Items
Through the concept of ‘cfitem’, CASE 1.0 presents the ability to transmit learning standards, and competencies in a machine-readable format with a universally recognized identifier.
Scenario 1: Integration of Student and Curriculum Systems and Learning Platforms
An institution has implemented a learning management system (LMS) and a student information system (SIS) or a Curriculum Management System. Using CASE 1.0, course competencies (items including competency identifier, full competency statement, competency type, abbreviated competency statement and education level) are transmitted between the SIS or Curriculum System and the LMS. The information transmitted will be enough for the LMS and SIS to store competencies associated with a particular course and module.
Scenario 2: Integration of Learning Platform and Tools
An institution has implemented a learning management system (LMS) and an adaptive learning platform (ALP) or an Assessment tool. Using CASE 1.0, specific course competencies (items) are transmitted from the LMS to ALP or tool to inform the learning path for the student and to associate assessment rubrics to assignments.
Associations
Through the concept of 'cfassociations', CASE 1.0 presents the ability to transmit relationships between sets of academic standards or individual competencies.
Scenario 1:
An institution has implemented a learning management system (LMS). The LMS contains a learning object repository (LOR) that in some aspects is populated by all users across the world who use the same LMS. Each user is able to align his/her learning objects to the academic standards appropriate to that jurisdiction. Using CASE 1.0, the LMS is able to present the same learning objects to users in other jurisdictions while displaying the academic standards alignment for the other jurisdictions (associations).
Scenario 2:
Two institutions in two different jurisdictions have implemented a learning management system (LMS). Institution A has create a course and aligned the materials in the course to education competencies. Institution B is able to import the course into their LMS and display the same learning objects aligned to the competencies in their jurisdiction. This is possible using CASE 1.0 and the associations present between the two sets of education competencies.
Rubrics
Through the concept of ‘cfrubric’, CASE 1.0 presents the ability to transmit an instrument for evaluating performances, tasks and projects which contains evaluation criteria and criteria performance levels.
Scenario 1
An institution has implemented a learning management system (LMS) and enterprise reporting system (ERS). Using CASE 1.0, the ERS is populated with the appropriate course performance instrument (rubric) which is transmitted from the LMS.
Scenario 2
An institution has implemented a learning management system (LMS) and a student dashboard. Using CASE 1.0, the student dashboard displays students’ ongoing performance against the authentic assessment criteria (rubric) as transmitted by the LMS.
Documents
Through the concept of ‘cfdocument’, CASE 1.0 presents the ability to transmit the original document containing a list of competencies or learning standards. This may be the actual document or a reference to where the document is accessible on the internet. Typically “cfdocuments’ would be transmitted with other CASE attributes.
Scenario 1
An institution has implemented a learning management system (LMS). Using CASE 1.0, the LMS is populated with jurisdiction’s learning standards. Instructors and students are able to reference a complete list of the standards (documents) within their course dashboard.
Scenario 2
A jurisdiction’s authority publishes its updated learning standards for consumption by digital tools used by the institutions within the jurisdiction. This machine readable version of the learning standards includes references to the full document published on the internet (document), relationships between the newest learning standards and previous versions (associations), and each updated learning standard (item).