SYSTEMS AND METHODS FOR MEASURING EDUCATIONAL INPUTS

A computer-implemented method for measuring educational inputs is described. A plurality of educational inputs are obtained. The inputs may include at least one formal educational input and at least one informal educational input. A value for each educational input is determined. Each determined value is normalized with respect to other determined values. An educational achievement is determined based on at least one of the determined values.

BACKGROUND

Educational learning has typically been viewed as including only formal educational learning. In general, formal educational learning is provided by formal accredited institutions (e.g., schools, colleges, universities). Educational providers generally track educational achievement by awarding degrees. Accordingly, educational achievement is generally measured in terms of the types of degrees earned, discipline of the degree, strength of the institution, etc. Thus, in one example, a person may measure education as earning a Bachelor of Science degree in Economics from a particular education.

However, formal educational learning may be only a small portion of a person's total educational learning. For example, a person may continually learn from informal educational providers throughout the person's life. Informal educational learning opportunities are widely available. Unfortunately, current education achievement measures do not consider the educational learning provided by these informal educational providers. Furthermore, measuring educational learning based on degrees earned may not adequately reflect the educational learning provided by a formal educational provider. For example, a person may take additional courses not required for the degree or may drop out of school without earning a degree. Thus, even with regards to formal educational learning, traditional academic achievement measures may not adequately capture actual educational achievement.

SUMMARY

According to at least one embodiment, a computer-implemented method for measuring educational inputs is described. A plurality of educational inputs are obtained. A value for each educational input is determined. Each determined value is normalized with respect to other determined values. An educational achievement is determined based on at least one of the determined values.

In some cases, the plurality of educational inputs may include at least one informal educational input. In some cases, the plurality of educational inputs may include at least one formal educational input. In some embodiments, the educational achievement may be determined by combining at least one determined value for the at least one informal educational input and at least one determined value for the at least one formal educational input.

In some cases, a learning velocity may be determined for each educational input. In some embodiments, determining the value for each educational input may include determining the value for each educational input based on the learning velocity of each educational input.

In some cases, a weighting may be determined for each educational input. A rank may also be determined for each educational input. In some embodiments, determining the value for each educational input may include determining the value for each educational input based on the weighting and the rank of each educational input.

In some embodiments, an educational equivalency may be determined based at least in part on the educational achievement. In some embodiments, an educational goal may be generated. At least one pathway for achieving the educational goal may be identified. The pathway may be based on the determined educational equivalency.

In some embodiments, each of the determined values may be categorized. In some cases, the determined values may be combined based on category. A category measurement may be determined for at least one category based on the combined determined values. In some embodiments, at least one of the plurality of educational inputs may be validated.

A device configured to measure educational inputs is also described. The device includes a processor and memory in electronic communication with the processor. The device includes instructions stored in the memory. The instructions are executable by the processor to obtain a plurality of educational inputs, determine a value for each educational input, wherein each determined value is normalized with respect to other determined values, and determine an educational achievement based on at least one of the determined values.

A computer-program product to measure educational inputs is additionally described. The computer-program product includes a non-transitory computer-readable medium having instructions thereon. The instructions being executable by a processor to obtain a plurality of educational inputs, determine a value for each educational input, wherein each determined value is normalized with respect to other determined values, and determine an educational achievement based on at least one of the determined values.

DETAILED DESCRIPTION OF EXEMPLARY EMBODIMENTS

Educational achievement has traditionally been measured in terms of degrees earned at formal accredited institutions (e.g., schools, colleges, universities). For example, a person's educational achievement may be measured in terms of receiving a bachelors of science degree in economics from a first university and a masters in business administration (MBA) degree from a second university. Since a person generally only attends a few formal educational providers (e.g., formal accredited institutions, measuring and keeping track of educational achievement has traditionally been straightforward. However, this approach to measuring educational achievement may not adequately reflect the educational achievement of a person. For example, some students that attend formal educational institutions may not graduate with a degree. Unfortunately, educational achievement associated with unfinished degrees or classes taken outside of the degree requirements go unmeasured.

Furthermore, learning is not confined to the few years spent attending a formal educational institutions. Instead, learning may come from a variety of educational providers (e.g., formal and informal) throughout a person's lifetime. Opportunities for informal education have increased dramatically in recent years. For example, many universities have begun offering online courses to the public. For instance, OpenCourseWare Consortium, edX, iTunesU, Academic Earth, all offer free online courses. Therefore, a person's educational achievement may include learning from both formal and informal educational providers. Accordingly, a new approach for measuring educational achievement that measures learning from formal and/or informal educational providers is needed.

The systems and methods described herein allow for formal and/or informal educational inputs to be measured into a person's educational achievement.

Turning now to the Figures,FIG. 1is a block diagram100illustrating one embodiment of an environment in which the present systems and methods may be implemented. In one embodiment, a computing device105may communicate with a user device115and/or a server125through a network120. Network120may be the Internet. In one example, the network120may include one or more local area networks (LAN), wide area networks (WAN), and/or personal area networks (PAN). For example, the network120may include wired networks, wireless networks, cellular networks, and/or satellite networks. Examples of computing devices105include cell phones, tablets, laptop computers, desktop computers, servers, network appliances, etc. In some embodiments, user device115and/or server125may be examples of computing devices.

In one embodiment a computing device105may include an education equivalence module110. The education equivalence module110may obtain at least one educational input record130and may determine at least one educational measurement based on the at least one educational input record130. For example, the education equivalence module110may obtain a formal educational input record130and an informal educational input record130and may determine an educational achievement based at least on the formal educational input record130and the informal educational input record130. In one embodiment, the education equivalence module110may be a web based service (e.g., software as a service (SaaS)).

In one example, a user may upload/submit one or more educational input records130to the educational equivalence module. For example, the user device115may upload an unofficial transcript (e.g., a collection of formal educational input records130) to the education equivalence module110. Additionally or alternatively, the user device115may submit an indication that the user completed an online course on iTunesU, watched a TED talk, read a book, etc. (e.g., an informal educational input record130) to the education equivalence module110. The education equivalence module110may receive the educational input record(s) (e.g., formal and/or informal) and may determine at least one educational achievement for a user based on the received educational input record(s).

In another example, the education equivalence module110may communicate with the server125and may automatically check whether the server125includes one or more educational input records130. For instance, the server125may be associated with an edX course and an educational input record130may be an indication that a particular edX course has been completed. In some cases, the education equivalence module110may receive user account information for a user and may access the educational input record130on the server125using the received user account information. In one example, a user, using the user device115may consume an educational video (a TED talk video, for example) via the server125. The educational equivalence module110may automatically fetch the educational input record130associated with the consumed educational video and may determine an educational achievement based at least in part on the educational input record. In another example, a user may indicate completion of an educational input and an educational input record130may be generated by the user device115.

In one embodiment, the education equivalence module110may determine a measure (e.g., a score) associated with each educational input (formal and/or informal, for example). The education equivalence module110may then aggregate the educational measures associated with multiple educational inputs to determine an educational achievement of the user.

FIG. 2is a block diagram200illustrating one embodiment of an education equivalence module110-a. The education equivalence module110-amay be an example of the education equivalence module110illustrated inFIG. 1. In one embodiment, the education equivalence module110-amay include an education measurement module210, an equivalency determination module220, and a pathway generation module230.

The education measurement module210may receive one or more educational inputs (e.g., inputs205) and may assign an educational measurement (e.g., score) to each educational input. In some cases, the education measurement module210may aggregate educational measurements associated multiple educational inputs (formal and informal educational inputs, for example). The education measurement module210may output educational measurements for each of the educational inputs and/or may output aggregate educational measurements (e.g., measurements215). In some cases, the measurements215may be output for display. For instance, a display may indicate each educational input and the measurement assigned to the educational input. Additionally or alternatively, the display may display aggregate measurement information. Details regarding the education measurement module210are described below.

The equivalency determination module220may receive the measurements215and may determine an educational achievement associated with the measurements215. The equivalency determination module220may analyze the educational achievement with respect to various degree requirements and may determine an educational equivalency (e.g., equivalency with respect to one or more formalized degree requirements). For instance, the equivalency determination module220may analyze the course requirements for completing a particular degree, determine equivalent measurements for the various course requirements, and may analyze the educational achievement (e.g., the measurements associated with each of the user's educational inputs and/or the aggregate measurements associated with the user's educational inputs). For example, the equivalency determination module220may determine (based on the various educational measurements of the user's earned educational inputs, for example) that a user's combination of educational inputs is equivalent to a bachelors degree in marketing of a top 100 school. In another example, the equivalency determination module220may determine that a user's combination of educational inputs is equivalent to a sophomore level achievement in pursuit of a bachelors degree in marketing of a top 100 school. The equivalency determination module220may output (e.g., achievement equivalency225) the determined educational achievement and/or the determined educational equivalency. In some cases, the achievement equivalency225may be output for display. For instance, a display may indicate the determined educational achievement and/or the educational equivalency associated with the determined educational achievement. Details regarding the equivalency determination module220are described below.

The pathway generation module230may receive the achievement equivalency225and may generate one or more pathways for accomplishing an educational goal. In one example, the educational goal may be completion of the degree requirements associated with the determined educational equivalency. In another example, one or more educational goals may be automatically selected based on the trajectory (e.g., trajectory of the user's educational inputs) of the user's educational achievement. For instance, the pathway generation module230may determine an educational goal based on an analysis of the discipline and course area (e.g., categories) of the educational inputs (e.g., formal courses, informal inputs). In some cases, the pathway generation module230may suggest one or more various possible educational inputs for satisfying one or more requirements of the determined educational goal. For instance, the pathway generation module230may determine the educational measurement that is lacking between the user's educational measurements and the required level of educational measurements and may suggest one or more possible educational inputs that (on their own, or in combination, for example) may fulfill the lacking educational measurements associated with the educational goal. For instance, if the equivalency determination module220determines that the educational achievement is equivalent to a sophomore level of achievement for a bachelors degree in marketing, the pathway generation module230may suggest various educational inputs (e.g., informal educational inputs) that would help satisfy the corresponding educational measurements required for completing the requirements for a bachelors degree in marketing. In some embodiments, the pathway generation module230may output (e.g., pathway235) a generated pathway and/or suggested educational inputs that may be pursued to satisfy the requirements of an educational goal. In some cases, the pathway235may be output for display. For instance, a display may indicate the educational goal (e.g., user selected or determined) and various educational inputs that may be pursued that would help fulfill the remaining requirements of the educational goal. In some cases, the pathway generation module230may indicate the impact of various combinations suggested educational inputs (e.g., tracks for completing the remaining requirements). Details regarding the pathway generation module230are described below.

FIG. 3is a block diagram300illustrating one embodiment of an education measurement module210-a. The education measurement module2110-amay be an example of the education measurement module210illustrated inFIG. 2. The education measurement module210-amay include an educational input identification module305, a value assignment module330, and an aggregation module360.

The educational input identification module305may analyze and identify educational inputs (e.g., inputs205). For example, the educational input identification module305may identify various characteristics associated with each educational input. In some cases, the educational input identification module305may include a learning type identification sub module310, a source identification sub module315, a discipline identification sub module320, and a course identification sub module325.

The learning type identification sub module310may identify the learning type associated with an educational input. Examples of learning types include attending an accredited course in person, taking an accredited course online, taking an unaccredited course online, attending a seminar, watching an educational video, reading an educational book, reading an educational article, etc.

The source identification sub module315may identify the source of an educational input. Examples of sources include schools, colleges, universities, online course providers, educational video providers, peer-reviewed articles, articles, textbooks, books, symposiums, conferences, etc. In some cases, the source identification module315may identify the particular university attended, the particular department within the university attended, and the particular course taken within the department and university.

The discipline identification sub module320may identify the discipline and/or field of study associated with a particular input. Examples of disciplines include mathematics, sciences, english, history, general, education, physics, geography, engineering, economics, business, etc. In some cases, disciplines may refer to general categories while field of study may correspond to more particular fields (e.g., possible degree programs) within a discipline. Examples of fields of study include mechanical engineering, electrical engineering, statistics, marketing, accounting, social work, etc.

The course identification sub module235may identify the course and or specific area of education covered by an educational input. Examples of courses in the mathematics discipline include geometry, trigonometry, calculus, linear algebra, differential equations, partial differential equations, etc. In some cases, course identification may allow for more precise educational input comparison and mapping. In some cases, course information may easily be obtained (from a transcript, for example). In other cases, course information may be approximated based on the learning type of the educational input and information about the educational input.

The value assignment sub module330may analyze information identified about an educational input and may assign a value (e.g. a score) to the educational input based on the identified information. In some cases, the value assignment module330may include a learning velocity determination sub module335, a ranking sub module340, a weighting sub module345, a normalizing sub module350, and a validation sub module355.

The learning velocity determination sub module335may determine a learning velocity associated with an educational input. In one example, learning velocity may correspond to the rate of learning associated with an educational input. In some cases, different learning types may have different learning velocities. For example attending an accredited course at a university may be more rigorous (e.g., have a higher learning velocity) than reading a book. In some cases, learning velocity may be used as a tool to determine normalize different learning types with respect to each other. As a result, values assigned to different educational inputs may correspond to an appropriate measure of the educational learning (e.g., rigorous learning) associated with completing that educational input. In some cases, an educational input with higher learning velocity may be assigned a higher score than an educational input with a lower learning velocity.

The ranking sub module340may rank sources of educational input within a particular learning type. For example, universities may be ranked with respect to each other. In one example, educational inputs from a university that is one of the best universities in the world may be assigned a higher value than the same educational input received at a top 100 university or a lower tier university.

The weighting sub module345may weight different portions of a value with respect to other portions. For instance, in the case of formal educational input, the weighting module345may weigh the rank of the source (including the weight of the department, for example) with a weight of the discipline and/or a weight for the course.

The normalizing sub module350may normalize values with respect to each other. For example, the normalizing sub module350may normalize the educational measures determined for each educational input so that different educational measures for different educational inputs (e.g., formal, informal, inputs of different types, etc.) may be accurately aggregated and/or compared with each other.

The validation sub module355may validate educational inputs to ensure accuracy. In the case of formal educational inputs (e.g., courses taken at an accredited institution) an unofficial transcript may be verified and validated by comparing it with an official transcript (provided by the institution, for example). In the case of informal educational inputs, assertions that an educational input has been completed may be validated by checking with the educational provider to verify and validate that the educational input was completed. In some cases, the validation module355may connect (e.g., automatically connect) to a server (e.g., server125) to validate an educational input. In some cases, each educational input may be validated. In other cases, only a portion of the educational inputs may be validated. In one example, the educational measure associated with an unvalidated educational input maybe lower than the educational measure for the same educational input that has been validated.

The aggregation module360may aggregate one or more educational measures. In some cases, each of the educational measures may be aggregated (e.g., grouped, combined, summed) to determine an overall educational achievement. Additionally or alternatively, the aggregation module360may aggregate one more educational measures based on characteristics associated with the underlying educational input. In some cases the aggregation module360may determine a sum of the aggregated educational measures. In other cases, the aggregation module360may group aggregated educational measures together. For example, the aggregation module360may categorize educational measures (e.g., by learning type, by source educational provider, by discipline, by field, by course, etc) based on the underlying educational input and may group the educational measures based on category. In some cases, the aggregation module360may aggregate (e.g., combine) educational measures based on group (e.g., category). For example, the aggregation module360may include a learning type aggregation sub module365, a source aggregation sub module370, a discipline aggregation sub module375, and a course aggregation sub module380.

The learning type aggregation sub module365may aggregate educational measures of educational inputs of one or more learning types. For example, the aggregation sub module365may aggregate the educational measures associated with formal educational inputs into a first aggregate value and may aggregate educational measures associated with informal educational inputs into a second aggregate value. In another example, the aggregation sub module365, may aggregate educational measures based on the identified learning type of each educational input.

The source aggregation sub module370may aggregate educational measures associated with educational inputs based on the source of the educational inputs. For example, the source aggregation sub module370may aggregate together educational measures associated with educational inputs from a particular source (e.g., a particular university).

The discipline aggregation sub module375may aggregate educational measures based on the discipline of the underlying educational inputs. For example, educational measures associated with educational inputs under the mathematics discipline may be aggregated together.

The course aggregation sub module380may aggregate educational measures based on the course of the underlying educational inputs. For example, educational measures associated with educational inputs of different calculus courses (e.g., different levels of calculus) may be aggregated together.

Using the various modules and sub modules described above, the education measurement module210-amay analyze an educational input and may assign an educational measure (e.g., a score) to the educational input so that the educational measures of different educational inputs may be analyzed together. The education measurement module210-amay output215an educational measure for each educational input. Additionally or alternatively, the education measurement module210-amay output215one or more aggregate values based on the characteristics of the underlying educational inputs.

FIG. 4is a block diagram400illustrating one embodiment of an equivalency determination module220-a. The equivalency determination module220-amay be an example of the equivalency determination module220illustrated inFIG. 2. The equivalency determination module220-amay include an education analysis module405and a degree mapping module425.

The education analysis module405may analyze the educational inputs and/or the educational measures associated with the educational inputs and may determine an educational achievement based on the educational inputs and their associated educational measures. For example, the education analysis module may analyze the educational measures associated with each input and may determine an overall educational achievement based on the determined educational measures. In some cases, the educational analysis module405may include a field analysis sub module415and a course analysis sub module420.

The field analysis module415may analyze the distribution of educational inputs in terms of discipline and/or field, and may identify one or more field trajectories based on the analysis of the discipline and/or field and on the determined educational measures (the aggregate educational measures for each field, for example). For example, the field analysis module may analyze the distribution of educational measurements and may identify that the educational achievement has a field trajectory in line with a computer science degree. Additionally or alternatively, the field analysis module415may analyze the distribution of the required educational inputs and the educational measures associated with those required educational inputs for a known degree program to determine a required field distribution and the required educational measures for each field.

The course analysis module420may analyze the type of subject matter covered in each educational input. For example, the course analysis module420may analyze the type of subject matter covered in one or more educational inputs of the user. Additionally or alternatively, the course analysis module420may analyze the type of subject matter covered in each required educational input of a known degree program.

The degree mapping module425may map the educational achievement of a user to an educational equivalency with respect to a known degree program. For example, the degree mapping module425may determine that the educational achievement of a user corresponds to a senior level candidate pursuing an economics degree. In some cases, the degree mapping module425may include a degree identification sub module430, a field comparison sub module435, a course comparison sub module440, and a deficiency identification sub module445.

The degree identification sub module430may identify one or more candidate degrees based on the field distribution of the users educational inputs and the educational measures associated with those educational inputs and/or the type of subject matter covered in the users educational inputs. For example, the degree identification sub module430may identify one or more known degree programs based on the field analysis and course analysis of the user's educational inputs and their associated educational measures.

The field comparison sub module435may compare the field distribution of the user's educational inputs and the educational measures associated with those inputs with the required field distribution and the associated required educational measure of the known degree program. For example, a known degree program may require an aggregate educational measure of700in the field of accounting. In this example, the field comparison sub module435may compare the education measure of the educational inputs identified in the accounting field with the required educational measure of700in the field of accounting. In some cases, the degree mapping module425may identify one or more candidate degrees based on the field comparison.

The course comparison sub module440may compare the subject matter of each educational input and the educational measure associated with that educational input with the required subject matter of one or more educational inputs (e.g., courses) of a known degree program (e.g., the identified degree program) and the educational measure associated with the required educational inputs. In this way a granular subject matter comparison may be made between required educational input subject matter for a required degree program and the subject matter of the user's educational inputs and their associated educational measures. In some cases, a combination of educational inputs may be required to satisfy the educational measurement requirements for a particular subject matter area.

The deficiency identification sub module445may identify any deficiencies between an identified degree and the educational achievement of the user. In some cases, deficiency may be determined based on educational measurement requirements in a required field and/or educational measurement requirements in a required subject matter area.

In some cases, the equivalency determination module220-amay output (e.g., achievement equivalency225) the determined educational achievement, the determined educational equivalency, and/or any educational deficiencies for earning each of one or more known degree programs. In some cases, the degree mapping module425may map the educational achievement of the user to a variety of degrees, and may indicate to the user the deficiencies for obtaining each of the variety of degrees.

FIG. 5is a block diagram500illustrating one embodiment of a pathway generation module230-a. The pathway generation module230-amay be an example of the pathway generation module230illustrated inFIG. 2. In some cases, the pathway generation module230-amay map out one or more pathways for obtaining an identified educational achievement goal. In one example, the pathway generation module230-amay generate one or more paths of educational inputs that may be used to achieve the identified educational goal. The pathway generation module230-amay include a goal identification module505, a deficiency analysis module510, an educational input suggestion module515, and an assessment module520.

The goal identification module505may allow the user to select an educational goal (e.g., a known degree program to pursue). In some cases, the goal identification module505may display one or more of the identified degree programs for selection by the user. In other cases, the goal identification module505may allow the user to search for a desired goal. In some embodiments, the goal identification module505may receive input identifying a selected goal.

The deficiency analysis module505may analyze the deficiencies between the educational achievement of the user and the required educational achievement of the known degree program. For example, the deficiency analysis module505may determine the amount of educational measurement deficient for each field and/or for each subject matter.

The educational input suggestion module515may suggest available educational inputs that may be completed to satisfy at least a portion of the deficient required educational measurements. For example, the input suggestion module515may display one or more available educational inputs that would satisfy at least a portion of the deficient required educational measurements. In some cases, the educational input suggestion module515may suggest multiple available educational inputs with different learning types that would satisfy at least a portion of the deficient required educational measurements. For example, a user may satisfy a deficient educational measurement requirement by attending one or more particular courses (e.g., a formal educational input), completing one or more unaccredited online courses, reading a selection of books and taking an assessment, working for a particular amount of time in a particular field, etc. In some cases, the input suggestion module515may update the suggested educational inputs (and the pathway, for example) based on the educational inputs used to fulfill different educational measurement requirements.

The assessment module520may assess the user's educational achievement in a particular subject matter and/or field using one or more assessments (e.g., quizzes, tests, etc.). For example, the assessment module520may assess the user's educational achievement in a particular field or subject matter area upon completing one or more educational inputs directed to that field or subject matter. In some cases, the assessment module520may assess the user's educational achievement in a particular field or area when the educational inputs associated with that field or particular area did not have sufficient assessment of the field or subject matter. For instance, when the learning type for an educational input is reading a textbook (e.g., a physics book), then the assessment module520may assess the user's comprehension of the textbook using one or more assessments (asking theoretical physics questions and asking computational physics problems, for example). In one example, an educational measurement may not be associated with an educational input until one or more assessments have been satisfactorily completed (based on threshold, for example).

FIG. 6illustrates an exemplary environment600in which the present systems and method may be implemented. The environment600includes a computing device105-a, a user device115-a, a first server125-a-1, and a second server125-a-2. The computing device105-a, the user device115-a, and the first and second servers125-a-1,125-a-2may be communicatively coupled via the network120. The computing device105-amay be an example of the computing device105illustrated inFIG. 1. The computing device105-amay include an education equivalence module110-b. The education equivalence module110-bmay be an example of the education equivalence module110illustrated inFIG. 1or2.

In one example, a user (using the user device115, for example) may create an account with the education equivalence module110-b. For example, the education equivalence module110-bmay receive a connection request from the user device115. Upon connecting with the user device115, the education equivalence module110-bmay receive an account creation request. The education equivalence module110-bmay create an account for the user of the user device115. The education equivalence module110-bmay receive one or more educational input records from the user device115-a. For example, the education equivalence module110-bmay receive one or more unofficial formal educational input records610(e.g., unofficial transcripts). In one example, the education equivalence module110-bmay receive additional educational input records. For example, the education equivalence module110-bmay receive an unofficial informal educational input record615. For instance, the education equivalence module110-bmay receive an indication from the user device115-athat an informal educational input has been completed.

Additionally or alternatively, the education equivalence module110-bmay monitor one or more servers (e.g., the first and second servers125-a-1,125-a-2) for educational input records associated with the user (as identified via the user account, for example). For example, the education equivalence module110-bmay connect to the first server125-a-1to obtain an official formal educational input record620(e.g., official transcript). For instance, the first server125-a-1may be associated with the educational institution (e.g., university) that provided the educational inputs. Similarly, the education equivalence module110-bmay connect to the second server125-a-2to obtain an official informal educational input record625. For instance, the second server125-a-2may be associated with the educational provider that provided the educational input associated with the official informal educational input record625.

In one example, the education equivalence module110-bmay analyze each educational input record and may determine an educational measure for each educational input in the educational input records. In some cases, the education equivalence module605may include a validation module605. In some embodiments, the education equivalence module110-bmay use the validation module605to validate unofficial formal educational input records610and/or unofficial informal educational input records615. For instance, upon receiving the unofficial formal educational input record610and/or the unofficial informal educational input record615, the validation module605may connect to the first server125-a-1and/or the second server125-a-2to validate the unofficial formal educational input record610with the official formal educational input record620and to validate the unofficial informal educational input record615with the official informal educational input record625.

In some cases, the education equivalence module110-bmay determine an educational achievement associated with the user and may identify and educational equivalence between the educational achievement of the user and at least a portion of a known degree program. In one example, the user may select or identify a goal educational achievement. For example, the goal educational achievement may correspond to a known degree program. The education equivalence module110-bmay provide suggested educational input opportunities (e.g., a pathway) to achieve the goal educational achievement.

FIG. 7is a flow diagram illustrating one embodiment of a method700to measure educational inputs. In one configuration, the method700may be implemented by a computing device105such as computing device105illustrated inFIG. 1or6. In particular, the method700may be implemented by the education equivalence module110ofFIG. 1,2, or6.

At block705, a plurality of educational inputs may be obtained. At block710, a value may be determined for each of the plurality of educational inputs. Each determined value may be normalized with respect to the other determined values. At block715, an educational measure may be determined based on at least one of the determined values.

Thus, the method700may allow for educational inputs from different learning types and educational inputs from different educational providers to be analyzed and compared together. It should be noted that the method700is just one implementation and that the operations of the method700may be rearranged or otherwise modified such that other implementations are possible.

FIG. 8is a flow diagram illustrating one embodiment of a method800to identify at least one pathway for achieving an educational goal. In one configuration, the method800may be implemented by a computing device105such as computing device105illustrated inFIG. 1,2, or6. In particular, the method800may be implemented by the education equivalency module110ofFIG. 1,2, or6.

At block805, a plurality of educational inputs may be obtained. For example, the educational inputs may include a formal educational input and an informal educational input. An example of a formal educational input may be completing a course at a formal accredited educational institution. Examples of an informal educational input may be attending a conference, completing a book, or working for a particular period of time at a particular position in industry, etc.

At block810, a value (e.g., educational measure) may be determined for each of the plurality of educational inputs. Each determined value may be normalized with respect to other determined values. For example, the value associated with the formal educational input may be normalized with respect to the value associated with the informal educational input.

At block815, each determined value may be associated with a respective educational input. At block820, an educational achievement may be determined by combining at least one determined value associated with the formal educational input and at least one determined value associated with the informal educational input. At block825, an educational equivalency may be determined based at least in part on the educational achievement. For example, the educational equivalency may correspond to a portion of the educational achievement that may be used to satisfy requirements of a known degree program.

At block830, an educational goal may be identified. At block835, at least one deficiency between the educational equivalency and the educational goal may be determined. At block840, at least one pathway may be identified for achieving the educational goal may be identified based on the at least one determined deficiency.

Thus, the method800may identify at least one pathway for achieving an educational goal. It should be noted that the method800is just one implementation and that the operations of the method800may be rearranged or otherwise modified such that other implementations are possible.

FIG. 9is a flow diagram illustrating one embodiment of a method900to determine educational achievement based on educational inputs from different educational providers. In one configuration, the method900may be implemented by a computing device105such as computing device105illustrated inFIG. 1or6. In particular, the method900may be implemented by the education equivalence module110ofFIG. 1,2, or6.

At block905, a plurality of educational inputs may be obtained including at least one formal educational input and at least one informal educational input. At block910, a determination is made as to whether the educational input can be validated. If the educational input can be validated, then at block915, the educational input may be validated. If, however, the educational input cannot be validated, then operation proceeds to block920. At block920, a learning type may be determined for each educational input. At block925, a value may be assigned for each educational input based on the learning type of each respective educational input. For example, more rigorous learning types may be assigned a higher value (e.g., educational measure). In some cases, assigning a value based on learning type may result in a normalization of educational inputs of different learning types.

At block930, a determination is made as to whether a learning velocity satisfies a threshold. For example, the learning velocity may be the rate of learning. In some cases, each learning type may be associated with a particular learning velocity range. If information is received that indicates a learning velocity that is higher or lower than the typical learning velocity range, then at block935, the assigned value may be adjusted accordingly (e.g., increasing for increased learning velocity, decreasing for decreased learning velocity). If the learning velocity is within the typical range (e.g., satisfies a threshold), then operation proceeds to block940.

At block940a determination is made as to whether the rank of the source of the educational input satisfies a threshold. For example, sources may be ranked based on academic rigor, prestige, etc. If the rank of the source for the educational input exceeds a threshold (e.g., is above or below the normal range), then at block945, the assigned value may be adjusted accordingly (e.g., increased for better ranking, decreased for worse ranking). If the rank of the source of the educational provider is within the typical range (e.g., satisfies a threshold), then operation proceeds to block950.

At block950a determination is made as to whether the weighting associated with the assigned value is within a range of typical weighting (e.g., satisfies a threshold). In some cases, the nature of the educational input requires an adjustment of the weighting of the different factors that play into the assigned value associated with the educational input. For example, receiving an educational input (e.g., formal course) from the best department of the best school in the nation ma result in weighting the source (e.g., school and/or department) higher than it is normally weighted. In such cases, if the weightings associated with the assigned value do not satisfy a threshold, then, at block955, the weighting of the assigned value may be adjusted, which may result in an adjustment of the assigned value. If the weighting of the assigned value is within the range of traditional weightings (e.g., satisfies a threshold), then operation proceeds to block960.

At block960, the determined values may be aggregated. In some cases, each of the determined values may be normalized with respect to each other, allowing for proper analysis and comparison. At block965, an educational achievement may be determined based on at least one value associated with a formal educational input and at least one value associated with an informal educational input.

Thus, the method900may allow for educational inputs from different learning types and educational inputs from different educational providers to be analyzed and compared together. It should be noted that the method900is just one implementation and that the operations of the method900may be rearranged or otherwise modified such that other implementations are possible.

FIG. 10depicts a block diagram of a computer system1000suitable for implementing the present systems and methods. Computer system1000includes a bus1012which interconnects major subsystems of computer system1010, such as a central processor1014, a system memory1017(typically RAM, but which may also include ROM, flash RAM, or the like), an input/output controller1018, an external audio device, such as a speaker system1020via an audio output interface1022, an external device, such as a display screen1024via display adapter1026, serial ports1028and1030, a keyboard1032(interfaced with a keyboard controller1033), multiple USB devices1092(interfaced with a USB controller1091), a storage interface1034, a floppy disk unit1037operative to receive a floppy disk1038, a host bus adapter (HBA) interface card1035A operative to connect with a Fibre Channel network1090, a host bus adapter (HBA) interface card1035B operative to connect to a SCSI bus1039, and an optical disk drive1040operative to receive an optical disk1042. Also included are a mouse1046(or other point-and-click device, coupled to bus1012via serial port1028), a modem1047(coupled to bus1012via serial port1030), and a network interface1048(coupled directly to bus1012).

Bus1012allows data communication between central processor1014and system memory1017, which may include read-only memory (ROM) or flash memory (neither shown), and random access memory (RAM) (not shown), as previously noted. The RAM is generally the main memory into which the operating system and application programs are loaded. The ROM or flash memory can contain, among other code, the Basic Input-Output system (BIOS) which controls basic hardware operation such as the interaction with peripheral components or devices. For example, an education equivalence module110-cto implement the present systems and methods may be stored within the system memory1017. The education equivalence module110-cmay be an example of the education equivalence module110ofFIG. 1,2, or6. Applications resident with computer system1000are generally stored on and accessed via a non-transitory computer readable medium, such as a hard disk drive (e.g., fixed disk1044), an optical drive (e.g., optical drive1040), a floppy disk unit1037, or other storage medium. Additionally, applications can be in the form of electronic signals modulated in accordance with the application and data communication technology when accessed via network modem1047or interface1048.

Storage interface1034, as with the other storage interfaces of computer system1000, can connect to a standard computer readable medium for storage and/or retrieval of information, such as a fixed disk drive1044. Fixed disk drive1044may be a part of computer system1000or may be separate and accessed through other interface systems. Modem1047may provide a direct connection to a remote server via a telephone link or to the Internet via an internet service provider (ISP). Network interface1048may provide a direct connection to a remote server via a direct network link to the Internet via a POP (point of presence). Network interface1048may provide such connection using wireless techniques, including digital cellular telephone connection, Cellular Digital Packet Data (CDPD) connection, digital satellite data connection, or the like.

Many other devices or subsystems (not shown) may be connected in a similar manner (e.g., document scanners, digital cameras, and so on). Conversely, all of the devices shown inFIG. 10need not be present to practice the present systems and methods. The devices and subsystems can be interconnected in different ways from that shown inFIG. 10. The operation of a computer system such as that shown inFIG. 10is readily known in the art and is not discussed in detail in this application. Code to implement the present disclosure can be stored in a non-transitory computer-readable medium such as one or more of system memory1017, fixed disk1044, optical disk1042, or floppy disk1038. The operating system provided on computer system1000may be MS-DOS®, MS-WINDOWS®, OS/2®, UNIX®, Linux®, or another known operating system.