trial, 9401a 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.
  • each "P” represents the aggregate performance of the cohort for years 2011, 2012, 2013, and 2014, respectively.
  • the hypothetical data "C” represents the control group of practitioners of this medical surgical specialty who have zero years of experience in 201 1; 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 201 1, 2012, 2013, and 2014.
  • 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 201 1 graduates for years 2011, 2012, 2013, and 2014.
  • 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.
  • assess evidence based multimedia tools, media, activities, curriculum 9401a, 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.
  • assess evidence based multimedia: tools, media, activities, curriculum 9401a, 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.
  • the community of practice 900 has an opportunity to assess evidence based multimedia: tools, media, activities, curriculum 9401a, FIG. 47, to evaluate whether specific tools, media, activities, and curriculum significantly improve occupational performance when compared against other tools, media, activities, and curriculum.
  • 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.
  • community activities 940Z include explore and implement new applications to improve occupational performance 940J.
  • 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 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.
  • 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.
  • 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.
  • 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.
  • Another advantage of the invention is to provide a learning model to support vocational exploration, development, social networking, and decision making.
  • 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.
  • 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.
  • 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.
  • Another advantage of the invention is to provide a learning model to spur the emergence, development, and advancement of self-regulated professions.
  • 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.
  • 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.
  • 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.
  • competency skills 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.
  • 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,
  • 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.
  • 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.
  • 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.
  • 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.
  • 880ZC one embodiment of a plurality of artifacts, "my tests, evaluations, and assessments"
  • 940A1 one embodiment of a plurality of community activities, "storytelling by analogy to share experiences"
  • 940A2 one embodiment of a plurality of community activities, "storytelling by analogy to share experiences" continued
  • 940E1 one embodiment of a plurality of community activities, "conduct outcomes research, alignment of goal achievement with competency skill relevance"
  • 940E2 one embodiment of a plurality of community activities, "conduct outcomes research, attainment of competencies based upon demographics"
  • 940E3 one embodiment of a plurality of community activities, "conduct outcomes research, persistence of goal achievement related to competency skill importance and demographics"
  • 940F a one embodiment of a plurality of community activities, "conduct scientific research, qualitative study of progress notes and brain function"
  • 940Fb one embodiment of a plurality of community activities, "conduct scientific research, mixed method study of contemporary cognitive theories and occupational performance"
  • 940Fc one embodiment of a plurality of community activities, "conduct scientific research, qualitative study of the role of storytelling in skill acquisition"
  • 9401 one embodiment of a plurality of community activities, "assess evidence based multimedia: tools, media, activities, curriculum”
  • 9401a one embodiment of a plurality of community activities, “assess evidence based multimedia: tools, media, activities, curriculum, randomized controlled trial”
  • 910Ab one embodiment of a plurality of community members, "clinical and translational research fellow” 910Ae one embodiment of a plurality of community members, "K-12 math student"
  • 200Z1 one embodiment of a plurality of competency based goals
  • 200Z2 one embodiment of a plurality of competency based goals
  • 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.”
  • 200Z1 one embodiment of a plurality of competency based goals, "I,
  • 500A one embodiment of a plurality of goal elements, "competency” 500AaA competency, "CS.ASHAa.1.1.1"
  • 500Aba competency "define the data that formulate research hypotheses” 500AbB competency, "CS.NIH.2.7"
  • 500Ade competency "justify products using appropriate evidence or data”
  • 500AdF competency "CS.ADAdi.1.4.1”
  • 500Aea competency "describe how simple growing patterns are generated”
  • 500AeB competency "CS.DESE2m.8.1.2”
  • 500Agd competency "assess key nutrients and their specific functions and influences on body processes (e.g. disease, prevention)
  • 500Age competency "apply concepts using food labels to meet dietary needs for a healthy lifestyle”
  • 500AgF competency "CS.DESE6he.9.3.3”

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  • Management, Administration, Business Operations System, And Electronic Commerce (AREA)

Abstract

La présente invention porte sur un système et un procédé, une machine et un produit manufacturé d'un système et procédé de performances professionnelles pour atteindre des performances professionnelles de normes d'enseignement et d'effectif fondées sur les compétences. Le procédé de fonctionnement du système de performances professionnelles pour atteindre des performances professionnelles consiste à: premièrement, définir des objectifs fondés sur les compétences avec un diagramme de définition d'objectifs, afin de naviguer séquentiellement dans des listes d'éléments d'objectif, de sélectionner séquentiellement des éléments d'objectif et de définir des objectifs fondés sur les compétences; deuxièmement, enregistrer dans un enregistrement de performances les objectifs fondés sur les performances, des mises à jour d'état d'objectif, des notes de progression, des évaluations et des artéfacts dans l'enregistrement de performances; et troisièmement, interagir dans une communauté de praticiens comprenant des membres de communauté engagés dans des activités de communauté, et partager l'enregistrement de performances, et effectuer un stockage, une récupération et une exploitation de diverses combinaisons de champs de données de performances professionnelles sélectionnés parmi les objectifs fondés sur les compétences, l'enregistrement de performances et la communauté de praticiens afin d'améliorer les performances professionnelles de la communauté de praticiens dans le système de performances professionnelles.
PCT/US2013/050720 2013-07-16 2013-07-16 Modèle d'apprentissage pour performances fondées sur les compétences WO2015009287A1 (fr)

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Cited By (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
CN107851295A (zh) * 2015-07-16 2018-03-27 日本电气株式会社 数据分析设备、数据分析方法和存储数据分析程序的存储介质
CN107844913A (zh) * 2017-11-24 2018-03-27 上海思博职业技术学院 基于大数据统计分析的智慧型高职专业预警系统

Citations (3)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20020182574A1 (en) * 1997-04-30 2002-12-05 Freer Peter A. Electroencephalograph Based Biofeedback System For Improving Learning Skills
US20050096973A1 (en) * 2003-11-04 2005-05-05 Heyse Neil W. Automated life and career management services
WO2012158649A2 (fr) * 2011-05-14 2012-11-22 Luca Anastasia Maria Système et procédé d'estimation objective de résultats d'apprentissage

Patent Citations (3)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20020182574A1 (en) * 1997-04-30 2002-12-05 Freer Peter A. Electroencephalograph Based Biofeedback System For Improving Learning Skills
US20050096973A1 (en) * 2003-11-04 2005-05-05 Heyse Neil W. Automated life and career management services
WO2012158649A2 (fr) * 2011-05-14 2012-11-22 Luca Anastasia Maria Système et procédé d'estimation objective de résultats d'apprentissage

Cited By (3)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
CN107851295A (zh) * 2015-07-16 2018-03-27 日本电气株式会社 数据分析设备、数据分析方法和存储数据分析程序的存储介质
CN107851295B (zh) * 2015-07-16 2022-02-25 日本电气株式会社 数据分析设备、数据分析方法和存储数据分析程序的存储介质
CN107844913A (zh) * 2017-11-24 2018-03-27 上海思博职业技术学院 基于大数据统计分析的智慧型高职专业预警系统

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