Searching for "microcredentialing"

Promoting Credential Transparency

ELI Webinar | Credential Engine: Promoting Credential Transparency

When: Tues, Jan 22, 12PM
Where: Atwood Mississippi Room
Who: Anyone who is interested in microcredentialing

https://events.educause.edu/eli/webinars/2019/credential-engine-promoting-credential-transparency-via-a-linked-data-registry

https://events.educause.edu/~/media/files/events/eli-webinar/2019/eliweb1901/slides.pdf

Jeff Grann, Cali Morrison, Nina Huntemann

https://er.educause.edu/articles/2017/2/credential-engine-driving-a-transparent-credentialing-ecosystem

Home Page

thanks to SCSU ITS and Mark Kotcho, whose Educause membership provided access to this webinar

Posted by InforMedia Services on Tuesday, January 22, 2019

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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

microcredentials concerns

As students flock to credentials other than degrees, quality-control concerns grow

Policymakers try to bring consistency to what “microcredentials” actually mean

As students flock to credentials other than degrees, quality-control concerns grow

Degro took the course and earned the badge that turned out to be a way to list his new skill in an online resume with a digital graphic that looks like an emoji.

Such non-degree credentials have been growing in popularity.

“We do have a little bit of a Wild West situation right now with alternative credentials,” said Alana Dunagan, a senior research fellow at the nonprofit Clayton Christensen Institute, which researches education innovation. The U.S. higher education system “doesn’t do a good job of separating the wheat from the chaff.”

Thousands of credentials classes aimed at improving specific skills have cropped up outside of traditional colleges. Some classes are boot camps, including those popular with computer coders. Others are even more narrowly focused, such as courses on factory automation and breastfeeding. Colleges and universities have responded by adding non-degree programs of their own.

some 4,000 colleges and other providers issue industry certifications, according to the Lumina Foundation, but fewer than one in 10 are reviewed by a regulatory body or accreditor.

That companies need trained employees is uncontested: More than three-quarters of U.S. manufacturers told the National Association of Manufacturers this year that they had trouble finding and keeping skilled workers.

Despite those hiring and retention concerns, industry appears reluctant to discuss the topic of policing new credentials. The National Association of Manufacturers declined to answer questions.

“If an organization wants to grant a badge, there’s nothing stopping them from doing that,” Richardson said. “It’s important for consumers to do their due diligence.”

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more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

Microcredentials and Digital Badges in Higher Ed

Microcredentials and Digital Badges in Higher Education

November 27 – 29, 2018  Savannah, GA

https://www.academicimpressions.com/microcredentials-and-digital-badges-in-higher-education

Badging programs are rapidly gaining momentum in higher education – join us to learn how to get your badging efforts off the ground.

Key Considerations: Assessment of Competencies

During this session, you will learn how to ask the right questions and evaluate if badges are a good fit within your unique institutional context, including determining ROI on badging efforts. You’ll also learn how to assess the competencies behind digital badges.


 

Key Technology Considerations

This session will allow for greater understanding of Open Badges standards, the variety of technology software and platforms, and the portability of badges. We will also explore emerging trends in the digital badging space and discuss campus considerations.

Key Financial Considerations

During this hour, we will take a closer look at answering key financial questions surrounding badges:

  • What does the business model look like behind existing institutional badging initiatives?
  • Are these money-makers for an institution? Is there revenue potential?
  • Where does funding for these efforts come from?
Partnering with Industry

Badging can be a catalyst for partnerships between higher education and industry. In this session, you will have the opportunity to learn more about strategies for collaborating with industry in the development of badges and how badges align with employer expectations.

Branding and Marketing Badges

Now that we have a better idea of the “why” and “what” of badges, how do we market their value to external and internal stakeholders? You’ll see examples of how other institutions are designing and marketing their badges.

Consultation Time

Alongside your peers and our expert instructors, you will have the opportunity to brainstorm ideas, get feedback, ask questions, and get answers.

Next Steps and the Road Ahead: Where Badging in Higher Ed is Going

Most institutions are getting into the badging game, and we’ll talk about the far-reaching considerations in the world of badging. We’ll use this time to engage in forward-thinking and discuss the future of badging and what future trends in badging might be.

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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

Microcredentials and Digital Badges in Higher Education

Join us in Savannah this November for our conference, Microcredentials and Digital Badges in Higher Education,

Microcredentials and Digital Badges in Higher Education

and learn the strategies and processes that other institutions have used to develop digital badge initiatives and programs. You’ll learn the different ways that badges can add value to the learner experience, key considerations for developing badges, and how to effectively connect learners to industry.

Your instructor panel for this event is an impressive lineup of experienced speakers, all from higher ed themselves, who have been immersed in this work and have likely seen and overcome the same challenges you have. Come ready to learn from the experts.

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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

no degree for Google IBM Apple

Google, Apple, IBM & Many Other Companies No Longer Require Employees To Have A Degree

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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

apprenticeships not degrees

Survey: Adults think apprenticeships, not degrees, will raise employability

 Aug. 13, 2018

62% think apprenticeships and other on-the-job training programs make job seekers more employable than a college education, according to an American Staffing Association survey of more than 2,000 respondents.

Career and technical education initiatives, such as career pathway programs,

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more on microredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

badges in Washington State

Digital Badges Initiative to Support Professional Development in Washington State

By Rhea Kelly 07/11/18

https://campustechnology.com/articles/2018/07/11/digital-badges-initiative-to-support-professional-development-in-washington-state.aspx

The Washington State Board for Community & Technical Colleges (SBCTC) is teaming up with software development company Concentric Sky on a digital badging initiative that will use Badgr digital badges to document professional development accomplishments of faculty, administrators and staff across the system’s 34 institutions.

Each college will be able to implement badging as well as guided pathways within their courses or programs, particularly for co-curricular activities that typically aren’t represented on transcripts. Examples of such programs include internships, community service and museum activities.

he platform is certified compliant with version 2.0 of the IMS Global Learning Consortium’s Open Badges Specification. With Badgr Pathways, badges from Badgr or any other Open Badges compliant platform can be stacked to create “learning pathways” that are shareable across institutions.

As part of the four-year project, SBCTC will also contribute to the Badgr open source project.

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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

topics for IM260

proposed topics for IM 260 class

  • Media literacy. Differentiated instruction. Media literacy guide.
    Fake news as part of media literacy. Visual literacy as part of media literacy. Media literacy as part of digital citizenship.
  • Web design / web development
    the roles of HTML5, CSS, Java Script, PHP, Bootstrap, JQuery, React and other scripting languages and libraries. Heat maps and other usability issues; website content strategy. THE MODEL-VIEW-CONTROLLER (MVC) design pattern
  • Social media for institutional use. Digital Curation. Social Media algorithms. Etiquette Ethics. Mastodon
    I hosted a LITA webinar in the fall of 2016 (four weeks); I can accommodate any information from that webinar for the use of the IM students
  • OER and instructional designer’s assistance to book creators.
    I can cover both the “library part” (“free” OER, copyright issues etc) and the support / creative part of an OER book / textbook
  • Big Data.” Data visualization. Large scale visualization. Text encoding. Analytics, Data mining. Unizin. Python, R in academia.
    I can introduce the students to the large idea of Big Data and its importance in lieu of the upcoming IoT, but also departmentalize its importance for academia, business, etc. From infographics to heavy duty visualization (Primo X-Services API. JSON, Flask).
  • NetNeutrality, Digital Darwinism, Internet economy and the role of your professional in such environment
    I can introduce students to the issues, if not familiar and / or lead a discussion on a rather controversial topic
  • Digital assessment. Digital Assessment literacy.
    I can introduce students to tools, how to evaluate and select tools and their pedagogical implications
  • Wikipedia
    a hands-on exercise on working with Wikipedia. After the session, students will be able to create Wikipedia entries thus knowing intimately the process of Wikipedia and its information.
  • Effective presentations. Tools, methods, concepts and theories (cognitive load). Presentations in the era of VR, AR and mixed reality. Unity.
    I can facilitate a discussion among experts (your students) on selection of tools and their didactically sound use to convey information. I can supplement the discussion with my own findings and conclusions.
  • eConferencing. Tools and methods
    I can facilitate a discussion among your students on selection of tools and comparison. Discussion about the their future and their place in an increasing online learning environment
  • Digital Storytelling. Immersive Storytelling. The Moth. Twine. Transmedia Storytelling
    I am teaching a LIB 490/590 Digital Storytelling class. I can adapt any information from that class to the use of IM students
  • VR, AR, Mixed Reality.
    besides Mark Gill, I can facilitate a discussion, which goes beyond hardware and brands, but expand on the implications for academia and corporate education / world
  • IoT , Arduino, Raspberry PI. Industry 4.0
  • Instructional design. ID2ID
    I can facilitate a discussion based on the Educause suggestions about the profession’s development
  • Microcredentialing in academia and corporate world. Blockchain
  • IT in K12. How to evaluate; prioritize; select. obsolete trends in 21 century schools. K12 mobile learning
  • Podcasting: past, present, future. Beautiful Audio Editor.
    a definition of podcasting and delineation of similar activities; advantages and disadvantages.
  • Digital, Blended (Hybrid), Online teaching and learning: facilitation. Methods and techniques. Proctoring. Online students’ expectations. Faculty support. Asynch. Blended Synchronous Learning Environment
  • Gender, race and age in education. Digital divide. Xennials, Millennials and Gen Z. generational approach to teaching and learning. Young vs old Millennials. Millennial employees.
  • Privacy, [cyber]security, surveillance. K12 cyberincidents. Hackers.
  • Gaming and gamification. Appsmashing. Gradecraft
  • Lecture capture, course capture.
  • Bibliometrics, altmetrics
  • Technology and cheating, academic dishonest, plagiarism, copyright.

IM554 discussion on GBL

IM554 discussion on Game Based Learning

Here is the “literature”:
https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/
this link reflects my recommendations to the SCSU library, based on my research and my publication: http://scsu.mn/1F008Re

Here are also Slideshare shows from conferences’ presentations on the topic:

https://www.slideshare.net/aidemoreto/gamification-and-byox-in-academic-libraries-low-end-practical-approach

https://www.slideshare.net/aidemoreto/gaming-and-gamification-in-academic-and-library-settings

Topic :Gaming and Gamification in Academic Settings

  1. Intro: why is it important to discuss this trend
    1. The fabric of the current K12 and higher ed students: Millennials and Gen Z
    2. The pedagogical theories and namely constructivism
      1. Csikszentmihalyi’s “flow” concept (being in the zone)
      2. Active learning
      3. Sociocultural Theory
      4. Project-Based Learning
    3. The general milieu of increasing technology presence, particularly of gaming environment
    4. The New Media Consortium and the Horizon Report

Discussion: Are the presented reasons sufficient to justify a profound restructure of curricula and learning spaces?

  1. Definition and delineation
    1. Games
    2. Serious Games
    3. Gamification
    4. Game-based learning
    5. Digital game-based learning
    6. Games versus gamification
    7. Simulations, the new technological trends such as human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (https://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: Is there a way to build a simpler but comprehensive structure/definition to encompass the process of gaming and gamification in education?

  1. Gaming and Gamification
    1. Pros
    2. Cons
    3. Debates

Discussion: Which side are you on and why?

  1. Gaming and Gamification and BYOD (or BYOx)
    1. gaming consoles versus gaming over wi-fi
    2. gaming using mobile devices instead of consoles
    3. human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (https://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )

Discussion: do you see a trend to suggest that either one or the other will prevail? Convergence?

  1. Gaming in Education
    1. student motivation, student-centered learning, personalized learning
    2. continued practice, clear goals and immediate feedback
    3. project-based learning, Minecraft and SimCity EDU
    4. Gamification of learning versus learning with games
    5. organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
    6. the “chocolate-covered broccoli” problem

Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?

  1. Gaming in an academic library
    1. why the academic library? sandbox for experimentation
    2. the connection between digital literacy and gaming and gamificiation
    3. Gilchrist and Zald’s model for instruction design through assessment
    4. the new type of library instruction:
      in house versus out-of-the box games. Gamification of the process
      http://web.stcloudstate.edu/pmiltenoff/bi/

Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?

  1. Gaming, gamification and assessment (badges)
    1. inability of current assessments to evaluate games as part of the learning process
    2. “microcredentialing” through digital badges
    3. Mozilla Open Badges and Badgestack
    4. leaderboards

Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?

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