A new challenge is on the horizon for the education sector. The AQF is currently under review and the sector is rapidly trying to adapt to the changing needs of industry. Digital/Micro-credentialing and badges may be the answer. In this webinar session we will take a look at what is currently happening around the sector, discuss what the future workforce will look like and the types of learners that education providers will need to produce, what this all means to our current curricula and how ePortfolios could be a perfect tool to help facilitate the credentialing and badging process.
This presentation will showcase a micro-credentialing strategy and design principles developed to recognise capabilities, incentivise meaningful achievement and encourage students to reflect on their employability.
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
Introducing students to Digital Capabilities OnlineJisc
Member story from the University of Surrey.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
This presentation will showcase a micro-credentialing strategy and design principles developed to recognise capabilities, incentivise meaningful achievement and encourage students to reflect on their employability.
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
Introducing students to Digital Capabilities OnlineJisc
Member story from the University of Surrey.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
Presentation by Ferenc Tátrai PhD – EDEN European Distance and e-Learning Network, at the MicroHE Expert Panel Workshop, 10 June 2020
More info: https://www.eden-online.org/microhe-expert-panel-workshop/
Developing and rolling out a digital educators’ qualification to staff based ...Jisc
Speaker: Ciara Duffy, centre for excellence manager digital learning, South West College.
Improving staff and student digital skills has been at the core of South West College’s (SWC) digital strategy for the past two years. This session will take you through SWC’s building digital capacity journey and how it supported a seamless transition for staff and students to a fully online learning, teaching and assessment model beginning on the 23 March.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
Keynote: organisational approaches to support staff and students by providing...Jisc
Professor Ale Armellini, dean of learning and teaching and director of the Institute of Learning and Teaching in Higher Education, University of Northampton
Rob Howe, head of learning technology, University of Northampton
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
This was the presentation shared with School District Board Members. They were very excited to see how teachers are using the Instructional Technology Tools and Integration strategies.
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
Speakers:
Vikki Liogier, head of learning technologies, Education and Training Foundation
Dawn Buzzard, e-learning adviser, Education and Training Foundation
Pedagogy not technology has been the guiding light in developing the Digital Teaching Framework (DTPF) in collaboration with Jisc. The focus has been on how technology can help teachers and trainers in their existing professional practice, as well as helping them to develop new professional practice. In addition, the needs of the FE sector have been addressed with extensive input from representatives of all parts of the sector.
In this session, Vikki and Dawn will:
Give an overview of the Enhance Digital Enhance Digital Teaching Professional Platform and the Digital Teaching Professional Framework
Discuss the rationale leading to this model of programme development
Show you how to optimise the use Enhance and DTPF for your personal professional development
Discuss building digital capability and know-how to better embed edtech in teaching learning and assessment
Infiltrating the systems - inclusive policies as a driver for effective practiceJisc
Speakers:
Ben Watson, accessible information adviser, University of Kent
Julia Taylor, subject specialist, Jisc
Many organisations struggle to get staff engaging with technology enhanced learning. They also struggle to meet the needs of disabled students in efficient and sustainable ways. The two are not unrelated. Technology can be the most effective way of giving disabled students inclusive resources and experiences and the Equality Act can be a convincing argument for staff to engage.
A presentation provided at the 2019 ACODE Learning Technologies Leadership Institute on Monday 19 August.
Disruption is not limited to the music, newspaper, taxi and food delivery industry, or to the provision of movies. New models of educational delivery have also been emerging, thanks largely to the affordance of new generational technologies and a willingness to break with traditional forms of supply, to a more demand driven model. These new business models, coupled with a slowness of the national regulators, has caught some tertiary institutions on the back foot, but some are now awakening from their slumber. With the bolder ones not being afraid to mix their metaphors
Presentation by Ferenc Tátrai PhD – EDEN European Distance and e-Learning Network, at the MicroHE Expert Panel Workshop, 10 June 2020
More info: https://www.eden-online.org/microhe-expert-panel-workshop/
Developing and rolling out a digital educators’ qualification to staff based ...Jisc
Speaker: Ciara Duffy, centre for excellence manager digital learning, South West College.
Improving staff and student digital skills has been at the core of South West College’s (SWC) digital strategy for the past two years. This session will take you through SWC’s building digital capacity journey and how it supported a seamless transition for staff and students to a fully online learning, teaching and assessment model beginning on the 23 March.
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
Keynote: organisational approaches to support staff and students by providing...Jisc
Professor Ale Armellini, dean of learning and teaching and director of the Institute of Learning and Teaching in Higher Education, University of Northampton
Rob Howe, head of learning technology, University of Northampton
Joint building digital capability and digital experience insights community of practice event, 21 May 2020.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
This was the presentation shared with School District Board Members. They were very excited to see how teachers are using the Instructional Technology Tools and Integration strategies.
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
Speakers:
Vikki Liogier, head of learning technologies, Education and Training Foundation
Dawn Buzzard, e-learning adviser, Education and Training Foundation
Pedagogy not technology has been the guiding light in developing the Digital Teaching Framework (DTPF) in collaboration with Jisc. The focus has been on how technology can help teachers and trainers in their existing professional practice, as well as helping them to develop new professional practice. In addition, the needs of the FE sector have been addressed with extensive input from representatives of all parts of the sector.
In this session, Vikki and Dawn will:
Give an overview of the Enhance Digital Enhance Digital Teaching Professional Platform and the Digital Teaching Professional Framework
Discuss the rationale leading to this model of programme development
Show you how to optimise the use Enhance and DTPF for your personal professional development
Discuss building digital capability and know-how to better embed edtech in teaching learning and assessment
Infiltrating the systems - inclusive policies as a driver for effective practiceJisc
Speakers:
Ben Watson, accessible information adviser, University of Kent
Julia Taylor, subject specialist, Jisc
Many organisations struggle to get staff engaging with technology enhanced learning. They also struggle to meet the needs of disabled students in efficient and sustainable ways. The two are not unrelated. Technology can be the most effective way of giving disabled students inclusive resources and experiences and the Equality Act can be a convincing argument for staff to engage.
A presentation provided at the 2019 ACODE Learning Technologies Leadership Institute on Monday 19 August.
Disruption is not limited to the music, newspaper, taxi and food delivery industry, or to the provision of movies. New models of educational delivery have also been emerging, thanks largely to the affordance of new generational technologies and a willingness to break with traditional forms of supply, to a more demand driven model. These new business models, coupled with a slowness of the national regulators, has caught some tertiary institutions on the back foot, but some are now awakening from their slumber. With the bolder ones not being afraid to mix their metaphors
Rethinking (higher) education ideas to stimulate challenging conversations.Charles Darwin University
Please cite: Sankey, M. (2023) Rethinking (higher) education ideas to stimulate challenging conversations. Education for the digital world: Transformation accelerator - learning session 3. University of Adelaide. 17 March.
A presentation to the University of Adelaide Leadership team.
The University has embarked on a Transformation Accelerator journey to design a future-fit Education for a Digital World strategy. The accelerator process involves five intensive co-design sessions that bring together more than 30 design participants from across the University, including Academic and Professional staff and Students. Participants have been challenged to be bold to formulate a distinctive and future-fit learning experience for future University of Adelaide learners, staff and stakeholders.
Three design sessions have now taken place, which have focussed on the future of education and the perspective of future learners. Inputs have included the CSIRO megatrends that might alter the landscape of higher education, drawing on a variety of experts and hearing from current and future students and prospective industry employers. Future learner profiles also provided an understanding of how our future learners will consume education.
A series of guest speaker sessions have been arranged for participants and wider University colleagues, covering a diverse range of relevant topics.
NJIT Talent Acquisition and Professional Development ResourcesMelissa DeFreest
Executive Director of Career Development Services, Gregory Mass, and Associate Vice President of Continuing Professional Education, Gale Tenen Spak, represented NJIT at Somerset County Business Partnership's event Making Vibrant Connections: Higher Education and the Business Community. Main points of discussion included overcoming staffing challenges and how NJIT helps companies use technology most effectively.
The future of data analytics education is marked by diverse trends and innovations. Online learning, micro-credentials, and interdisciplinary approaches are democratizing access and specialization. Technology integration, such as AI and cloud-based labs, enhances learning experiences, while project-based and personalized learning foster practical skills and adaptability. Ethical considerations and industry collaboration are integrated, and interactive tools, gamification, and VR/AR provide engaging education. Challenges include content updates, equitable access, data privacy, and quality assurance. Overall, data analytics education is evolving to meet the demands of a data-driven world, emphasizing adaptability, inclusivity, and ethical practices.
The Future of Data Analytics Education_ Trends and Innovations (2).pdfUncodemy
The future of data analytics education, particularly the Data Analytics Course in Dehradun with Uncodemy, embodies dynamic innovation, adaptability, and an unwavering commitment to preparing individuals for the data-driven world. In an evolving industry, it's imperative to keep education aligned with shifting demands. This entails staying updated with swiftly evolving technologies, addressing concerns about equitable access, navigating the intricacies of data privacy and ethics, and ensuring high quality and consistency in online and micro-credential courses. To fully unlock the potential of data analytics education, it is of utmost importance to invest dedicated efforts, champion inclusivity, and uphold ethical standards. By doing so, we can empower individuals to embark on a journey of learning and professional growth in the field of data analytics, thereby fostering innovation and progress in our data-centric society. Explore the Data Analytics Course in Dehradun with Uncodemy and seize valuable opportunities in this dynamic field.
A presentation to the The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
The presentation considers:
- The rise of the skills economy in Australia and the Universities Accord
- The role Microcredentials will play in this
- The Governments Microcredentials Framework
- Development of the national MicroCredSeeker portal
- Grants and funding availabl from the government to build new industry-linked credentials
- and some future directions.
please cite: Sankey, M. (2023). Slowly moving from strength to strength: Micro-Credentials Downunder. The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
I was delighted to be asked by the Westminster Higher Education Forum policy conference to speak about Entrepreneurship on campus and to provide case studies showing how Founders4Schools and Workfinder use AI and ML to embed enterprise in the curriculum, supporting the learning and development of educators, student start-ups, and increasing diversity.
Semelhante a Disruption – micro-credentialing is on the horizon (20)
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
https://mqoutlook-my.sharepoint.com/personal/arda_tezcan_mq_edu_au/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Farda%5Ftezcan%5Fmq%5Fedu%5Fau%2FDocuments%2FePortfolio%2FePortfolios%20Australia%2020x20&originalPath=aHR0cHM6Ly9tcW91dGxvb2stbXkuc2hhcmVwb2ludC5jb20vOmY6L2cvcGVyc29uYWwvYXJkYV90ZXpjYW5fbXFfZWR1X2F1L0VwMF9KYWRjc3NKR3FmV0dxYlRPV0NzQkVKNGlucnFPZEpibkMxY1p2WVFXMmc%5FcnRpbWU9aFd6eDlXdVQyVWc
Eportfolio is an integral part of the implementation of Macquarie University’s award-winning Bachelor of Arts (BA) Transferable Skills Framework (TSF). BA students can directly correlate their academic work to real job requirements - connecting their learning (both inside and outside of the classroom) with career opportunities. The TSF is designed to make explicit connections between coursework and employability skills, assisting students in recognising the capabilities they gain during their educational journey. The ePortfolio tool is intertwined with the coursework, where students can curate a digital showcase of their curricular and other achievements, projects, and competencies. This presentation will narrate the story of integrating an ePortolio and associated pedagogy across the BA. The focus will be on the activities undertaken to ensure a programmatic implementation of an ePortfolio and the lessons learned from the first year of implementation.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
An emerging approach to Prior Learning Assessment and RecognitionePortfolios Australia
Serge Ravet shares the work being done for the renewal of the French version of Prior Learning Assessment and Recognition (Validation des Acquis de l’Expérience – VAE) and about ePIC 2021, the 19th International Conference on Open Education and Open Recognition technologies and practices
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The 2021 Eportfolio Shark Tank allowed people within the eportfolio community to input from expert Eportfolio Sharks about an idea or an issue - for more information go to: https://eportfoliosaustralia.wordpress.com/other-events/eportfolio-shark-tank/
Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...ePortfolios Australia
Co-Labs enable collaborative and experimental research opportunities based on themes and needs. This session will lead a conversation around how an Australasian eportfolio Co-Lab will function. Discussions will also cente around exploring the merits of key themes and priorities for 2021, and how to generate interest in this group.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
Supporting students to develop their teacher identity through scaffolded port...ePortfolios Australia
"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
Moving from a paper-based nursing clinical placement tool to an online portfolio platform was not without its challenges. In the School of Nursing and Midwifery at Edith Cowan University a whole of school approach was adopted that incorporated not only the 3000 plus student body but academics, professional staff, and clinical placement administrators. This resulted in rewards that were seen and felt way beyond the technology used to support it. The adage 'It Takes a Village' was never truer in overcoming the challenges faced, however, ultimately determined the success of this story and ability to showcase the student learning journey.
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The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
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- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Disruption – micro-credentialing is on the horizon
1. Edith Cowan University
2019 ePortfolios Webinar Series
Disruption
Micro-credentialing is on the horizon
Presented by Michelle Pedlow
Senior Learning Designer
Edith Cowan University
3. Setting the scene:
Industry 4.0 is here.
Our future jobs are changing.
The Australian Qualifications Framework is currently under review.
Higher education providers are offering more flexible pathways.
ePortfolios can help to provide meaning to all of the madness.
6. Within 6 years
Source: Faethm data using their predictive platform, released 18 December 2018; data modelling employment in all industries, Australia November 2018 to November 2025. Numbers of workers based on ABS (2018) 6202.0 Labour Force Australia October 2018 reporting total employment of
12,665,800 workers.
7. Skills
Higher cognitive skills
• Advanced literacy and writing
• Quantitative and statistical skills
• Critical thinking and decision
making
• Project management
• Complex information processing
and interpretation
• Creativity
Social & emotional skills
• Advanced communication and
negotiation skills
• Interpersonal skills and empathy
• Leadership and managing others
• Entrepreneurship and initiative-
taking
• Adaptability and continuous learning
• Teaching and training others
Technological Skills
• Basic digital skills
• Advanced IT skills and
programming
• Advanced data analysis and
mathematical skills
• Technology design, engineering,
and maintenance
• Scientific research and
development
Source: McKinsey Global Institute, Skills Shift Automation and the Future of the Workforce – Discussion Paper, May 2918
8. There is a gap
Soft skill-intensive occupations will account for two-thirds of all jobs by 2030.
Soft Skills for Business Success report, Deloitte Access Economics and DeakinCo., May 2017
Approximately 40% of existing university degrees will soon be obsolete and traditional
undergraduate or postgraduate degrees could disappear within a decade.
Future of jobs and its implications on Indian higher education, Ernst and Young, November 2016
Last year, the Bureau of Labor Statistics (USA) reported that 55 million people in the U.S.
are “gig workers,” which is more than 35% of the entire U.S. workforce. That number is
projected to jump to 43% by 2020.
Forbes.com
9. Areas impacted by the AQF
The AQF recognises:
• Skills and knowledge are
increasingly important.
• Qualifications as well as
experience, helps people get jobs.
• The nature of work is changing.
• The AQF believe that they should
recognize new skills and learning
methods.
• A wider range of credentials could
be included in the AQF.
AQF
Higher
Education
Vocational
Education &
Training
Australian
Government
States and
Territories
Source: Review of the Australian Qualifications Framework, Discussion Paper, December 2018
10. Credentialing context – why go micro?
External Influences
• Workforce needs
• Changing nature of work
• 21st Century Skills
• Soft skills gap
• Standards based education
• Participation/inclusion
Pedagogical Frameworks
• Graduate Attributes
• Portfolio Pedagogy
• Work Integrated Learning
• Informal Learning
Technology Enablers
• Badges
• MOOCs
• Blockchain
• AI & Analytics
Source: Adapted from “The role of professional practice credentials in future proofing the workplace” presentation by Glenn Campbell from Deakin University at the National Summit on Micro-credentialing and Accreditation. 7 March 2019.
• People need lifelong learning and flexible opportunities
• Currency - Industry demanded evidence of competencies
• Self-determined learners
11. What is happening globally?
EdX:
• EdX verified certificates available for a fee (require learners to verify their identity)
• more than 85 global partners.
Coursera:
• complete individual courses of specializations
• series of related courses followed by a peer-assessed capstone project.
FutureLearn:
• UK based equivalent of Udacity.
12. What is happening globally?
LinkedIn Learning
• Formerly Lynda.com
• Massive open online courses
• Direct-to-profile certification of course completion (LinkedIn badging)
Udacity, with Google, Facebook and Salesforce as partners:
• online university that delivers credentials endorsed by employers
• fraction of the cost of traditional institutions.
Swayam:
• Initiated by the Government of India.
• Primary through to postgraduate level.
13. Early Adopters in Australia
RMIT launched their RMIT Creds product line. This is the result of a pilot study to create an innovative suite of micro-
credentials developed with industry partners and which is open to all students.
Curtin University offers a MicroMasters Program which is offered through the EdX platform
Deakin University (through DeakinDigital and Deakin Hallmarks) has implemented a digital credentialing system and
digital badging system
TAFE NSW offers micro-credentials that are designed to help develop specific industry-recognised skills to address
workplace and career progression needs
Griffith University has established a policy on micro-credentialing which provides the framework for approval of university
micro-credentials as well as micro-credentials undertaken in partnership with third parties
UNSW Canberra is offering micro-credential postgraduate courses and is granting credit into them from specified
professional education courses.
14. Considerations from the AQF
• Long standing framework.
• Credits and pathways policy.
• Pathways into tertiary education including credit.
• Optional credit points of reference system (signaling an exit outcome)
• Funding for study? Where does HECS apply here? Could it be viewed as high attrition rates with
students not completing a full degree?
• Competency based training model.
• Thinking about the entire education ecosystem – primary through to tertiary.
• Links between the ATO, TEQSA, VET, RTO.
• Student perception:
• ATAR -> so much choice?
Source: Presented by Prof Peter Noonan, AQF Chair at the National Summit on Micro-credentialing and Accreditation. 7 March 2019.
15. Considerations from TEQSA
• Succeeding online is a challenge
• Quality assurance in an online world
• Disaggregation of qualifications:
• Cross:
• Institutional
• Boarder
• Discipline
• Sector
• Digital credentialing and fraud
• Stakeholder trust/perception
• Learning navigation
• Who is responsible? Providers? Credentialers? The system which holds the credentialed piece of
learning?
• Mindful of stifling innovation and creativity.
Source: Presented by Anthony McLaren, CEO TEQSA at the National Summit on Micro-credentialing and Accreditation. 7 March 2019.
16. Macro:
Tasks, activities and assessments scaffolded across a whole course which build towards submission of a capstone portfolio.
All build on each other to achieve a final outcome.
ePortfolios
Masters
Year 1 - Sem 1
Unit 1
Unit 2
Unit 3
Year 1 - Sem 2
Unit 4
Unit 5
Unit 6
Year 2 - Sem 1
Unit 7
Unit 8
Unit 9
Year 2 - Sem 2
Unit 10
Unit 11
Unit 12 -
Capstone
17. Micro:
Tasks, activities and assessments are created within a single, unique micro-credential.
Stand alone pieces of work – no links.
ePortfolios
Micro-cred Micro-cred
Artefacts Reflections Video testimonial
Badges
Micro-cred
Micro-cred
Micro-cred
Micro-cred
Micro-cred
Micro-cred
Micro-cred
Micro-cred
Micro-cred
Micro-cred
Micro-cred
18. Final thoughts
Consistency - meanings and terminology:
• need a frame of reference, common language (people, systems and institutions).
How will we get there?
• Outcomes of the AQF Review.
• Starting the conversation.
What do we want it to look like?
• Technical or disciplinary based disaggregation.
• Soft skills premium add-ons alongside technical or disciplinary skills as key capabilities for graduates.
• Badge collection throughout our current offering.
• What does industry want?
• More importantly, what do our students want?
Notas do Editor
Lots of different terms flying around
Some institutions are already established in in the field such as Deakin.
No frame of reference - AQF
Industry 4.0 is the Fourth Industrial Revolution. It enables advanced manufacturers to connect big data and analytics with automation and robotics, improving cost, productivity, profitability and operations.
Digital technologies
Industry 4.0 digital technologies represent new ways in which technology becomes embedded within societies.
The Internet of Things (IoT)
Also known as the Industrial Internet, the Internet of Things is the connection between physical devices, such as vehicles and appliances, and the communication between them.
Big data and analytics
Big data and analytics is the examination of large and varied datasets to uncover patterns, correlations, trends, preferences, and other useful information that can help organisations with business decisions.
Software and system integration
Integrating all physical and virtual components of an organisation’s system helps to create something that acts like a single system.
Cybersecurity
Cybersecurity is the protection of internet-connected systems from cyberattacks.
Cloud computing
The cloud refers to a network of remote servers hosted on the internet, compared with a local server or a personal computer. It's used to store, manage and process data.
Additive manufacturing (3D printing)
3D printing joins or solidifies material under computer control to create a three-dimensional object, usually by successively adding material layer by layer.
Autonomous robotics and assistive technologies
Robot and other assistive technologies that performs behaviours or tasks with a high degree of autonomy.
Augmented reality
Augmented reaility is the technology that superimposes a computer-generated image on a user's view of the real world to provide a composite view.
Virtual reality
The computer-generated simulation of a three-dimensional image or environment that can be interacted with in a seemingly real or physical way by a person using special electronic equipment, such as a helmet with a screen inside or gloves fitted with sensors.
Simulation
Computer-led imitation of a situation or process.
Source: https://www.statedevelopment.qld.gov.au/industry-development/industry-4-0-the-future-of-manufacturing.html
Professor Marcus Bowels: http://www.workingfutures.com.au/wp-content/uploads/2019/01/Future_Capablities_MasterMQU.pdf
Source: Faethm data using their predictive platform, released 18 December 2018; data modelling employment in all industries, Australia November 2018 to November 2025. Numbers of workers based on ABS (2018) 6202.0 Labour Force Australia October 2018 reporting total employment of 12,665,800 workers.
While job loss is of great concern, the belief that 40% of all jobs will be lost due to automation by 2016, causes anxiety but is substantially inaccurate. Using the Australian Bureau of Statistics data (6202.0 - Labour Force, Australia, October 2018) there were 12,665,800 employees in the Australian workforce in October 2018. Applying the data from Faethm for the future workforce, we have a much clearer idea of the job loss, job creation, and the skilling task Australia will face. The major debate has to focus on how we will transform the existing workforce capabilities to stay in work and assure the capabilities of all new graduates who can no longer rely on technical skills to access employment in occupations that may no longer exist.
McKinsey - The results of the executive survey we conducted reveal that almost all executives foresee a skill mismatch in the future, and the findings are largely consistent with our quantitative analysis
https://www.training.com.au/ab/ed/how-micro-credentials-can-benefit-you/
https://www.ey.com/Publication/vwLUAssets/ey-future-of-jobs-and-its-implication/$File/ey-future-of-jobs-and-its-implication.pdf
Crowd sourcing example - The Collective Magazine
If you’ve never heard the term, “gig work” is basically just a buzzy way of describing an independent contract or part-time job, like driving for Uber or freelance copywriting.
https://www.forbes.com/sites/quora/2019/01/08/what-are-the-pros-and-cons-of-the-gig-economy/#7f4006051388
A Psychometrist is an individual who is highly trained in administering and scoring various tests that assess your neuropsychological functioning
The Australia Qualifications Framework is currently under review - - Not changed since 2011
The AQF was developed to promote transparency and linkages across the education sectors
The AQF is widely used across Australia as a frame of reference
Differences between the VET and higher education sectors are also evident in levels of funding and enrolments, exacerbated by the reputational damage to the VET sector flowing from the practices of some providers.
McKinsey global report on workforce skills – Skill shift automation and the future of the workforce – Discussion Paper, May 2018
Bite sized
Personalised
On demand
Competency based
Digital badge
Stackable
Blockchain technology for traceability
Affordable
Digital credentialing: implications for the recognition of learning at borders
EdX – founded by Harvard University and Massachusetts Institute of Technology in 2012
Coursera – Stanford Uni 2012
Electronic Database for Global Education (EDGE) developed by the American Association of Collegiate Registrars and Admissions Officers (AACRAO). EDGE has been a forerunner in the credentials industry in the United States of America, using an online format that allows for dynamic updates.
The European equivalent is the ENIC-NARIC (European Network of Information Centres – National Academic Recognition Information Centres)
Postsecondary Electronic Standards Council (PESC), based in Washington DC, is another important player in the world of digital credentials.
New Zealand
August 2018 – Micro-credentials system launched.
Micro-credentials are new stand-alone education products intended to enable learners to access specific knowledge and skills in a cost-effective and time-efficient way.
At a minimum, micro-credentials will be subject to the same requirements as training schemes or assessment standards and will also be required to:
be 5 – 40 credits in size
have strong evidence of need from employers, industry and/or community
not duplicate current quality assured learning approved by NZQA
be reviewed annually to confirm they continue to meet their intended purpose.
Digital credentialing: implications for the recognition of learning at borders
EdX – founded by Harvard University and Massachusetts Institute of Technology in 2012
Coursera – Stanford Uni 2012
Electronic Database for Global Education (EDGE) developed by the American Association of Collegiate Registrars and Admissions Officers (AACRAO). EDGE has been a forerunner in the credentials industry in the United States of America, using an online format that allows for dynamic updates.
The European equivalent is the ENIC-NARIC (European Network of Information Centres – National Academic Recognition Information Centres)
Postsecondary Electronic Standards Council (PESC), based in Washington DC, is another important player in the world of digital credentials.
New Zealand
August 2018 – Micro-credentials system launched.
Micro-credentials are new stand-alone education products intended to enable learners to access specific knowledge and skills in a cost-effective and time-efficient way.
At a minimum, micro-credentials will be subject to the same requirements as training schemes or assessment standards and will also be required to:
be 5 – 40 credits in size
have strong evidence of need from employers, industry and/or community
not duplicate current quality assured learning approved by NZQA
be reviewed annually to confirm they continue to meet their intended purpose.
Deakin:
Professional Practice Credentials:
22 industry verified micro-credentials.
Professional Practice degrees:
Masters degrees that combine coursework and credentials.
Hallmarks:
Awards in UG and PG courses that recognize outstanding achievement of workplace capabilities.
FutureLearn:
Free open courses, degrees, credential pathways and degree pathways.
Five level capability framework developed with industry bodies
Not degree qualifications by themselves – but their levels of achievement align with international skills and qualifications frameworks.
Offered publicly at 3 levels but work with organizations at 5 levels.
AQF review considerations:
Prof Peter Noonan, AQF Chair
Learning navigation - how do we ensure that the credentials a students collects are stackable, relevant, recognized?
Anthony McLaren, CEO TEQSA
Artefacts – collected throughout the students journey.
Reflections – applies meaning to the process and students are better able to articulate what they have learnt.
Video testimony – guided questions to determine the learning journey. How what they learnt applies to their current work. Are able to explain why they undertook.