The assessment of prior experiential learning began to go mainstream in the early 1970’s with the creation of CAEL, led by Dr. Morris Keeton. Today, after more than 50 years of collecting information and conducting research on the assessment of prior learning, we know that experiential learning, as well as other learning done outside of academic circles, has substantive and extensive academic and occupational value. In other words, we have proved that learning is ongoing and lifelong, as well as multi-dimensional, regardless of historic academic bias to the contrary.
Currently, critics of higher education are questioning its value as the main pathway to good jobs and a productive social, civic, and economic life. The latest term for this critique is “the paper ceiling”. College takes too much time and is too unproductive for too much money, the argument goes. And for other learners, a lack of respect for their life and cultural experiences as well as their natural talent, when combined with the other negatives, is also a significant obstacle. Colleges expand the value proposition when they deepen the learning and harness that natural talent to enhance performance. The objective should be to turn classroom learning in the traditional format into a three-dimensional experiential learning event. This can happen by creating a learning community in a dynamic environment where participants can explore points of view, perspectives, and proposed employment of knowledge in an ongoing discussion with others. This approach encourages and integrates the classic, but informal student discussions that previously may have occurred spontaneously in the student union or in a Friday night dorm discussion in a special, data-driven, and more formal way.
There are two other characteristics which enrich the actual participation and climate in a course. First, learners should be able to bring other, related information and articles to the conversations; to share articles, blogs, and videos from courses and sources to augment their understanding, make a point, or simply to share for the benefit of the class. This helps to integrate what they are learning into their current life and the world around them. For example, during the Covid pandemic, healthcare-oriented courses might also discuss the COVID virus, vaccines, and public policy. As the pace of innovation grows, this would become an excellent way for folks to remain relevant and current, as course refresh often takes years. Second, a lot of instructors tell us that Yellowdig not only saves them “course-management time”, but that the gameful learning environment motivates learners to participate and also makes their experience more positive and joyful.
Finally, the use of technology in creating this learning environment is both unique and multi-faceted as well. First, it relies on a consistent platform/AI construction and process in which faculty are trained. This creates a level of consistency across multiple sections and different subject matter fields that would have been impossible to attain previously. Second, it must generate data that allows the faculty member to evaluate participation and performance without directing or dominating the discussion. In doing so, it establishes the basis for including the discussions in the overall course evaluation, thus encouraging and rewarding active and sustained learner participation and engagement. Yellowdig brings a model for achieving this learning environment.
Let’s call it the Yellowdig trifecta: increased retention, deeper learning, and developing lifelong learning skills through reflection. And, on top of all that, it is more fun!
Just two years after earning his Bachelor of Arts from Princeton University in 1968, Peter Smith led the effort to design and establish The Community College of Vermont, now entering its 53 rd year of operations.
He also served as founding president of California State University Monterey Bay from 1995 to 2005. Smith was responsible for building the university and guiding it through all stages of accreditation while raising nearly $100 million externally to academic buildings and programs.
After leaving Cal State Monterey Bay in 2005, Smith served as Assistant Director General for Education for the United Nations Educational, Scientific, and Cultural Organization in Paris, France where he was responsible for more than 700 staff located in 30 countries.
Smith also served as Dean of the George Washington University Graduate School of Education and Human Development from 1991 to 1994 after serving his home state of Vermont as a state senator (1980-82), Lt. Governor (1982-86) and Congressman-at-Large. (1989-1990)
Smith currently serves on the following Boards
National Center for Higher Education Management Systems
National Council – State Authorization and Regulatory Authority
DEAC National Board
Association of Governing Boards – Senior Fellow
