Saturday, May 29, 2021
Saturday, May 22, 2021
Saturday, May 8, 2021
Weekly Sporto bookmarks (weekly)
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The Uses of Feminist Pedagogy Before, During, and After the Pandemic | Faculty Focus
- For many of us, this precarity drives home the point that feminist pedagogical theorists have made for decades: that we all, students and instructors, bring our lives with us to the classroom. In order to teach and to learn, we must be able to make connections between course content and our personal experiences. We must work to cultivate online learning environments in which we recognize how material circumstances (e.g., whether one has a job or job security, how hungry, stressed, or depressed one is, etc.) shape our ability to learn and teach.
- Feminist pedagogy, while not a panacea for solving all of our teaching challenges (how job insecurity affects our ability to teach, for instance), provides us with some strategies for making sure that our online teaching is not soulless, disembodied, and isolating for everyone involved.
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Staying Competitive in a Post-Pandemic World with Microcredentials - The EvoLLLution The EvoLLLution
Saturday, May 1, 2021
Weekly Sporto bookmarks (weekly)
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Spring 2021 Enrollment Update: The flight to heavily online institutions - PhilOnEdTech
- Make no mistake, one of the trends we are seeing is a flight of students toward institutions that had deep experience in online education and a broad set of offerings prior to the pandemic – let’s call them heavily online institutions.
- Traditional college enrollment is down in the US, particularly for community colleges, but there are a group of institutions that are seeing record enrollments, and one of the biggest factors is prior investment in online.
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Coming Together to Understand Non-Degree Credentials - The EvoLLLution The EvoLLLution
- The Non-Degree Credentials Research Network (NCRN) at George Washington University was launched in 2018 with a mandate to connect researchers who focus their work on non-degree credentials. A new NCRN report summarizes the accomplishments of its Lumina Foundation grant and gaps remaining in our understanding of non-degree credentials
- While progress is being made on empirical questions related to who earns credentials and what sorts of labor market benefits they experience upon completion, many are still unanswered. Among the most important research questions driving NCRN members’ work is “how are credentials associated with labor market outcomes?”
- Researchers also want to inform employers about the array of credentials of their candidates in the rapidly changing credentialing marketplace
- For example, why employers choose to use or disregard non-degree credentials in the hiring process,”
- Another urgent priority is understanding how the data on non-degree credentials being collected can help individual workers make better education and career decisions.
- “While much of the work being done by NCRN researchers is best described as applied research, our research needs with respect to how individuals choose careers and credentials are quite foundational and need to draw on insights from behavioral and social science disciplines,”
- In addition to public use data that the federal government has made available in recent years, new privately held datasets, such as job posting data from BurningGlass and data on skills and credentials from PayScale and LinkedIn, can be accessed by to answer fundamental questions about the implications of new types of credentials for labor market inequality.
- he NCRN is planning to launch a global network of research networks for credentialing scholars.
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Article about developments suggested for using open badges as connectors
- The technology behind Open Badges is very powerful, but in most cases Open Badges are used in the following ways: 1. a central entity issues Open Badges to individuals (for training, for achievement, for participation in an event, etc.), in most cases this entity tries to ensure the value of the badge (as in the case of diplomas or certificates). Some players have started to call this process “micro-certifications”. 2. Other communities try to encourage individuals to send Open Badges to other individuals to recognize their work in the community (like the original idea in 2010 that gave birth to Open Badges).
- I think both ways of using Open Badges were put in place to meet the needs of different types of communities
- Another problem I have observed is that when you try to use Open Badges to recognize skills, everything gets a bit more complicated: do you recognize the skill itself? What am I able to do with this skill? And again, this causes the recognition artifact (in this case the Open Badge) to lose value
- We called this approach “dynamic certifications”.
- Dynamic because we wanted an artefact to be able to adapt to different contexts (a school, a university, an Open Badges community, etc.), and we wanted to give users the freedom to use it according to their own needs (do I need a traditional certificate? I can use my artefact; do I need to embed it in my CV? Can I use my artefact?; do I need an Open Badge? I can use my artefact, etc.).
- The problem is that the first term (Certification) influences the second (Dynamic), transforming the social artefact of recognition into something much less dynamic.
- The need to replace the term “dynamic certification” with “dynamic connector”.
- Its second role is to allow the end user (the beneficiary) to connect to different contexts and / or communities according to their needs.
- The image above shows a very first version of how we could use Open Badges technology to apply a suitable version of knowledge trees.
- n my network, I can identify related connectors by their color, I can also identify themes by the color of the rectangle to the left of each connector. Finally, each connector has metadata, such as knowledge, skills or projects that have been and are mobilized, each user can update this data constantly. At the bottom of the metadata, we can identify the “tree” of the community that is connected through this connector.
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