The culture of open should not be limited to the possibility of access, adapt and share resources. It also opens the possibility to diversify the sources of knowledge acquisition but also novel mechanisms to recognize new learning developed within but also outside of the formal educational settings. Open educational assessment is a matter to be created. The discussion about Open Educational Resources need to embrace other Open Educational Practices where 'digital badges' is definitely a work-in-progress to take into account. Digital Badges well implemented can be a relevant bridge between education and the world of work. This presentation is a mix between several sources (see references).
DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING
DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING http://files.eric.ed.gov/fulltext/ED091983.pdf
DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING The biggest rise in tertiary education ever seen a 160% increase in global enrolment from 1990 to 2009 is testament to unprecedented demand for education as students seek to prepare themselves for nonmanual work. Rt. Hon. Gordon Brown United Nations Special Envoy for Global Education
Paradox: Higher education providers are producing more graduates than ever before. Although high percentages of youth are unemployed, employers report a shortage of qualified candidates who possess critical job skills. Learners are unaware of which skills are required to secure the jobs they have targeted. Employers find it difficult to communicate their needs to education providers. Better alignment is needed between postsecondary programs with labor market.
Students live in worlds filled with engaging technology and opportunities to pursue personal interests and motivations. Once they enter schools they have to leave behind such interests and motivations. This creates a divide between the way schools teach and the way students learn in informal learning environments. Teachers are nowadays facing a challenge trying to bridge this gap. ITEC project (2013) - Summary report of scenario development process
Education vs Learning Slide made by David White @daveowhite
BadgesAre a validated indicator of accomplishment, skill, quality or interest that can be earned in [diverse] learning environments - Macarthur Foundation on behalf of Digital Media + Learning Digital Badges for Life Competition http://www.macfound.org/media/files/BadgesforLifelongLearning_Info.pdf
badges = visual representations of a skill or achievement
need a way to recognize learning regardless of where or how it occurs (including new or informal pathways)
need a way to capture all types of learning (including new or innovative types)
Alternative and flexible credentials that substitute traditional degree or certificate, composed of demonstrated outcomes /validated competencies that are tailored to the desired output from a variety of learning contexts. Badges provide a reputation frameworks for peer validation. Capture technical skills along the path of program completion. Documentastudentsability to use a piece of equipment. Demonstrate knowledge of a particular topic. Badges are becoming the currency that provides verified, specific information from trusted sources about the skills, competencies and knowledge.
Produce an open technical standard for any organization to create, issue, manage and verify digital badges
For employers and advanced education providers, the common language of outcomes, competencies and skills articulated through badges
some are just for fun or social status
more and more, we see badges representing achievements on the web
Khan Academy - http://www.khanacademy.org/badges FourSquare - http://www.4squarebadges.com/foursquare-badge-list/ BadgeStack - http://badgestack.com/ TripAdvisor - http://www.tripadvisor.com/ Mozilla Open Badges - http://openbadges.org Stackoverflow - http://stackoverflow.com/badges Wikipedia Barnstars - http://en.wikipedia.org/wiki/Wikipedia:Barnstars With the exception of Mozilla Open Badges (and derivatives), all these issuers are siloed. Though most of them provide methods to accessearnedbadgesthroughsoftware(orAPIs).
Conclusions: - Openness goes far beyond OER (OEP) - Higher Education institutions lost their monopoly of certication. - College faculty will resist badges initially (+ challenge examining & dening the marketable job skills) & competency-based outcomes
21ST CENTURY SKILLS ARE NOT (EXCLUSIVELY) FROM THE 21ST SKILLS
COMMON SET OF (FUNCTIONAL BUT ALSO SOFT) SKILLS NEED TO BE CONTINUOUSLY UPDATED
TECHNOLOGIES AS AN ACCELERATOR FOR CHANGING (NOT AS A DRIVER)
SPACE AND TIME BECOME SOFT CONCEPTS THOUGHT PROVOKING ENVIRONMENTS AMBIENTS CAN BOOST INNOVATION
LIFELONG LEARNING IS NECESSARY INTERTWINED WITH THE ADOPTION OF OER AND MORE FLEXIBLE TOOLS OF SKILLS RECOGNITION