Saturday, June 19, 2021
Saturday, June 12, 2021
Weekly Sporto bookmarks (weekly)
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¿Qué es la accesibilidad web? Cómo cumplir con las directrices WCAG
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Metodología para valorar y clasificar herramientas de evaluación de accesibilidad web
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Mapping Out a ‘Credential As You Go’ Movement For Higher Education | EdSurge News
- only approximately three out of five students finish any type of degree or certificate program within six years.”
- Its goals include creating a national credentialing system designed around what the journey through higher education and job training actually looks like for many people: intermittent, nonlinear and unpredictable.
- The idea of having a framework is it becomes purposeful. It’s not a one-time thing. How do we think about this from a systemic perspective?
- To that end, the leaders of “Credential As You Go” are planning a national campaign to raise awareness about how and why recognition for learning could change, perhaps by telling the stories of people who might benefit from more bite-sized credentials.
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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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Saturday, April 24, 2021
Saturday, April 17, 2021
Weekly Sporto bookmarks (weekly)
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21 Ways to Structure an Online Discussion, Part Three | Faculty Focus
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21 Ways to Structure an Online Discussion, Part Two - Faculty Focus | Higher Ed Teaching & Learning
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21 Ways to Structure an Online Discussion, Part 1 | Faculty Focus
- Discussions aren’t appropriate when trying to meet purely metacognitive learning objectives (for reflections, use a blog or a journal), checking learners’ ability to apply rules (if there is a right answer to a question, assign a problem set), or for co-creating a document (for that, use a wiki). In the words of 20-Minute Mentor Jean Mandernach (2020), “you assign a discussion when there is a conversation to be had.”
- Because everyone must answer the same prompt in an online forum, posts feel repetitive. Learners also noted that if every learner reads the same text or watches the same lecture, they are going to reach the same conclusions, contributing to the repetitiveness.
- What can we do to structure online discussions to ensure that every learner has something unique to say so they form a more supportive community, and how can we give learners options in how they participate?
- This first article explores ways to structure a discussion to encourage learners to apply the concepts they have learned. Articles two and three describe discussion structures that help learners explore concepts in greater depth. Article four looks at ways to use discussions for reflection, evaluation, and critique of concepts. The final article investigates ways to foster a greater sense of community by using multimedia and proposes resources for developing new discussion structures.
- learners are asked to go on a field trip—to their kitchen, their backyard, their neighborhood, or their local mall—and to find examples of a concept they have studied in the course.
- In response to original posts, peers propose a hashtag that summarizes the ethos of the example and its link to the theory. In doing so, learners must think about how the post captures the concept.
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Saturday, April 10, 2021
Weekly Sporto bookmarks (weekly)
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A Badge, Not a Barrier: Designing for–and Throughout–Digital Badge Implementation
- Research on digital badging has shifted from initial implementations to deeper explorations of stakeholder viewpoints, motivations, and learning, as well as the badge design process itself
- There is still a great deal of skepticism surrounding digital badges, however, especially because of stakeholder doubts about their credibility and validity
- Practitioners have also expressed concerns about how digital badges can be integrated into existing workflows and practices
- Launching, integrating, and sustaining a new digital badge system requires substantial effort, time, and funding, which can be taxing on educational organizations with limited resources.
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3 Big Challenges to Scaling Digital Badges | by Noah Geisel ...
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Measuring Student Perceptions in Web-Based Courses: A Standards-Based Approach
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Online Instruction, E-Learning, and Student Satisfaction - ERIC
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Survey methods for educators - ERIC - Department of Education
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Top 10 distance learning survey questions for students with examples | QuestionPro
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COVID-19 Student Survey: Online Learning Experiences and ...
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(10) (PDF) The validation of the online learning environment survey
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(10) (PDF) Validation of the self-regulated online learning questionnaire
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Validation of the self-regulated online learning questionnaire | SpringerLink
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45 Survey Questions to Understand Student Engagement in Online Learning
Saturday, March 27, 2021
Weekly Sporto bookmarks (weekly)
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Insignias digitales como acreditación de competencias en la ...
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Certificar y Reconocer Logros con Insignias Digitales - Revista Empresarial y Laboral
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Credenciales digitales: la nueva tendencia para certificar habilidades
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Insignias digitales: una nueva forma de acreditar aprendizajes | TICenFID
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Insignias digitales en Perú: GTP inicia proyecto de reconocimiento digital. | Acreditta
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Universidades de Colombia están migrando a insignias digitales por covid-19
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Insignias digitales - Educación Continua EAFIT - Universidad EAFIT
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Insignias Digitales | Universidad Autónoma de Bucaramanga - UNAB
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¿Qué son las insignias digitales? - Novedades Tecnología - Tecnología - ELTIEMPO.COM
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Caso de Éxito Insiginias Digitales en el Tec de Monterrey - Entrevista a Fernando Tapia | Acreditta
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Insignias digitales: el currículum del siglo XXI — Observatorio de Innovación Educativa
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OBF Academy - Using OBF for professional skills certification, a Lati…
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Using OBF for professional skills certification - a Latin American case - Open Badge Factory
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Microsoft Word - POWERPOINT BEST PRACTICES.pdf
- Limit how much information you include on each slide to make the content easier to see and digest. Try this guideline: each PowerPoint slide should have one main idea, a maximum of six bullet points, and a maximum of six words per bullet point.
- San Serif fonts are easier to view on a screen as opposed to serif fonts
- Keep your font size in the range of 28 – 40 pt if possible.
- Don’t use more than 5 colors unless you are using them to show categories or sequences
- NUMBERS AND CHARTS: Consider how you display large numbers. Simplifying numbers might be the best way to keep your slide clear and deliver your message just as well (or better!) Delete decimal places if possible Round up or down if the exact number is not critical (for example, if you display $4036.65 in donations, your message still comes across and can be less cluttered if you say $4000) Write $4000 as $4K if you need to save more space If you are showing a general arc in number on a graph, try labeling every other column instead of all of them when there isn’t room
- Use bullet points instead of sentences (just make sure you use them consistently!) Use keywords and deliver the rest of your content verbally
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Adapting PowerPoint Lectures for Online Delivery: Best Practices
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Best Practices For Virtual Presentations: 15 Expert Tips That Work For Everyone
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- If you are hosting the meeting, consider having the first slide of your presentation up on the screen with the topic visible
- We suggest adding any house keeping information first
- Test out your microphone and camera before you start to make sure they are working
- Raise your computer so that you are looking slightly up at your screen
- Dress as you would in the office
- Eliminate any distractions - turn off any devices that could interpret you, such as alarms on your phone, and tell anyone else in the house that you are about to start a video meeting
- Good lighting will make a huge difference to your appearance and make you look much more professional
- If it’s your presentation, decide how you would like to manage the participants / audience. For example, are you happy to take questions as you go along, or would you rather wait and have a Q&A session at the end? How will you field questions? Via a chat feature or verbally?
- Practice muting and unmuting participant microphones. Set out the ground rules at the beginning so that everyone is clear.
- This is a simple tip that can make all the difference to how you are perceived by the audience. Make sure that throughout your presentation you periodically look at the camera. Try to relax your face and smile. This gives the impression that you are looking into the eyes of the participants and helps to keep them engaged during the virtual presentation.
- Most presentations include some visuals to complement what you are talking about.
- Prepare yourself so you know how to navigate through your slides and share your screen.
- you can use videos, infographics and even host quizzes, polls or surveys.
- Time your presentation beforehand, so you know roughly how long it will take you. Make sure you have just the right amount of content for your time slot and factor in time for any questions. You don't want to run out of things to say or stay on the call too long either.
- Less is more - try not to include too much information, as it is better to stick to a few key messages. The beginning and end of your presentation need to be strong as that is what people will remember the most. You should be clear on your aims at the start and recap everything at the end
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Top Ten Slide Tips | Garr Reynolds Official Site
- Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy, or full of what Edward Tufte calls “chart junk.” Nothing in your slide should be superfluous, ever. Your slides should have plenty of “white space” or “negative space.
- The less clutter you have on your slide, the more powerful your visual message will become.
- Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content. Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
- Use high-quality graphics
- According to the Segmentation Principle of multimedia learning theory, people comprehend better when information is presented in small chunks or segments.
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Tips for Making Effective PowerPoint Presentations
- Simplify and limit the number of words on each screen. Use key phrases and include only essential information.
- Limit punctuation and avoid putting words in all capital letters. Empty space on the slide will enhance readability
- Use contrasting colors for text and background. Light text on a dark background is best. Patterned backgrounds can reduce readability of text.
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- Avoid the use of flashy transitions such as text fly-ins. These features may seem impressive at first, but are distracting and get old quickly.
- Overuse of special effects such as animation and sounds may make your presentation “cutesy” and could negatively impact your credibility.
- Use good quality images that reinforce and complement your message. Ensure that your image maintains its impact and resolution when projected on a larger screen.
- Limit the number of slides.
- A good rule of thumb is one slide per minute.
- Do not read from your slides. The content of your slides is for the audience, not for the presenter.
- Do not apologize for anything in your presentation. If you believe something will be hard to read or understand, don’t use it.
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