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Six Ways to Build Instructional Immediacy During Online Learning | EdTech Magazine
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What Online Learning Reveals About Innovation in Higher Education | EdSurge News
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Planning and Managing Web Accessibility | Web Accessibility Initiative (WAI) | W3C
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No Cheat Code: Exploring the Intersection of Empathy and Technology | EDUCAUSE
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2021 EDUCAUSE Horizon Report: Teaching and Learning Edition
Saturday, February 12, 2022
Weekly Sporto bookmarks (weekly)
Saturday, February 5, 2022
Weekly Sporto bookmarks (weekly)
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The Landscape of Merging Modalities | EDUCAUSE
- One might question how it would be possible to teach synchronously online without asynchronous learning being part of the design; however, asynchronous communication requires more monitoring and digital literacy than synchronous-only classes. It is still not uncommon to have "radio silence" between traditional face-to-face courses with the standard "office hours," so these approaches can sometimes linger with shifts to mixing modalities.
- Those new to teaching online in general may also prefer the synchronous-only design, so as to minimize the workload creep that comes with robust asynchronous communication—especially if they are already committing significant professional learning time to engaging in synchronous online designs.
- To address this, designs should consider not only mixing modalities but also reducing synchronous instructional hours to create time for asynchronous activities and dialogue.
- The distinction is important to highlight so that criticisms of emergency remote teaching practices—especially from educators who may have low digital literacy levels—are not generalized to online learning as a whole.7
- Online Learning is one of the terms whose meaning has become unclear over time.
- Taking a course online may now require time commitments for engaging in synchronous classes—or not. Some classes may operate synchronously with little-to-no asynchronous components, which can often be the case for novice instructors pivoting to remote teaching
- This also involves more explicit and intentional learning designs to address how to interweave modality, pedagogy, and access in a course or program.
- Hybrid Learning has gained amplification currently due to the COVID-19 pivot. Unfortunately, this term is also creating confusion as it has been rebranded, in some cases, for merging modalities
- One persistent issue around modality in higher education is the bias arising from linkages made between pedagogy and modality, even though these are distinctly separate constructs
- Whether a learning experience is passive or dynamic depends on the pedagogy applied in the modality.
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Quality and value of micro-credentials inhigher education: Preparing for the future
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The Global Micro-credential Landscape: Chartinga New Credential Ecology for Lifelong Learning
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Bloom’s Digital Taxonomy Verbs – Planning Instructional Variety for Online Teaching - UMBC
Saturday, January 29, 2022
Weekly Sporto bookmarks (weekly)
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Micro-Credential-Development-Tools-Methods-and-Concepts-Supporting-the-European-Approach.pdf
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Micro-Credentialing-in-Adult-Learning-International-Considerations.pdf
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The-move-to-micro-credentials-exposes-the-deficiencies-of-existing-credentials.pdf
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European Digital Credentials for Learning | Interoperability | Europass
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A new era of microcredentials and experiential learning
- There are many signs that the ‘second machine age’ and the era of digital transformation in which we are living are increasingly driving demand for continuous reskilling and lifelong learning.
- The growing need for continuous learning is also reflected in the explosion of new educational credential offerings in recent years – ranging from online degrees and coding bootcamps, to technology certificates, digital badges, nanodegrees and MicroMasters.
- These professionally oriented educational offerings have growing momentum – but even as millions of microcredentials are being issued, it is still very early in the development of a new market. In our recent US survey, only 30%-40% of hiring leaders had ever encountered a given microcredential on a résumé and just 16% reported they had hired an individual who held one.
- The data suggests that so far, microcredentials are largely functioning in the labour market as supplements to traditional degrees, rather than degree substitutes – demonstrating advanced skill development; qualifying individuals for promotions; and facilitating career change.
At the same time, these microcredentials still hold great promise as initial job qualifications, especially in technically oriented occupations - that in the job qualification process, education and experience are intertwined, and often difficult to decouple.
- This was followed closely by providing academic credit for experience and on-the-job learning, as well as including more industry-based validation of curricula. Employers are issuing a clear call to action for universities to integrate their offerings more tightly into the fabric of the world of work.
- This imperative is manifested in the growing interest in work-based learning worldwide – as governments, private businesses and universities are exploring new solutions for human capital development.
- Work-based learning models such as apprenticeships and internships can be high-value ways to give full-time students and transitioning workers education, training and experience. But in an economy that demands continuous lifelong learning, it is important to think about these models as part of a broader continuum that can and must also serve the growing numbers of working adult, online and part-time students.
- Microcredentials – and micro-work experiences – are one offering within this much larger marketplace.
- First, the growth of microcredentials is evidence of the emergence of more continuous and less episodic post-secondary learning. Second, microcredentials highlight an educational curriculum that is much more industry-aligned and competency-focused. Finally, they demonstrate that we are entering an era with much greater overlap and integration between education and experience.
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2021 EDUCAUSE Horizon Report® | Teaching and Learning Edition | EDUCAUSE
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https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/
Saturday, January 15, 2022
Weekly Sporto bookmarks (weekly)
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The case for combining synchronous and asynchronous online learning - Moodle
- In the context of online education, synchronous learning experiences are those delivered live with an educator or trainer facilitating a learning session.
- Online collaboration and group work can also be done well asynchronously.
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Saturday, January 8, 2022
Saturday, December 25, 2021
Weekly Sporto bookmarks (weekly)
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Professional Web Accessibility Auditing Made Easy – Open Textbook
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Accessibility Guidelines for United Nations Websites | UN
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The 17 goals of the 2030 Agenda for Sustainable Development contain explicit references to persons with disabilities (Sustainable Development Goal 4, SDG 8, SDG 10, SDG 11, and SDG 17), interconnecting these with the CRPD.
The Internet is an essential tool to access and provide information and services, particularly during a worldwide pandemic. A lack of accessible online information on how to prevent transmission of the virus by following guidelines, etc. may have fatal consequences for persons with disabilities. The COVID-19 pandemic is deepening preexisting inequalities, and persons with disabilities are disproportionately affected. Read the UN disability-inclusive Response to COVID-19.
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Making-micro-credentials-work-Oliver-Deakin-2019-full-report.pdf
Saturday, December 18, 2021
Weekly Sporto bookmarks (weekly)
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Reflecting on the Evolving Badges and Credentials Ecosystem | WAO | We Are Open Co-op
- Open Badges and Digital Badges are both visual.
- Verifiable Credentials, on the other hand, may use images, but do not have to
- The great thing about the move to Verifiable Credentials is that decentralised identifers can be used (as well as email addresses) to identify recipients.
- A microcredential is not a separate technical standard.
- Open Recognition is not a separate technical standard but rather a philosophical position about the nature of recognition in society.
- somewhat at odds with the idea of a ‘credential’.
- An Open Badge should live, not gather dust in a drawer.
- And if a badge is fake, it’s up to the humans to say so, the humans in the community of practice or professional who can spot a crook
- Different countries and cultures have varying expectations when it comes to education, skills development, and the recognition of learning.
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Reflecting on a decade of Open Badges | Doug Belshaw | WAO | We Are Open Co-op
- There was a growing recognition that badges were useful tools for marketing, for talent acquisition, and for team formation.
- standardise on frameworks within badges were issued, for example the European MOOC Consortium who established the Common Microcredential framework.
- CAYG focuses on incremental credentialing in an attempt rather than the all-or-nothing approaches of bachelor’s degrees and the like.
- The next step, which is the move to Open Badges 3.0 and alignment with the W3C’s Verifiable Credentials standard, will be an interesting one.
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Determining Environmental and Contextual Needs - Design for Learning
Saturday, December 11, 2021
Saturday, December 4, 2021
Saturday, November 27, 2021
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