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Open Badges and IP: Credly Patents for Generation, Management, and Tracking of Digital Credentials
- During this shift, Pearson filed two patents called “Generation, management, and tracking of digital credentials”.
- This means that ALL implementers of the IMS Open Badges v2.0 (OBv2) standard are licensed to any necessary claims under the patent that relate directly to the implementation of the standard.” This should stand with Credly as the assignee as well.
- The patents do contain information about ownership of templates, receiver acceptance, sharing, tracking views, and other technical functionality related to similar content management type of web systems. These functionalities are outside of the specific open badges specification although, without some of it, especially the content and data management aspects, it would be challenging to implement an Open Badges System
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Open data movement: how to keep information from being politicized.
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It’s Time to Talk About Data Ethics
- We are in the midst of a “data revolution,” where individuals and organizations can store and analyze massive amounts of information. Leveraging data can allow for surprising discoveries and innovations with the power to fundamentally alter society: from applying machine learning to cancer research to harnessing data to create “smart” cities, data science efforts are increasingly surfacing new insights — and new questions.
- Working with large databases, new analytical tools, and data-enabled methods promises to bring many benefits to society. However, “data-driven technologies also challenge the fundamental assumptions upon which our societies are built,
- “In this time of rapid social and technological change, concepts like ‘privacy,’ ‘fairness,’ and ‘representation’ are reconstituted.” Indeed, bias in algorithms may favor some groups over others, as evidenced by notorious cases such as the finding by MIT Researcher Joy Buolamwini that certain facial recognition software fails to work for those with dark skin tones. Moreover, lack of transparency and data misuse at ever-larger scales has prompted calls for greater scrutiny on behalf of more than 50 million Facebook users.
- individual and collective responsibility to handle data ethically. These conversations, and the principles and outcomes that emerge as a result, will benefit from being intentionally inclusive.
- More than 100 volunteers from universities, nonprofits, local and federal government agencies, and tech companies participated, drafting a set of guiding principles that could be adopted as a code of ethics. Notably, this is an ongoing and iterative process that must be community-driven, respecting and recognizing the value of diverse thoughts and experiences.
- The goal of this research project is to understand how legal and ethical norms can be embedded into technology, and to create tools that enable responsible collection, sharing, and analysis of data. These issues have also been a topic of discussion at multiple recent workshops.
- Earlier this month, a workshop at the National Academy of Sciences focused on ethics and data in the context of international research collaborations. Similarly, another recent workshop on fairness in machine learning aimed to identify key challenges and open questions that limit fairness, both in theory and in practice.
- there are powerful incentives for the commercial sector to disregard these initiatives in favor of business as usual. It is not clear how compliance and accountability could be incentivized, monitored, or enforced in both the public and private sectors, although new European Union regulations pertaining to data privacy will affect organizations globally beginning in May 2018. Both “top-down” regulations, as well as “grassroots” efforts, are increasingly raising questions about how we might define fairness, combat bias, and create ethics guidelines in data science and AI.
- widespread adoption of ethical data collection and data analysis practices requires more than business penalties and awareness of these issues on the part of data science practitioners and the general public.
- Boenig-Liptsin notes, “We need to understand how our values shape our data tools and, reciprocally, how our data tools inform our values.”
- We are seeing an increasing number of data practitioners and leaders stand up and speak about the questionable and often outright illegal collection, sharing, and use of sensitive data. For their voices to drive change, and for our society to truly harness the positive impacts of data innovation, while mitigating unintended consequences, we will need a collective effort. This effort needs to reach beyond academia and policymakers, to anyone who can contribute — from the public and private sectors.
- voice expectations for responsible data use, bringing data practitioners together to examine existing research and evidence.
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- In addition to working with regulatory bodies, the shaping of social norms can transform these principles into enforceable standards for the responsible use of data.
- Fully harnessing the data revolution requires that we not only explore what can be done with data, but also that we understand the broader impacts of how any individual or organization’s contribution affects others.
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https://www.researchgate.net/publication/310393920_What_is_data_ethics
Saturday, October 27, 2018
Weekly Sporto bookmarks (weekly)
Saturday, October 20, 2018
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For Online Class Discussions, Instructors Move From Text to Video | EdSurge News
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Pump up Your Online Discussions with VoiceThread - Faculty Focus | Higher Ed Teaching & Learning
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Online Learning Activities | Johns Hopkins University Engineering for Professionals
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MOOC Learner Behaviors by Country and Culture;an Exploratory Analysis
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The Impact of Cultural Dimensions on Students Use of E-learning System
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Badging Essential Skills for Transitions (B.E.S.T.) | USM Center for Academic Innovation
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"Competency X is an assessment approach for workforce informed performance tasks that we developed to broaden access to college and career opportunities. The “X” is how learners choose to curate evidence of their learning and reflect on how it represents success with competencies. The idea was developed at Del Lago Academy in Escondido, California to help students access the life science workforce. "
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Demographic-Shifts-in-Educational-Demand-and-the-Rise-of-Alternative-Credentials.pdf
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The Seven Deadly Sins Of Digital Badging In Education
- An academic institution’s digital badging initiative is getting off the ground and students are “earning” badges, or micro-credentials, but are they actually providing value to the student toward his or her future career?
- Being 'technical' however is a vital skill for everyone which lets you make informed decisions—both personal and professional—by understanding how the technology you use every day actually works.
- The key is to look beyond badging issuer platforms to a full stack solution that integrates assessment management with badging.
- Automation is a difference in determining whether or not institutions merely dabble with badging vs. truly invest in a sustainable badging program that benefits the students.
- The second deadly sin of badging is when a badge is issued but not backed by any rigor--i.e., assessed evidence--to validate competencies certified by the badge.
- While many badges list specific issuance criteria, most don’t provide samples of the tangible evidence submitted by learners to earn the badge, nor the assessment rubrics used to evaluate the submissions.
- The market value of badges is reduced each time faculty and staff issue badges arbitrarily
- A badge-earning pathway can mirror an existing academic or co-curricular program, or can be created from scratch.
- 4. Expecting students to manually claim badges
- Some studies have suggested that up to 90% of badges issued have gone unclaimed.
- There is a better way: Instead of forcing students to manually claim a badge from a badge issuing platform by checking their email, institutions need tools that automatically insert (i.e., “direct deposit”) badges into a student’s official professional profile to avoid badges from being unclaimed.
- One of the worst mistakes an institution can make is to award a student a badge and then proceed to leave the badge tucked away within their Learning Management System (LMS), which a majority of students do not have access to after they graduate
- badges need to live in integrated harmony with these networks, and not just on a page with an assortment of badges.
- Issuing badges that don’t match to internships or jobs
- issuing badges that have no relation to skills required by internships or employers can be detrimental to the value of your badging initiative from a student's point of view.
- it is important that all badges awarded are tied to competencies employers are actually searching for to really give the student lifelong value from their education such as critical thinking, leadership, problem-solving and teamwork.
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The Importance of Collaboration in Competency-Based Education Programs | The EvoLLLution
- Call it self-paced. Call it time-fluid. The essential characteristic of competency-based education, or CBE, is that learning and its demonstration are prioritized over time spent learning
- As the Competency-Based Education Network’s Quality Principles and Standards for Competency-Based Education Programs state, CBE programs must be “sufficiently resourced with faculty and staff to meet the needs of the learner.”
- Additionally, courses must provide students with “opportunities for engagement with peers, faculty, staff, and employers, who reflect the diversity of the learner population.”
- All students identified live faculty classrooms as the most valuable tool in their CBEs.
- This positive student feedback can be attributed to our amazing faculty, and also to the careful consideration of how the faculty role actually operates day-to-day, combined with continual dialogue, feedback and implementation.
- Many CBE programs, including the Flex Choice® programs at Rasmussen College, feature what is typically called an unbundled faculty model. This means the job of instruction and dialogue is held by one faculty member, and the job of assessing student learning and grading assignments is held by another.
- Given the self-paced nature of CBE, the instructional faculty will almost certainly spend more time lecturing and facilitating dialogue since students do not follow a prescribed pace. Not being responsible for grading and assessment allows more time for student interaction
- Since assessment faculty don’t interact with students beyond feedback on their assignments, the possibility of personality bias is reduced and the objectivity with which learners’ projects are graded is increased
- CBE is intended to be a high-quality pathway to higher learning for some college students, particularly adult learners. The more we learn and candidly discuss how quality CBE programs change learning and assessment, the better we can guide our students and respect the knowledge they bring to our classrooms.
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Creating an Open Pathway for the Next Generation of Learners | EDUCAUSE
- I think we can all agree that the job market has changed to such a degree that our traditional methods of preparing learners for the workforce and assessing their career readiness are at a crossroads
- The shift toward a free and open system of verifiable learning achievements has already begun in earnest, and semantics aside, badges or microcredentials will be the gold standard for learners to create their own pathways to the careers of the future, some of which have yet to be imagined.
- Open Badges are based on an open standard and as such can be issued and received by anyone at no cost. Badges can be issued by anyone to anyone, for any reason, and there are multiple places online where you can quickly and easily become an issuer
- Technically, an Open Badge is a digital image file with additional, non-image data added to the file at the time of creation. The descriptive metadata includes the badge name, the issuer, the earner, and the criteria met to earn the badge. It may also include a URL associated with the issuer, a link to evidence of learning achievement, and the level of alignment to educational frameworks.
- Open Badges can be issued in a variety of simple ways. Typically, you enter an identifier (usually a learner's email address) into the issuing platform and the badge is sent to that identifier. Badges can also be issued in the Badgr system by scanning a QR code with a cell phone or retroactively through analysis of learner performance data captured via xAPI. With the robust new Open Pathways standard, learners can navigate learning pathways and stack badges to earn master badges, indicating progressive achievement.
- Open Badges have the capacity to provide a much more granular picture of a learner's achievements and skills from early childhood through adult learning.
- Concentric Sky has also created the BadgeRank service, which is made available as part of Badgr. As with a Google search, anyone can search badges across most of the world's digital badge platforms, see those results ranked by relevance, and select the resulting badges for inclusion on a learning pathway.
- As we've seen with the growing use of open standards across numerous industries, interoperability is a crucial first step towards creating data-driven practices that can help address questions of efficacy for students, educators, and employers.
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Closing the Skills Gap With Digital Badges
- The project aims to identify skills required by employers to fill in-demand entry-level positions, and to help minority students gain and display these skills with digital badges
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Preparing tomorrow’s workforce for the Fourth Industrial Revolution | Deloitte | About
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How Is AI Used In Education -- Real World Examples Of Today And A Peek Into The Future
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