Educate-Learn-Employ Collaboration Tools
Empowering educators, employers, learners and earners as productive and responsible co-creators.
Empowering educators, employers, learners and earners as productive and responsible co-creators.
CaringCampUs tools help you deliver personalized guidance auto-tailored for each member of the increasingly larger target audiences that you define. So, while you may first set up guidelines for the purpose of helping current advisees, if and when you feel the guidelines are ready, they may also be targeted and used by other prospects. The idea is to help you deliver your brand of context-sensitive advice to whomever and wherever it is needed most. This is done by helping you capture and share your principles in a way that enables them to be communicated to those who might benefit from them. This is done in a way that introduces your principles as tentative career development recommendations, with explanations tailored to what is known about their context (whether through questions provided by you or other 'instruments'). Then, given choices you set up, of interaction modes, contingencies, timing, etc., your guidelines will be delivered, and feedback will be received in return, all telling how well your guidance is received and utilized. Feedback, whether initially, or over the lifetime of a learner, may be used by you to modify or improve your guidelines. The hope, at least initially, is that guidelines focus on helping learners prioritize their personal values and interests, in ways that help them select career goals that might fit these. Then you will also be able to define particular educational and developmental paths that might fit best with such aspirations, particularly those your course, program, internship and job opportunities are designed to help satisfy.
Your guidelines begin a process of enabling other educator and employer co-creators to contribute their content as well, with each piece able to comprise additional learning opportunities, that also are delivered to those who may benefit from them most. Peer educators and employers are able to validate and value different pieces based on how they are used by learners, whether in actual or simulated work situations. Micro-credits (including, but not limited to formal credentials) may be earned along the way. Learner guidelines empathize with each user, such that, according to your principles, content will be masterfully recombine in a custom way for each user's needs. Thus, learners receive the most pertinent guidance and learning content for their context, when and where needed most. Guidance, content and learnings are validated, all while learner credentials are being further assessed and verified. Again, this is done in such a way that it takes into account retention, application and valuation by both existing and potential learners and earners (as well as, optionally, employers). Another feature allows for all co-creators to then also be validated or accredited, according to their currency, relevance and value. Those familiar with the challenges of validating this kind of assessment will be amazed!
Using CaringCampUs tools is the first and only way that you can deliver such genuinely empathetic (auto generated) prescriptive guidance based on your professional principles and/or corporate brand. We have designed our modular assessment validation processes to enable you to deliver trustworthy and custom coaching, configured according to not only educator and/or employer principles but also in a way that wisely fits learner needs and aspirations. Most importantly, the AI-driven delivery of guidelines to the right person and context helps ensure that learners are taken care of, according to your established standards and principles. Also, both formative and summative evaluation of learning outcome merit, worth and significance, from educator, learner and employer perspectives enables counselors and instructors to continuously improve their guidelines or curriculum. This allows for monitoring of quality, trustworthiness and value of credits & credentials, as well as less formal learning experiences of each learner. Of course, as always, this may be viewed from the viewpoint of those employers and educators who are allowed by the 'self-sovereign' learner. Those familiar with prior attempts at achieving the degree of both secure yet intelligently guided ecosystem-wide learning & development, comparable to what is possible here, will be impressed with our capabilities and results. The lessons learned thus far, including our better understanding of the remaining challenges that need a solution (in order for digital or alternative credentialing systems to triumph) have put us within reach of adoption levels at 'critical mass' scale. We have understood, and designed our capabilities accordingly, how all sides of concerned stakeholders (learners, educators and employers) will need to have sufficient reasons to adopt a shared solution. And as a result of the collective hard work of many organizations over the last couple decades, we now have practical solutions ready to finish and test by these groups. Those in the know will be impressed with our results, and find hope in how these successes will allow even more impressive things to be achieved once the envisioned combination of efforts transpires. We are confident that this will enable alternative digital credentialing to achieve 'critical mass', such that all interdependent parties will find joining in with the movement to be a 'no brainer' (with obvious ROI for all who are required to both collaborate and contribute their pieces and parts of the total solution)!
Optionally anonymous, multi-perspective reviews and feedback flow from instructor to learner (and optionally employer), from employer to learner (and optionally instructor), and from learner to instructor (and optionally employer). This enables everyone across the ecosystem to self-monitor their own learning and performance, while being able to depend on trustworthy verification, validation and even valuation of credentials. Users may choose to remain (at least pseudo) anonymous, even while their feedback (reviews), learning (assessments) or content (authored contributions) are able to be tracked and attributable to them as the (or a co-) responsible person. One may first keep their content, learnings and feedback (receive from others) for their own viewing and improvement. So both author, learner and reviewer anonymity may be maintained for a time and optionally relaxed as appropriate. The relaxation of this moves, as both sides consider appropriate and allow, from private, thru semi-private to more public. Again, this only happens as desired by those directly involved. So, for example, an author may elect to share the reviews they receive from others, only once they feel ready, thus giving the new and innovative a chance to settle in before expectations are set too high. This is all possible because one may keep their CaringCampUs ID private, in a particular use situation, such that it may not necessarily align with a user's name or other personally identifying public information, until the person elects for this to happen. Studies show that smoother collaboration, quicker learning and improved trust tend to be the result, with 'critical friends', acquaintances or even strangers often able to be more honest, and innovators able to be more adventurous, because of their, at least initial, anonymity.
Thus, whether the user is an educator, an employer or a learner, n-1 is the ratio of the possible number of advisory panel members available to coach them along, so they learn to ask the right questions at the right time, as well as to use the combined knowledge of all of their advisors, to test the learner, to encourage the development of their own critical thinking skills, and to help the learner reason out or discern their own unique career path, purpose or 'calling'. So, for example, at each stage in a learner's developmental process, the following cloud-based components may be tirelessly at work to assist them in their learning:
Users may receive micro-credits or micro-shares for the value-in-use of the content they author or learn, as well as verify and validate. The validity and value of learning is assessed by authors or guidelines using 3V3.
AI algorithms work tirelessly to consider a user's context (including a learner's skills, interests and aspirations). Guidelines, explanations, content and lessons, as well as assessments, are then cued in a way that seems to best fit their unique context. Of course, the idea is that this may impact each educator, learner or employer by making the career development process more effective for all involved.
Each user has complete control over all data that they produce, whether personal data about themselves, their credentials and/or their knowledge-base (whether used by them to create guidelines or not). Users are anonymous to others until they choose not to be for a particular interactor, and data is only shared in deidentified form for research purposes.
Verify, validate and value both your and your prospects credentials, always from your perspective, whether as an 'trainer', learner or employer. This enables not only genuine trust, but also the 'Intelligent Matching and Prioritizing", thus, the ability to know the estimated worth of your next actions. Each higher-ed institution (HEI) has the option of not only assembling heir own panel of experts here, but also to integrate these same APIs on their existing Web/SIS platforms.
We advocate for all of the following impactees here in our home State of Michigan. Only half of working age adults in Michigan have a college degree or vocational certification. That's only 32nd out of 52 US states. Notice the huge number of potential impactees able to benefit from our service in Michigan alone. Each is able to claim their own exclusive personal domain, or lifelong home in the cloud, that we have reserved just for them.
Adjunct professors who do not have a fulltime or long-term academic appointment.
Highschool seniors or recent grads who do not have a long-term academic or employer home.
Michigan-based employers who are not able to find adequate numbers of well-prepared employees.
Adult learners in Michigan who have not completed a post-secondary degree or vocational training.
Please indicate whether you'd like to sponsor an independent teacher or a learner, one that could genuinely benefit because they do not currently have an educational (non-profit) or commercial (for-profit) employment home institution or enterprise.
There is an affordable plan designed for the particular needs of you and others like you. Please click on the button at the bottom of the description of the plan that seems right for you.
We look forward to serving you.