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SLIDES: Allen, Christopher (2014, July 22). “The Proficiency Ladder”. Life With Alacrity. Retrieved July 22, 2014, from http://www.LifeWithAlacrity.com
The ProficiencyLadder
ABSTRACT: “A proficiency model for designing instructional design objectives and to empower students in their own learning. It is a hybrid model based on principles from Csikszentmihalyi’s concept of ‘Flow’.This model has four basic +1 stages: unlearned, basic familiarity, practiced proficiency, mastery, and reflective competence.”
© 2014 Christopher AllenLifeWithAlacrity.com
Proficiency Ladder
This is the Proficiency Ladder that I use in all of my courses. It is a good model for instructional design
and to empower students in their own learning.
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Unlearned!(unconscious!
incompetence)
Practiced Proficiency (conscious!
competence)
Mastery (unconscious competence)
“Wow!”!Second Nature
“Duh.” Unawareness
Basic Familiarity!(conscious!
incompetence) “Hmm?”Awareness
“Doh!” Learning/Change
Flow The Proficiency Ladder uses Flow as one of its basic design principles.
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FlowFlow
FlowFlow is Csikszentmihalyi’s (chick-sent-me-hi’s)
feeling of complete and energized focus in an activity, with a high level of enjoyment and fulfillment.
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photo credit: Eva Lotta-Lamm licensed CC-BY-NC-SA
Flow Flow is balance between sufficient Challengeand sufficient Ability to achieve Success.
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photo credit: ATTRIBUTION&URL licensed CC-BY ABILITY
SUCCESS
CH
ALLENG
E
F lowFlow
Anxiety You loose Flow with too much Challengeor too little Ability, causing Anxiety…
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FlowFlow
ABILITY
SUCCESS
CH
ALLENG
E
Anxiety
Anxiety …or, you loose Flow through Boredomwith too little Challenge or too much Ability.
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FlowFlow
ABILITY
SUCCESS
Boredom
CH
ALLENG
E
Anxiety
The Player’s Journey
Amy Jo Kim shows how a ladder of Flowis integral to the mastery of skills in games.
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MotivatingFlow
In Csikszentmihalyi’s Eight Channel Model of Intrinsic Motivation, he notes people are more
motivated by Arousal, Control and Flow.
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Arousal& Control
Thus maintaining Flow is a balancing act— Arousal keeps you motivated,
Control helps keeps the stress down.
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SUCCESSArousal
Control
ABILITY
CH
ALLENG
E
F lowFlow
Avoiding Anxiety & Boredom
Yet you still must avoidAnxiety and Boredom.
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SUCCESS
Anxiety
Boredom
Arousal
Control
ABILITY
CH
ALLENG
E
F lowFlow
Emotions of Flow
To balance Flow, it is helpful understand the emotions of Flow. Early on Control leads to
Awareness — Arousal motivates you to Change.
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SUCCESSArousal
Control
ABILITY
CH
ALLENG
E
“Wow!”!Second Nature
“Duh.” Unawareness
“Hmm?”Awareness
“Doh!” Learning/Change
Emotions of Flow
But too much Arousal can lead Anxiety.To much Control can lead to Boredom. All must
be balanced to Flow toward Mastery.
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SUCCESS
Anxiety
Boredom
Arousal
Control
ABILITY
CH
ALLENG
E
“Wow!”!Second Nature
“Duh.” Unawareness
“Hmm?”Awareness
“Doh!” Learning/Change
“Woah!” Overwhelm
“Ouch!” The Wall
“Zzz.” No Motivation
“Hrm.”Not Relevant
ObjectiveNouns
The nouns the Proficiency Ladder allow for consistent use in course objectives.
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“Wow!”!Second Nature
“Hmm?”Awareness
“Doh!” Learning/Change
Unlearned!(unconscious!
incompetence)
Practiced Proficiency (conscious!
competence)
Mastery (unconscious competence)
Basic Familiarity!(conscious!
incompetence)
“Duh.” Unawareness
ObjectiveNouns
The evocative words Awareness, Learning/Change and Second Nature, and the emotions
attached to them, are useful for students.
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“Wow!”!Second Nature
“Hmm?”Awareness
“Doh!” Learning/Change
Unlearned!(unconscious!
incompetence)
Practiced Proficiency (conscious!
competence)
Mastery (unconscious competence)
Basic Familiarity!(conscious!
incompetence)
“Duh.” Unawareness
Learning Objectives
An example: Here are the high levellearning objectives that I have in my
MBA course “Digital Influence”
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Digital Influence “Learn how to use influence ethically
to effect positive change.” Have a mastery of influence and persuasion within a professional context.Have a practiced proficiency in speaking authentically online and be able to use this authenticity to effect ethical digital influence in a variety of communication mediums.Have a basic familiarity of digital skills and online tools.
Proficiency Ladder and Objectives
This is what I share with my studentsat the beginning of the course.
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Unlearned!(unconscious!
incompetence)
Digital Skills & Online
Tools
Speak Authentically
Influence and Persuasion
Affect Ethical Digital
Influence
Mastery (unconscious competence)
“Wow!”!Second Nature
“Duh.” Unawareness
Basic Familiarity!(conscious!
incompetence) “Hmm?”Awareness
Practiced Proficiency (conscious!
competence) “Doh!” Learning/Change
Don’t OverwhelmIt is important that students know to
not go too far — Mastery is not required for many of the skills I teach.
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Unlearned!(unconscious!
incompetence)
Digital Skills & Online
Tools
Speak Authentically
Influence and Persuasion
Affect Ethical Digital
Influence
Mastery (unconscious competence)
“Wow!”!Second Nature
“Duh.” Unawareness
Basic Familiarity!(conscious!
incompetence) “Hmm?”Awareness
Practiced Proficiency (conscious!
competence) “Doh!” Learning/Change
BasicFamiliarity
Thus I tell students when to not dive deep, as I am asking only for Awareness,
not Change. To feel “Hmm?”, not “Doh!”.
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Unlearned!(unconscious!
incompetence)
Basic Familiarity!(conscious!
incompetence)
Digital Skills & Online
Tools
“Hmm?”Awareness
“Duh.” Unawareness
“Doh!” Learning/Change
Practiced Proficiency
At other times they need to be preparedthat the Learning may be difficult —
that Change is required.
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Unlearned!(unconscious!
incompetence)
Affect Ethical Digital
Influence
“Duh.” Unawareness
Basic Familiarity!(conscious!
incompetence) “Hmm?”Awareness
Practiced Proficiency (conscious!
competence) “Doh!” Learning/Change
MasteryFinally, students should understand that true
Mastery of a skill is achieved when they can say “Wow!” because it became “Second Nature”.
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photo credit: ATTRIBUTION&URL licensed CC-BY
Unlearned!(unconscious!
incompetence)
Mastery (unconscious competence)
Basic Familiarity!(conscious!
incompetence)
Practiced Proficiency (conscious!
competence)
Digital Skills & Online
Tools
Speak Authentically
Influence and Persuasion
Affect Ethical Digital
Influence
“Wow!”!Second Nature
“Duh.” Unawareness
“Hmm?”Awareness
“Doh!” Learning/Change
Evaluating Objectives
As the course progresses, I canhave student’s self-evaluate their
performance using this same model.
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Where do you put yourself Today in regards to Speaking Authentically Online?
“Wow!”Second Nature!
“Aha!”Learning/Change!
“Hmm?”Awareness!
“Duh.” Unawareness
Not aRubric
Note that the Proficiency Ladder is NOT a rubric, nor a competency model. It does not sufficiently define specific
criteria or competition. It is is a point of PROGRESS.
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rubric noun \ˈrü-brik, -ˌbrik\ “A guide listing specific criteria for grading or scoring academic papers, projects, or tests.” [Latin: rubrica ‘red ochre, red coloring matter,’meaning ‘title or heading of a book’]
com·pe·tence noun \ˈkäm-pə-tən(t)s\ “The ability to do something well : the quality or state of being competent.” [Latin: present participle of competere (see compete)]
pro·fi·cient adjective \prə-ˈfi-shənt\ “Well advanced in an art, occupation, or branch of knowledge.”[Latin: proficere ‘accomplish, make progress’ pro forward + facere to make]
Reflective Competence
There is one more level of the Proficiency Ladder — Reflective Competency is what is required to
discover how to teach something you’ve Mastered.
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Unlearned!(unconscious!
incompetence)
Practiced Proficiency (conscious!
competence)
Mastery (unconscious competence)
“Wow!”!Second Nature
“Duh.” Unawareness
Basic Familiarity!(conscious!
incompetence) “Hmm?”Awareness
“Doh!” Learning/Change
“<blink>?”How Did I Do That?
Reflective Competency
(conscious reflection)