Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
|Date: Friday, 05/Nov/2021|
Ce Qui ne Vous Tue Pas Fera de Vous le Meilleur : Open Recognition et la Renaissance de l'AUAF
American University of Afghanistan
L'Université américaine d'Afghanistan, la seule université d'arts libéraux à but non lucratif d'Afghanistan, créée en 2006 dans le cadre de la stratégie de construction de la nation Afghane, est devenue entièrement en ligne à la suite de la prise de contrôle du pays par les talibans le 15 août 2021. Alors qu'elle travaille à la création d'un campus à Doha, au Qatar, et à forger des partenariats significatifs avec des institutions dans des environnements touchés par des conflits, ainsi qu'aux États-Unis, l’université se trouve confrontée à des défis car elle amorce actuellement un métamorphose non seulement pour survivre en tant qu'établissement d'enseignement supérieur délivrant pleinement des diplômes, mais aussi pour tenter de le faire tout en se repensant comme un établissement d'enseignement supérieur d'avant-garde pour le monde entier. Transformant une crise majeure en opportunité, l'AUAF cherche à redéfinir un enseignement supérieur de qualité en termes de refonte d'un système de gestion de l'apprentissage, d'un système d'accréditation numérique, d'un système d'accréditation par les pairs, etc., tout en sauvant des vies et en continuant à éduquer les femmes en ligne tous les jours. L'AUAF a besoin d'aide, non pas pour être démantelée comme un bateau de croisière au large des côtes pakistanaises, mais pour se reconstruire, plus forte, meilleure, en tant que leader mondial de l'enseignement supérieur en situation d'urgence. La présentation explorera comment la reconnaissance ouverte peut aider l'AUAF et ses étudiants à ce tournant.
Libérer la VAE pour Reconnaître les Acquis de l'Expérience Tout au Long de la Vie
Les 2 Rives
David Rivoire présente les conclusions du rapport pour refonder la VAE auquel il a contribué.
|9:45am||Open Badges from Learning Cities|
Les Open Badges des Cités Educatives
Cité éducative Clichy Sous Bois, France
Venez prendre connaissance des avancées de la mise en oeuvre des Open Badges au service d'une cité éducative. Vous serez invités à poser vos questions aux présentateurs.
Les Principes de la Reconnaissance Ouverte en un Lieu
Cibc Normandie, France
Comment donner corps aux principes de la reconnaissance ouverte dans des lieux dédiés ? Quelle organisation de l'espace ? Quelles activités ? Quels outils ? A partir de deux exemples normands - à Saint-Lô et à Evreux - nous évoquerons les solutions trouvées, mais aussi les difficultés rencontrées, pour affiner avec les participants le concept de "lieu de la reconnaissance".
Open Badges Et Egalité Sociale. Réflexions Sur Un Programme D’Accompagnement Pour La Reconnaissance Des Soft Skills
Frateli Lab, France
Dans les nouvelles formes de caractérisation des apprentissages dans les parcours sociaux, des dispositifs d’objectivation plus souples que les processus de certifications classiques (diplômes) existent, au premier rang desquels les Open badges. Ceux-ci, certifiant une compétence et/ou une expérience, se présentent comme des signes alternatifs et/ou complémentaires aux titres et aux qualifications. Ils apparaissent d’accès plus ouvert, leurs motivations sont plus expérientielles qu’académiques, dans un esprit principalement mû par la reconnaissance (Ravet, 2017). En cela, ils peuvent apparaître comme un contre-pied aux harmonisations institutionnelles descendantes et permettre davantage de gratifications aux étapes intermédiaires et efforts supplémentaires. Surtout, ils peuvent permettre d’inclure d’autres acteurs que les institutions qualifiantes habituelles, et idéalement amener l’individu à s’emparer des questions de reconnaissance, pour lui-même et pour autrui. Cette approche s’articule à un enjeu d’employabilité contemporain, celui des soft skills, devenu de plus en plus central dans les discours publics autour du recrutement. Les soft skills sont l’un des « sujets » privilégié des Open badges.
Comme dans de nombreux pays de l’OCDE, les Open badges font en France l’objet de nombreuses expérimentations, la plupart du temps en lien avec le réseau « Reconnaître ». Dans leur usage micro-certifiant, autrement dit lorsqu’on se situe du côté de la compétence, leur succès dépend néanmoins de la constitution d’un marché, ce qui pose la question du caractère socialement situé de la performance, et rappelle l’importance d’un soutien organisationnel pour que ces nouvelles gratifications ne restent pas une affaire d’initiés.
Parmi les programmes d’accompagnement au développement des soft skills qui utilisent les Open badges comme signes d’appréciation ou d’attestation, Jobready, développé par Article 1, cherche à se positionner à la fois dans un espace normatif afin de valoriser formellement les expériences des jeunes issus de milieux défavorisés – et par là les soft skills associées généralement peu mises en avant – et à mobiliser les mécanismes progressistes de la reconnaissance en insistant sur des démarches et les pédagogies actives, l’évaluation par les pairs ou encore la construction d’un écosystème pluriel (entreprises, associations, institutions) permettant la reconnaissance de ces soft skills.
La présente contribution propose des réflexions générales autour des Open badges et de la manière dont peut s’en emparer un programme dit d’égalité des chances, puis décrit brièvement le programme Jobready avant de présenter, à partir de l’analyse des usages de la plateforme numérique associée, quelques pistes sociologiques permettant de se saisir de possibles biais sociaux supplémentaires à ceux anticipés dans l’analyse générale. On observe par exemple une différenciation des « préférences » en termes de soft skills (donc d’Open badges) selon le lieu d’habitation (quartiers populaire ou hors quartier populaire) qui peuvent certes illustrer des expériences sociales différenciées, mais aussi montrer que les représentations de la sémantique des soft skills n’est pas neutre socialement, tout comme ne l’est pas la simple mise à disposition ouverte d’Open badges.
|10:25am||The Principles of Open Recognition in one place (Workshop)|
Location: Info 1
Location: Coffee Shop
|11:00am||Différent et Compétent|
Presentation followed by a workshop in a breakout session room
Comprendre Reconnaissance des Acquis de l'Expérience, mise en œuvre par Différent et Compétent
Différent et Compétent, France
Dispositif de Reconnaissance des acquis de l’expérience (RAE), cette démarche permet aux personnes en situation de handicap ou de fragilité * d’être reconnues dans leurs compétences professionnelles, en partenariat avec le Ministère de l’Éducation nationale et le Ministère de l’Agriculture à partir de référentiels d’activité professionnelle issus du droit commun (Niveau V).
La reconnaissance des acquis de l’expérience est un véritable levier de développement de la connaissance de soi et de ses capacités. Elle participe à la construction d’une identité professionnelle en rendant visibles les apprentissages issus de l’expérience.
Présentation followed by a Workshop in a beakout session room
Quels Enjeux des Compétences Relatives à la Sensibilité et L’expression Culturelles Pour Bâtir un Ecosystème de la Reconnaissance au Service de la Cohésion Sociale Sur Des Territoires Apprenants ?
1APapp - Réseau APP, France; 2Istituto Luigi Sturzo, Italie; 3Université de Loughborough, UK; 4Conversas Associacao Internacional, Portuga
L'APapp propose d'organiser une table-ronde (ou atelier) autour du thème de la Culture et la Reconnaissance en lien avec le projet européen Erasmus+ Art-Connection.
Isabelle Salvi, Cheffe de projets R&D en pédagogie à l’APapp porte et coordonne ce projet avec trois autres partenaires européens : l’Istituto Luigi Sturzo (Italie), Conversas Associação Internacional (Portugal) et l’Université de Loughborough (Royaume-Uni).
Ces trois partenaires seraient présents.
Durée : 1h30
Modalité : présentiel à Tourcoing
Préférence sur planning : le vendredi 5 novembre matin
Quelques mots sur Art-Connection : Ce projet a pour ambition de valoriser la 8ème compétence clé européenne (sensibilité et expression culturelles) comme levier de développement des compétences individuelles et collectives, au service de la cohésion sociale. Il vise la production d’un mémorandum européen et d’une boîte à outils pédagogique pour contribuer à rendre visible le fil conducteur entre créativité individuelle et innovation sociale, favorisant création d’emplois durables et croissance économique.
Quatre partenaires européens sont engagés : l’APapp (France, Paris), l’Istituto Luigi Sturzo (Italie, Rome), Conversas Associação Internacional (Portugal, Lisbonne) et l’Université de Loughborough (Royaume-Uni, Loughborough)
Workshop following the presentation by Différent et Compétent on the implementation of the Reconnaissance des Acquis de l'Expérience (RAE)
La reconnaissance ouverte en Serbie
1Primary school for basic and adult education “Branko Pesic”, SERBIA; 2CIBC Normandie, France
Intervantion à dustance - en anglais, traduction simultanée.
Mettre en place un dispositif de reconnaissance ouverte pour la communauté Rom de Serbie.
|11:40am||APP workshop: Quels Enjeux des Compétences Relatives...|
Location: Info 1
Workshop following the APP presentation in the Plenary room
Comment mobiliser les employeurs dans une démarche Open Badges ?
Le Plus Important
Quand on parle Open Badges et employabilité il est nécessaire d'impliquer les employeurs.
Comment les mobiliser sur ces questions, comment les accompagner ?
|12:00pm||Open Recognition in Serbia|
Workshop following a plenary presentation on open recognition in Serbia
Location: Coffee Shop
|1:45pm||Motivation and Competences|
We have the pleasure to welcome two keynote speakers who will explore recognition through different lenses.
Motivation: a Euphemism for Direction and Control
Jönköping University, Sweden
Adults’ motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing social problems of increased levels of unemployment among immigrants, unskilled workers, or those with outdated skills for the current labour market. How does one get such people to go back to school? Many look to theories concerning motivation and adult education maintain for guidance. Such theories maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves.
I argue against these theories and maintain that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. I suggests that motivation should be seen as a relational concept, rather than as residing within the individual.
Adults’ motivation, or lack of this, is best understood in relation to those who formulate the problem. Instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion. This approach makes the operations of power visible, and demonstrates how the discourse of lifelong learning, as a necessary political response to economic and technological determinism, constructs adults as inadequate.
Reconnaître les Compétences ? La Carte n'est pas le Territoire !
Reconnaître - Open Recognition Alliance, France
On peut dire de même pour une compétence et sa reconnaissance et pour paraphraser John Seeley Brown, nous pourrions écrire :
« La reconnaissance est un processus social remarquable. En vérité, elle ne se produit pas au moment de la délivrance d’un diplôme ou d’un certificat, mais plutôt comme le résultat d’un cadre social qui favorise la reconnaissance […] La reconnaissance est inextricablement située dans le contexte physique et social de sa délivrance et de son utilisation. »
La reconnaissance est d’un certain point de vue hyperlocale et c’est cette hyperlocalité qui lui confère une valeur globale — et non l’inverse. L’espace de la reconnaissance est celui de la communauté dans laquelle la compétence est construite et mise en œuvre. La reconnaissance d’un.e praticien.ne dans une communauté qui ne se réduit pas à celles et ceux que l’on considère généralement comme appartenant à une « communauté de pratique », mais à l’intersection de multiples communautés et pratiques, à commencer par les clients de ces pratiques : la communauté de pratiques des chefs cuisiniers n’existe pas indépendamment de celles de leurs fournisseurs et clients. Il y a aussi un lien très fort entre la reconnaissance individuelle et celle de la communauté à laquelle la personne est identifiée : des notaires et politiciens véreux peuvent jeter le discrédit sur toute une communauté…
Coup De Boost Sur Une Activateur De Potentiel...
CIBC Pays de la Loire
Retour d’expériences d’utilisateurs de Badges dans le cadre du projet activateur de potentiel en Pays de la Loire.
|3:00pm||An International view on Open Badges|
HPass: Digital Recognition of Humanitarian Skills and Experience
1Humanitarian Leadership Academy, United Kingdom; 2War Child, Netherlands; 3ABBACOL Foundation, Colombia
Presentation Proposal for ePIC 2021
Title: HPass: Digital Recognition of Humanitarian Skills and Experience
Overview of proposed session:
This session will present HPass, an online platform using digital badges to promote recognition of skills and experience in the humanitarian sector. Given that humanitarians move quickly between roles and organisations, and that recruiters need to make fast-paced decisions about their suitability for posts, HPass offers a platform through which humanitarians can provide verifiable, at-a-glance evidence of their expertise. Humanitarians create an online myHPass profile on which to display digital badges issued by a range of HPass user organisations. There are currently over 17,000 myHPass users and 25 user organisations, ranging from international NGOs such as War Child and World Vision, to local humanitarian learning providers. Importantly, HPass supports the ‘localisation’ agenda in the humanitarian and development sectors, by enabling humanitarian actors from all over the world to gain evidence of their skills which is verifiable online. HPass enables organisations to create badges recognising a wide range of skills and experience (not just course completions), recognising that many humanitarians based in areas affected by crisis have gained knowledge through practical experience as opposed to formal assessments.
In the long term, HPass has potential to be truly transformational for the sector, enabling recruiters to search for candidates on the basis of their skills. This will increase visibility of the most committed and qualified candidates and those based in crisis-affected settings, and ultimately ensure that the best people are being deployed to manage humanitarian response.
Run by the Humanitarian Leadership Academy, HPass is a sector initiative overseen by a multi-organisational Steering Committee.
What’s new in this session?
HPass was presented at the ePIC conference in October 2019. At that time we were busy building a base of organisational users, who were creating badges ready to issue to their audiences. Since that time we have gained over 17,000 users.
This session will include:
Format / Speakers
This would be in presentation form, followed by questions to the presenters.
Esther Grieder (HPass lead; Platform Solutions Specialist at the Humanitarian Leadership Academy) will be the lead presenter, and there will also be presentations from two other speakers to be confirmed (representatives of HPass user organisations).
Beyond Diplomas: Mapping New Forms Of Qualification Recognition At European Universities
This short presentation is the first step towards a better understanding of the practices that Higher Education institutions (HEIs) deploy to recognise qualifications for smaller or different (compared to mainstream) university diplomas, for which the umbrella term micro-credentials is used. We will thus seek to analyse the qualification recognition systems that HEIs adopt in their strategy to accredit educational offers, except for diplomas, and thus contribute to the broader discussion of skills and knowledge recognition in the new context of micro-learning and micro-credentials worldwide. A randomly collected set of 18 Higher Education practices have been mapped against three parameters on which the analysis is grounded: a) certification types, b) credit transfer or accumulation, and c) quality accreditation of learning programmes.
The second stage of the study corresponded to the analysis of each practice against three parameters. These are i) the certification types awarded to learners ii) the credit transfer or accumulation framework adopted and iii) the number and type of quality accreditations acquired by each course or platform. A provisional categorisation of frameworks for awarding credits brings forth a heterogeneous composition; at least one type of credits is issued by each programme, spanning from transferable and more broadly recognised credit systems, to discipline-specific ones and from credits validated within the boundary of local authorities to credits transferred between partnering micro-credential programmes and higher education institutions.
The third stage includes the analysis of quality accreditations, which refer to standards that can be applied through a stepwise approach and that principally assess the quality of certifications, credits, learning experience, and the openness spectrum of the programme. An aggregated view of quality accreditations through which the programmes are assessed against various standards, reveals that the majority of the listed case studies (13 out of 18) adhere to one and up to four distinct quality standards, resulting in a sum of 27 accreditations in total for all programmes.
Open Digital Badges as a Tool for Regulatory Bodies and Professional Associations
Scottish Social Services Council, United Kingdom
The Scottish Social Services Council (SSSC) is the regulator for the social work, social care and early years workforce in Scotland. We register social workers, social care and early years workers, set standards for their practice, conduct, training and education and support their professional development.
Why SSSC is using Open Badges
As a regulatory body we want our registrants to be committed to their continuous professional development. We want them to competent self-directed and self-regulating learners. Our investment in open recognition through digital badges aims to achieve the objectives below.
SSSC Open Badges platform
After two years piloting Open Badges, we launched our badge programme in 2016 at badges.sssc.uk.com [https://www.badges.sssc.uk.com/8062203853]
People can register with the website and search for badges they wish to apply for. The badge criteria will ask them to work through a learning resource, complete real-world activities, and answer questions in the form of a reflective account. They submit this piece of reflective writing as an application for the badge, it is assessed and we either issue the badge or return the submission for additional work. This evidence is always attached to the badge so people the recipient shows it to can review it themselves.
We have 25,000 active learners and expect this number to grow to 100,000 over the next five years. To date we have issued 33,000 Open Badges and collected and assessed between 7 to 10 million words of reflective writing (this also includes audio and video submissions) which is held as evidence for those badges. Not all these learners have applied for their first badge yet but are logging their learning using an eportfolio smartphone app we launched in 2020 called MyLearning. Over 143,00 logs have been created so far and can be attached to applications for our Open Badges in the future.
Impact of Open Badges
Our SSSC Digital Learning Impact Analysis (2020) examined stakeholder attitudes towards and the efficacy of our digital learning approaches. A selection of its findings are presented below.
This combination of reflective accounts, badges and an eportfolio system has been well received by our stakeholders. The platform now drives three times more traffic to our online learning resources than our learning management system (LMS).
Short term reward leading to long term value
While the prospect of achieving Open Badges encourages people to put additional effort into their learning, eventually learners begin to realise the longer-term value of the portfolio of assessed evidence they have gathered.
“… someone can look at your evidence and make a decision for themselves about the quality of your evidence. With many other qualifications, it’s possible for a candidate to simply show a qualification document… It seldom reflects the amount of individual effort put into that achievement. Having previously held line manager posts, I think this is an incredibly useful feature and could have potential uses in recruitment arenas.” Anonymised quote taken from an application for our Writing Evidence for Open Badges badge
Badge evidence is being used in portfolios for Scottish Vocational Qualifications with SVQ students are being directed to SSSC Open Badges by their tutors and mentors. We are also aware of the evidence attached to our badges being recognised through recognition of prior informal learning (RPL) exercises.
People have also tell us they have used their evidence to help prepare job applications and answer interview questions, such as the example below:
“This is a great thing so that employers can see you have done work and understand things a lot more before going for a new job also gaining badges can make you feel better about the kind of job you are doing with getting more information.” Anonymised quote taken from an application for our Getting Started with Open Badges badge
|3:00pm||Discover the new functionalities of Open Badge Factory|
During this session you will discover the potential of comunities ("spaces") in Open Badge Passport and the creation of "minimaps" to create learning pathways.
Mettre vos Open Badges en action avec les "Espaces" sur Open Badge Passport
Open Badge Factory
Mettre vos Open Badges en action avec les "Espaces" sur Open Badge Passport
Les "Minimaps" d'Open Badge Passport pour construire vos parcours apprenants
Open Badge Factory et CIBC Normandie
Présentation de l’outil minimap (pathways) pour construire vos parcours d’apprentissage ou parcours d’insertion et les proposer à votre communauté.
Cette présentation sera suivie d’un cas d’usage avec les parcours ‘Activateurs de potentiels ‘ du CIBC de Normandie.
Le projet Activateur de Potentiels a pour objectif de caractériser des situations apprenantes réparties sur l’ensemble du territoire, qui permettent au public d’identifier des itinéraires possibles de développement de compétences.
Location: Coffee Shop
|4pm CET - 8am PT||Europe & Africa meet the Americas|
Manipulative Methods and Grim Goals: Recognizing the Risks of Behaviorism
When an appealing adjective like "open" is applied to badges or recognition, we ought to examine the nouns carefully -- particularly if they may be influenced by the psychological theory known as behaviorism. That theory has disturbing implications for our goals as well as our methods, as Alfie Kohn will explain in his keynote address. If our goals -- the criteria for receiving a badge or recognition -- involve meeting certain standards or attaining a given level of "competence," then behaviorism may flatten and standardize those outcomes and reduce them to numbers. (Even a refreshingly open process will become destructive if the goal is flawed.) At the same time, behaviorism may frame recognition as a reward, which will likely undermine people's interest in whatever they had to do to be recognized. (Even a valuable product will be poisoned if the method is experienced as controlling.)
|9 am PT||2AMK1|
Atingi eAcademy - Opening Up Recognition in the Global South
1Learning Agents, Canada; 2GIZ, Germany; 3common sense, Austria; 4mascontour, Germany
atingi eAcademy uses digital credentials based on Open Badges to provide inclusive and flexible recognition for workers in tourism and hospitality sectors in Eastern Europe and the Global South whose skills and knowledge are not always easily captured by exam scores or high-stakes tests.
The eAcademy is hosted on a large scale multi-tenanted Moodle-based digital learning platform – atingi.org which is free of charge. The courses are produced in a mobile-friendly format using a micro-learning didactic approach to keep learners with a vocational education background engaged and interested. Many of these courses are deliberately granular in focus to guarantee low entry-requirements and quick results for learners. The courses are organized in learning paths and clusters, part of a larger eco-system of related measures.
The eAcademy is developing methods for blended learning and/or flipped classroom digital pedagogy settings, with the goal of effectively recognising applied and experiential learning in the workplace. eAcademy innovations are designed to be adapted for the broader atingi offering which includes international development in a global context.
|10am PT||2AMP1 A|
The Journey of a Multilateral Development Bank through Open Badges
Inter-American Development Bank, United States of America
This presentation examines the experience of the Inter-American Development Bank in adopting Open Badges both at the organizational level as well as for external audiences in Latin America and the Caribbean (LAC region). It reflects on the value and impact of digital badges for an international multilateral organization, for its employees, and for its regional stakeholders. It discusses the challenges and opportunities of expanding the use of digital badges for open recognition on the wings of a decentralized and organic adoption process that inadvertently benefits creativity and innovation.
Since 2004, IDB has been offering professional capacity building for those in the public sector in the LAC region, covering various topics in social and economic development. This offering has steadily grown in these almost two decades to include a variety of modes of online delivery. The distinction here is that IDB’s learning initiatives focus on training professionals that work with and for its major partners in the public sector throughout the LAC region. Given its mission, IDB has embraced open content, and since it is not a degree-granting institution, open badges are the perfect fit to recognize learning and achievement.
In 2017, IDB stepped into the open badges landscape envisioning two goals: providing recognition of learning achievement to its personnel and to its audience (mostly in the public sector) in the LAC region, and ultimately stimulating and supporting change in the region when it comes to credentialing. Given the decentralized nature of the learning initiatives, open badges have flourished in an organic and decentralized fashion. Although, so far, open badges have for the most part been used for ‘certifying’ formal learning, the absence of a rigid strategy paves the way for several avenues that go beyond the walls of the ‘one course one badge’ pattern.
With close to 300 digital badges and more than 115 thousand badges awarded as of this writing, IDB has come a long way in the process of becoming a significant player as an open badge issuer. This is seen as the doorway to achieve the influencing role in expanding the acceptance and bringing in other players in the LAC region into issuing such types of credentials.
Thus far, for the most part, badges have been created in association with the completion of courses. There are a few instances of lighter touch badges for participation in events or badges to recognize winners of group competitions within training, but these are still exceptions. However, there are no rigid guardrails to prevent the adoption of open badges for other kinds of recognition. As the concept of open badges becomes more ingrained and slowly separates itself from that of a certificate, it can be expected that they will expand to include more diverse learning situations, including informal learning.
IDB is not approaching the credentialing landscape with the goal of breaking it up and contest its authorities. On the contrary, it sees open badges as a way of being included in the credentialing landscape and partner with existing stakeholders. The decentralized nature of the learning initiatives seeps into the decentralized nature of adopting open badges. But the reins of issuing badges are still not shared with “all”. In this sense, we are far from an informal recognition system of informal learning. It is clearly possible to expand the formal recognition of informal learning with this decentralized system, and from there slowly experiment with the meaning and value of informal recognition. For the most part of our extensive external audience, informal recognition, for now, goes counter to the main intent of IDB badges and most certainly the expectation of current badge earners. However, there are some interesting pockets, such as recognition associated with roles within project operations, or contributions in specific initiatives that are strong candidates for successful innovative badging endeavors. The organic evolution of badges within IDB has taught us an important lesson: the most important step in the process is creating new badging stories (new uses of badges) sparked by a critical need of specific stakeholders. These stories serve as powerful examples for other stakeholders. Creating frameworks, generic guidelines and long-term strategies has not proven to be effective, because it stifles the creativity that flourishes when compliance leaves the room.
|10:45 am PT||Coffee Break|
Location: Coffee Shop
|11 am PT||2AMP2 A|
GoFrameworks: Connecting People and Skills for Meaningful Work
1Learning Agents, Canada; 2Ibbaka, Canada
GoFrameworks: Connecting people and skills for meaningful work
Skill and competency frameworks are emerging as a key way to organize work and to prepare the workforce for the future. Many models already exist and many more are being developed. These frameworks align people with desired careers and help them uncover and realize their own potential. Alignments can add significant value to micro-credentials and badges, helping describe learning and achievements using competencies and also Big Picture themes such as the UN Sustainable Development Goals. Linking people, skills, and job roles with badges helps navigate the world of work.
GoFrameworks.io is a connection hub for aligning badges to frameworks that make sense for badge issuer communities, such as in Canada. GoFrameworks is a partnership of CanCred.ca and Ibbaka that leverages Open Badge Factory and Ibbaka Talent technologies.
The GoFrameworks vision is to support the full cycle from Goals to Learning to Assessment to Recognition.
Models and Frameworks currently supported:
Over time we will add more Canadian and international competency models and frameworks, to align with more badges and other resources and activities for skills and learning. As we move beyond the proof of concept to full scale implementation we will provide:
|12 pm PT||2AMK2|
Inclusive & Equitable Design for Open Recognition
1Digital Promise, United States of America; 2Design Justice Network, United States of America; 3University of Montana Western, United States of America
This panel discussion will explore design considerations for recognition systems and technologies that aim to support inclusion and equity. Many of us see open badges and open recognition practices as tools for social good. But how well-founded is our optimism that these systems will in fact result in equitable inclusion for all people, and especially for people who are overlooked by conventional systems for recognition? For example, will micro-credentials foster greater access to those who are traditionally underserved by higher education, or will they reinforce existing divides in recognition and gate-keeping power structures? What can designers and recognition innovators do today to develop systems that truly support the inclusion of all people? Please join us in this important conversation.
|1 pm PT||News from the Open Badge Platforms|
Community learning Spaces on Open Badge Passport
Open Badge Factory Solutions, Finland
Up to now, Open Badge Passport has mostly been a free service for individual badge earners to store their badges and share them on social media. There was some interaction among earners, but organisations had no way to connect with earners other than to advertise opportunities to "Earn Badges".
That can now change with the introduction of organisation Spaces in Open Badge Passport.
Think of a Space as a mini Passport within Open Badge Passport. The owner can be an organisation or a group of organisations. It can be private or public. A Space is a community where organisations and earners can interact based on common interests.
Organisations can use Spaces to encourage, guide, manage and track learning with a growing suite of tools, including invitations, "key" (unlocking) badges, MiniMaps, groups connected to badges and activity reports.
Earners can use Spaces to find new learning opportunities and also get recognition for prior learning by creating Objectives, completing badge applications, joining new Spaces, navigating MiniMaps, issuing selfie badges and adding evidence of ongoing learning.
The Space community as a whole can help identify, recognize and validate learning with Follows, Comments, and Endorsements. With Spaces, badges can connect to processes that are important for both organisations and badge earners. Participants can develop goals-based "competency first" approaches that can encourage autonomous personal development supported by guidance embedded in a learning community. But culture and habit can die hard in learning and development. Until now, the typical way to "integrate" badges into organizational "learning processes" has been to issue badges on the completion of eLearning courses. How can we maintain a balance between an organization's interests and learner-centred development? Will introducing organisations into Open Badge Passport lead to the dominance of organisation-centric approaches and increased formalization, where badges become the kind of extrinsic completion rewards for passive badge earners that Alfie Kohn warns us about? Or can we use Spaces to encourage a more self-directed competency-based approach that motivates learners to think more about where they want to go and helps them navigate their own personalized development pathways?
|1:30 pm PT||2AMK3|
Open Badges 3.0 - The Future is Verifiable
1Badgr / Concentric Sky, United States of America; 2Anthology, United States of America
Keri Lemoie from Badgr (https://badgr.com/issuers) and Justin Pitcher from Anthology (https://www.anthology.com/) will review the Open Badges 3.0 proposal which aims to make badges more verifiable and ecosystem-focused.
|2:30 pm PT||2AMQ3|
What is the Open Skills Network?
Badgr / Concentric Sky, United States of America
The Open Skills Network is a “coalition of employers, education providers, policy makers, military, non-profits, and other stakeholders” whose purpose is to “promote a more equitable, skills-driven labor market.” The OSN kicked off in the fall of 2020 with initial funding from Walmart and in just one year has amassed an impressive membership and network of partner organizations. Come learn about the “what” and “why” of the OSN with Steering Committee member and Technical Working Group co-chair, Nate Otto.
|3 pm PT||2AMP3 A|
Engaging Students, Instructors, and Others Worldwide Through #EmTechMOOC: Integrating Coursera and Digital Badges
1University at Buffalo, State University of New York, United States of America; 2Binghamton University, State University of New York, United States of America
It is critical for students, instructors, and others to keep pace with technology tools to communicate, collaborate, and engage in today’s society. This session showcases the State University of New York (SUNY) Exploring Emerging Technologies for Lifelong Learning and Success (#EmTechMOOC). This discovery-based online learning opportunity assists lifelong learners to help them identify the value and implications of using emerging technologies for personal and professional growth. In addition, EmTech helps participants gain strategies to develop lifelong learning habits to keep pace with technology change. Visit the project website to learn more: http://suny.edu/emtech
This freely-available flipped professional development model encourages participants to explore innovative and creative uses of emerging technologies through the development of artifacts through hands-on discovery activities. Participants are encouraged to share the artifacts that they create and also reflect upon their learning through the creation of a personal ePortfolio. EmTech promotes lifelong learning in a digital world and provides a focused venue to experiment with the constantly evolving landscape of social-media and the latest web-based technology tools.
EmTech is a two-part project that consists of #EmTechMOOC, a Massive Open Online Course (MOOC) that provides an avenue for peer-support to engage in dialog about the effective application of new technologies. EmTechWIKI is designed to complement the MOOC and provides a rich database of tools, tutorials, and resources that are used in hands-on activities throughout the MOOC. The WIKI is also a valuable stand-alone resource. This learning environment empowers faculty to master new technologies to help educate their students and also directly helps students to effectively work with new communication and collaboration technologies.
Coursera Certificates of Completion and Digital Badges are awarded to encourage and motivate participants to complete the MOOC. #EmTechMOOC is one of the initial Coursera MOOCs to integrate and also automate issuing Digital Badges along with traditional Certificates of Completion. We will look at some of the data we have collected relating to participants’ interactions with the certificates and badges that they have been awarded.
#EmTechMOOC is driven and sustained by the ephemeral nature of technological evolution. Our reliance on technologies to communicate and collaborate is an essential and critical part of our lives. In order for individuals to keep pace with current and emerging technologies that leverage and reach beyond commercial social media, it’s important to be able to evaluate and identify new tools to meet specific objectives.
EmTech has a 10-year history and has been issuing badges since 2013. This is a lifetime in terms of a resource that teaches about the effective use of new technologies. In addition, EmTech has an extensive history of issuing badges that have changed and evolved over many years. This session provides an overview of the project’s history and a look into how the badge issuing process has evolved over the years.
We will also share information about the future of this innovative professional development model. We will also discuss ways that others can partner and collaborate together with us to seek additional funding opportunities to help sustain this valuable learning opportunity. EmTech is actively seeking additional partners and collaborators to help us build on its success and expand opportunities to reach new learners. Developed initially to serve the largest comprehensive educational system in the United States, the State University of New York, this resource can now be offered to external organizations as part of an expanded portfolio.
|3:45 pm PT||Coffee Break|
Location: Coffee Shop