Times Higher (4/10/18): Sonia Ilie, senior research fellow at University of Cambridge, told the Learning and Employability Gain Assessment Community (Legacy) conference of a tool being developed at Cambridge that can discern changes in students’ skills, abilities and competences using a mix of survey and test questions to measure students’ cognitive, affective, metacognitive and socio-communicative development.
Better 21C Credentials: Evaluating the promise, perils and disruptive potential of digital credentials
This paper analyses 19 case studies . . and compares a credit-eligible MOOC credential with a similar university course: overall the MOOC does not, as yet, provide a ‘better’ 21C credential. However, it is way too early to dismiss 21C credentials attained through MOOCs and similar channels. .. In a time when higher education credentials are highly sought after, but very expensive, it is difficult to see how 21C credentials, done well, will not eventually have a disruptive influence on higher education as we now know it.
Gen Z aren't simply out to get a job, they're looking to create one in a world that requires zilch capital
Some interesting ideas in this article: although I am not a fan of the Gen XYZ labels, there are some interesting observations about the economic and technological circumstances that have shaped recent generations
"We could end up with what Thomas Piketty would describe as the 'Jane Austen world'," says The Grattan Institute's John Daley, painting a picture of Gen Z as characters in a 19th century novel where the only way to get ahead is by inheriting wealth – or marrying up."
"Compared to today's teenagers, Gen Y grew up in an era of social media poverty – all they had was Facebook, Myspace and MSN Messenger. Gen Z has been immersed in a world of YouTube, Instagram, Snapchat, Reddit and Tumblr. They've grown up in the shadow of Justin Bieber, who became a worldwide star when his homemade YouTube videos were discovered, and Evan Spiegel, the Snapchat co-founder and the world's youngest billionaire at age 25. Today anyone can launch a start-up with no capital and take unlimited shots at economic mobility. And that's helping Gen Z stumble upon entrepreneurial pursuits from a young age. They aren't simply out to get a job, they're looking to create one."....And in a world that requires zilch capital, if their businesses fail, they can simply move on to the next-best thing.
Read more: http://www.afr.com/news/economy/stark-challenges-await-recessionfree-generation-z-20151021-gkfe4k#ixzz3pWm4bTPm
What would university rankings look like if created by prospective students, with access to unlimited data and resources? This is one of the questions explored in a new report, “How Do Students Use University Rankings?”
The most important category for prospective students is employability – assessed through indicators such as employment rate and university reputation among employers. Some students involved in the project also called for more specific measures, such as the proportion of students employed in roles relevant to their degree, or the employment rate for international students in the local area.
See http://time.com/3818184/the-next-experiment-in-education/ for ideas about the potential of badges to recognise professional learning for teaching staff - this site will soon offer digital credentials for higher education practitioners- stay tuned.
Steven Mintz (Executive Director of the University of Texas System's Institute for Transformational Learning and Professor of History at the University of Texas at Austin) posted his article about CBE, and how it is hurt by too many definitions (and often conflated with online learning).
I agree with his view that "an outcomes-driven education need not be fully online, self-directed, self-paced, or narrowly skills-focused" and:
it is better to focus on CBE’s fundamental characteristics. It is an approach to teaching and learning that:
Steve also writes: But for competency-based education to be truly effective, it is essential to move forward on multiple fronts. We need high impact program designs that offer personalized learning pathways, a high degree of interactivity, state-of-the-art content, and powerful networking and collaborative experiences. We need 360-degree individualized student support, including instructional facilitators who can provide the mentoring that too few students currently receive. And we need new technologies to power next generation pedagogies and forms of education research previously impossible.
Competency-Based Education can produce unprecedented gains in access, affordability, and student success. The challenge is to do this right.
Bravo!! See the article here.
Can digital technology help stamp out CV fraud?
Trent Batson Ph. D., AAEEBL, posts at the Batson Blog:
EDUCAUSE ECAR Annual Survey of Undergraduate Students and Information Technology, 2014: Troubling Findings for ePortfolio Field
ePortfolios Continue Their Robust Growth in Use in Higher Education
From 2010 to 2014, the ECAR Annual Survey of Undergraduate Students and Information Technology showed impressive, almost breath-taking growth in use of eportfolios on US campuses and others around the world: around a 500% growth in use from 2010 to 2013 and a doubling of use in two or more courses from 2012 to 2013. One of AAEEBL’s Annual Conferences called this growth curve “ePortfolio Coming of Age.”
Gratifying, But Wait a Minute
For those of us who have worked with, advocated for, and used eportfolios, the news may seem gratifying: it suggests that academia is beginning to see the value in eportfolios. However, in the 2014 survey, when the questions in the survey included more perspectives beyond simple numbers of users, we find disturbing data:
LMS findings in the 2014 Survey Report
Even though 99% of institutions have an LMS, the survey indicated that 29% of students use the LMS in only one course or none (17% use the LMS in no courses). Students showed they were very interested in adding personalized features to the LMS, particularly to aid them in seeing and understanding their progress toward the degree.
See the full post here.
Submission process and due dates
Theme: One of the demands facing contemporary higher education is to prepare students for life and work in a complex and uncertain future. Students and staff are expected to have high levels of adaptability, excellent social and communications skills, and appropriate digital and information literacies, in order to address increasingly complex challenges in their chosen profession. Higher education providers are confronted with particular challenges:
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