324 Matching Annotations
  1. Nov 2022
    1. publishedassessment procedures,

      Transparency about the assessment procedure for determining if an learner has earned a credential adds trust to the credential.

    2. many credential standards are designed primarily for the needs of credential-issuers,typically educational institutions.

      Cautionary Tale: design for our users! LERs that don't center Earners and Consumers as users run the risk of not being used by constituents who are essential to enduring adoption.

    3. While employers generally do want more data to make informed hiring decisions, many academiccredentials contain lots of information that is not necessarily relevant to employment use cases,such as information about student and course codes, assessment weighting information, credittransfer information and others, while sometimes omitting more useful data such as licensinginformation, links to occupational profiles, etc

      Do HEs have responsibility to communicate formal academic recognition in ways that are relevant to employers? Is this a consumer protection issue? Or, is this an assault on The Purpose of Education?

    4. employers are not currently issuing the type of data-richcredentials to their employees that they would ideally like to see job applicants present. Whilemost of our panel acknowledges that certain employers may consider such data proprietary,most indicate this is not a major factor preventing the issue of more and better credentials inworkplaces. The problem is rather rooted in business processes that are not necessarilydesigned to track personal development except as a factor of overall output

      Counterintuitive: employers are not overly concerned about skills assertions for current employees being part of open ecosystems.

    5. Alternative issuers tend to offer shorter, targeted learning experiences, which are specificallydesigned to address skill gaps. This by default makes their credentials more granular than thoseissued by traditional academic institutions. That said, research shows that a large percentage ofalternative credentials are designed with the same limitations as traditional ones—they containonly short descriptions of the title of a learning program, with little additional metadata or evidenceof the learning achievement provided

      Fascinating: alternative issuers have a built-in advantage yet take the path of emulating traditional issuers' processes. This gifts time to traditional issuers to adapt and erase that advantage by including more granular metadata. Will they?

    6. he degree is not a proxyfor talent, if anything, it just sets up barriers for those ... facing systemic inequalities .... [M]yobservation is that I think employers take that path because [it is] the path of least resistance,that they have always done it that way, and that is the way that they measure it.”

      "The degree is not a proxy for talent"

    7. many applicants for aposition will not have direct experience of the work in their target profession. Nor will they havegained a title that is explicitly targeted toward that new position. To be able to assess these kinds ofapplicants, employers want insight into which specific skills and experiences of a presenter may betransferable to new contexts. This includes skills a candidate may have gained outside of formaleducation, for example through professional development programs, on-the-job training,volunteering experience or experiences in their other professions

      A big part of the WHY that too many issuers do not address. Authoring metadata with the consumer in mind will give our Earners a competitive advantage.

    8. . Should these software systems start accepting digital credentials, thenemployers will be accepting them by default. Our panel indicates that the most direct route for thisto happen is for employers to request the feature from their vendors

      We have an incentive problem. HRMSs will only have a business case to accelerate digital credentials adoption when employers who are their clients demand the feature.

    9. Issuing experiential credentials earned at a company as portable digital credentials is currentlyextremely rare.

      Notice the friction we have with language: "credential" is used interchangeably to describe the things being credentialed, as well as the vehicle used to display those things. This is avoided with degree vs diploma: the degree is the credential and the diploma is the vehicle to display the credential. Both things described in this sentence can be called credentials, however they are not the same thing and our language will create confusion. Interested to see how this is handled in the future.

    10. This includes candidates whose experience has been in a different industry, andwho may not use the appropriate terminology when describing their own skills or even be awarethat they would qualify for jobs in a separate industry even though they have all the skills required

      Helping earners appropriately articulate their own skills is an equity issue.

    11. Practically all panelists see this ability to better understand their current job applicants as thenumber-one use case for digital credentials. They identify a trend of employers wanting to movebeyond summaries of data encapsulated in resumes to gain access to additional rich metadataabout a person’s experiences. Given the effort it would take to sift through this type of datamanually, this implies providing the ability to match individuals to the jobs required

      It makes sense that this same language applies to the future of Admissions.

    12. Most of the panelists stated the main potential value of digital credentials is helping companiesaddress the challenges created by this shift in workforce recruitment and training.

      Make no mistake: this stuff is going to thrive because of the value proposition to industry. That said, designing systems that center humans, prioritize equity and access, and excel at connecting people with opportunities need not be mutually exclusive of employer needs to find labor.

    13. Additionally, credential-holders,consumer groups and unions have very little knowledge about the advantages of digitalcredentials, which further weaken the voice of this stakeholder

      Equity opportunity: scaffolds to support people with what to do with credentials after they've earned them

    14. They also need to communicate their potential, i.e., what they are able to learn, as well as toreceive guidance on how to realize their potential

      Fascinating idea of systems not only serving to inform learners/earners about where they can go and how to get there, but to also be a reliable signal about their potential to advisors, councilors, social workers, navigators, parents, recruiters and others

    15. They also do not have access to enterprise-class HR systems/software due to a lack of volume whichwould justify the cost and/or complexity of implementation

      while larger employers account for 2/3 of jobs, the other third are handled by employers with less sophisticated tools. What must digital credentials do in order to serve job seekers in this space?

    16. Analysis and assessment of the content of the document within the context of its intendeduse case—by humans and/or assisted by AI● The resulting determination if an applicant might be suitable for a particular job or task

      Very important steps in credential life cycles that too few stakeholders are discussing and, possibly, even aware of.

    17. r the purposes of this study, digital credentials are defined as claims which are issued in a formatthat is both human and machine-readable. A key research question is whether these credentialsbring enough value to employers over other legacy technologies including paper-based credentials,digital reproductions or digital documents that are not machine-readable

      Defining digital credentials and validating whether consumers will care.

    18. This mightinclude developing open-source software libraries linked to major semantic standards forlearning outcomes, publishing directories of such software, or the creation of networks ofvalidators who are able to validate different types of credentials

      This seems like a very big deal. It also could be a source of large scale harm if not done well. Doing this well will require intentionality and awareness of the harmful outcomes to protect against.

    19. and the publication of these as linked opendata, will strongly increase semantic understanding of credentials

      This is big gap that is not getting much attention: plenty of these frameworks exist but not yet published in machine readable ways to baked into a badge class to indicate alignment.

    20. The priority needs to be increasing the number of relevant digital credentialsin the market

      In other words, "raise the tide."

    21. Digital credentials can store more granular information about learning outcomes orachievements, which is needed to make informed assessments of competence. Traditionalcredentials such as degrees, diplomas or letters of recommendation, even in digital form,lack this data. In order to transition to skills-based hiring processes, more detailedinformation, some of which institutions already track and store internally, will need to beincluded into the credentials

      This captures an important feature that too many issuers fail to take advantage of: the ability for digital credentials to serve as more reliable, more detailed narrators than legacy credentials. Also, note the inclusion of "letters of recommendation" as credentials.

    22. Adoption of digital Verifiable Credentials by employers is directly related to the way they areintegrated into Human-Resource Management Systems (HRMS

      Impossible to understate the importance of HRMS in this ecosystem. None of this can meaningfully exist at scale without their participation.

    23. employers see potential value in using digital credentials for a number of differentreasons. These include using digital credentials to better match candidates to jobs by analyzingtheir skills, broadening the talent funnel by data-mining credential databases, ensuring theauthenticity of credentials, and using credentials to manage the talent pathways in theirorganizations

      reminder that stakeholders are not monolithic and neither is any given stakeholder's incentive structure. Yes, keep it simple when mapping out stakeholder ecosystem. And, include multiple incentives when relevant.

    1. The result is a pervasive lack of knowledge needed to safely navigate digital environments. According to the Fletcher School at Tufts University, only 40% of American adults can answer basic questions on topics including phishing, privacy and cookies. Confronting those deficiencies head on over the next year will necessitate including underserved and undereducated communities in the design process.

      This is a literacy problem akin to a nation-wide fire hazard.

    2. “You have to assume that things can go wrong,” shared Waymo’s head of cybersecurity, Stacy Janes. “You can’t just design for this success case – you have to design for the worst case.”

      Future proofing by asking "what if we're wrong?"

  2. Oct 2022
    1. Encouraging endorsements in the workflow of self-assertions. Brilliant.

    2. Recognition of prior learning — as discussed above, this is a way to translate knowledge, skills, and experience gained on the job into credentials that can be used more widely. This depends on an authority (the ‘Issuer’) assessing a portfolio of evidence about a person (the ‘Subject’), who will then also be able to use the VC as proof of their claim (i.e. also be the ‘Holder’).

      In the United States, ACE could be a well-positioned authority to participate in this issuing.

    3. Even in these cases, however, the aim of the activity is to assess whether an individual has met the criteria for admission to a course or institution. What VCs allow is for recognition to be turned into a credential, and therefore used as ‘currency’ not just to be ‘spent’ at that institution, but potentially anywhere.

      Something else that I think Doug is hinting at here is that in many cases today, the PLA credit is contingent upon the learner enrolling. For example, Josephina can get credit for her prior learning/experience and that credit will be transcripted only after they have enrolled and the drop/add date has passed, because institutions recognizing that prior credit is contingent upon the learner paying for new credits.

    4. One thing to note about VCs is that they don’t have to have a visual representation in the form of an image

      Interesting note. I don't have any problem with this, especially given the challenges that so many struggle to overcome with including images that are accessible to people with vision impairments.

  3. Sep 2022
    1. Each of LSE's new MicroBachelors® programs includes four university-level courses from leading LSE faculty. Learners who successfully complete a MicroBachelors® program from LSE and are admitted into select online undergraduate degree programs from the University of London, with academic direction provided by LSE

      Will this be a new trend for admissions? Is demonstrating success with a school's curriculum a strong indicator of a learner's readiness/preparedness to be matriculated at their institution? And, if so, might more granular versions of this play a prominent role in the future of HE admissions? And, while there are reasons to see such approaches being in service of access and equity, what concerns are we wise to consider to protect against implementations that might be harmful to equity efforts?

    1. Web3 will not replace traditional infrastructures, but Web3 technologies will augment and enhance traditional infrastructures with mechanisms for balancing privacy with rich functionality when it comes to learner and employee data: consent-and-control; interoperability; machine verifiability; and selective, progressive disclosure

      Noteworthy change management strategy. Suggesting that new tools will supplement legacy tools is not very controversial. It's tempting to see the potential of new things and suggest they should replace the old things, and yet a consequence of that is going to be key stakeholders defaulting to a defensive posture because they are being threatened.

    2. imagine a future where educators are able to trace the impact they have had on learners' journeys. Educators can identify which teaching methods worked best for which learners and which approaches were most effective at enabling the learners to translate that learning into practice

      There is some transformative potential here for these insights to be valuable for Educators as well as to serve as data points that help Learners. be more informed consumers (especially when the data allows for "twinning" that allows for Learners to approximate anticipated outcomes based on historical outcomes for people who share characteristics with them). At the same time, a clear hurdle separating the aspirations from the reality is the priority of the ownership. It seems that for all the exciting potential, getting there necessarily triggers a dynamic of multiple stakeholders having legitimate assertions of ownership over the data, meaning that compromises must be made, and that we may quickly begin to see qualifications to the notion of learner ownership that are a far cry from any absolute, binary interpretation. This is not necessarily a bad thing, but if it is in fact a thing, it's something to be acknowledged and centered so as to avoid appearing (or being) disingenuous brokers of the conversation.

  4. Jun 2022
    1. The NFT certificates were “minted” and distributed via the blockchain, through the Polygon network, to the 22 students who completed the most recent Coursera session, Lenz said.

      Thoughtful use case to run the prototype effort on something that is appropriate: learn about technology, get credentialed using the technology. Any other content and it could be perceived as a gimmick. Also, worth noting that they are using a public chain; I suspect that many early products in the credentialing space talking up "blockchain" are not on distributed ledgers but rather something spun up cheap on AWS or the like.

    2. Additional NFT certificates of completion are being created for students who completed Duke Engineering’s blockchain course sequence in earlier sessions

      Makes sense to credential legacy earners; as long as the competencies didn't change, it seems inequitable to deny previous learners the same recognition as new learners.

    1. the man's eight videos posted to TikTok last Thursday and Friday generated much attention. Combined, the posts garnered more than 2 million views and were recirculated on YouTube and Instagram by large-scale content creators reaching exponentially more people

      When parody is consumed as news, and the fake news spreads.

    1. whether a digital badge is used as a container to represent successful completion of a degree program or as a module in a course with a single competency, this taxonomy supports both the classification and description of that achievement in a common language with consistent meaning both inside and outside academia—and anywhere else along the lifelong learning continuum where badges are earned and awarded.

      Why badges matter! The ability to communicate about competencies with shared meaning. Recognitions that are specific to a given learning environment (getting 90% on a Green Belt Quiz in a professor's class, for example) may be powerful and meaningful within that specific setting, but given the opportunities to establish context around the achievement that is broadly consumable by stakeholders unrelated to that setting, it is self-limiting (and a disservice to learners!) to shelter the recognition to the closed system.

  5. Mar 2022
  6. Feb 2022
    1. To ensure an equitable and inclusive participation, Workcred invited executive directors and directors of certification that represented certification bodies based on selected criteria—whether their certification(s) could be aligned at the cognitive content level of a bachelor’s degree, whether the organization participates in Workcred’s Credentialing Body Advisory Council, and if they are accredited by a third-party.4 For purposes of this project, accreditation served as a proxy for the industry value of the certification. Select employers in industries related to the focus of a convening were also invited to participate.

      Trust: in investigating how to embed credentials that will be trusted, leaders convened participants whose affiliations might add trust to the effort. Meta. Also, interesting detail in the Change Management approach.

    1. Appendix F: Questions Universities Can Ask Certification Bodies to Assess Quality of Certifications

      These questions (I believe) are coming from a place of validating certifications. Experts publish these as helpful guides to understand if and to what degree certifications are trustworthy. In other words, are they worth the paper they're printed on? In the case of micro-credentials, most questions are likely overkill for the proposal process, etc. Given the central role and importance of TRUST however, perhaps providing a version of these questions to stakeholders seeking to propose micro-credentials could be beneficial in pushing their thinking, or at least centering these themes in their thinking.

    1. “Public research universities are committed to improving the workforce outcomes of their students and to addressing the workforce needs of local economies. This approach can ensure students that their credentials will have value to the labor market, and it can ensure employers that graduates have the skills required to perform in the workplace.”

      For some, this is reasonable and rationale. It's the point of the whole enterprise. Yet for others, this take is controversial, as it may threaten the ideals and/or visions of the purpose of Public Education. These stakeholders may ask, "Is it the job of public education to serve industry's needs by preparing proper cogs for the workforce wheels?" At the same time, others may wonder, "Is public education willfully performing a disservice to our students if our credentials are not valued by employers?"

      These are important questions to ask, and to answer.

    2. provide bachelor’s degree students with an opportunity to demonstrate and apply what they have learned in their academic programs.

      This Show Me quality is potential for all learners, not just bachelor's degree students, and in the case of open badges, the demonstration of application is a literal opportunity as learning artifacts serving as evidence of meeting criteria may be included in metadata.

    3. achieving a more comprehensive education

      and receiving Recognition of that comprehensive achievement.

    1. A study released today from the nonprofit Burning Glass Institute found that among new hires at leading firms such as Facebook, Apple, Microsoft, and Google, the share of positions in job postings requiring a bachelor’s degree remains extremely high. “There are a whole bunch of tech companies that continue to be pretty reliant on degrees,”

      Skills-based is growing in adoption. And degrees still matter.

  7. Jan 2022
    1. The Flatirons pathway also includes “electives,” such as the CliftonStrengths Assessment, CU Boulder’s own Conference on World Affairs, as well as capstone projects that ask users to apply what they’ve learned to example scenarios. Those capstone projects have an added purpose — they mirror a common component of higher education

      Good example of bundling

    1. ICoBC Quality Criteria for Badges and Micro-Credentials

      Clear framework for quality criteria

    2. t be issued for unevaluated learning accomplishments, such as the mere completion of a series of tasks, attendance at events, or for learning that has not been assessed, as competency and learning accomplishment evaluation is very important.

      Criteria must be measurable and assessable.

    1. To the prospective student, our old semester tuition-based models may not compare well to $39 a month for six months to gain a credential that 150 major companies are considering the benchmark for entry-level employment.

      HE can't compete with this apples-to-apples. Some will compete by ignoring the competition and relying on their own brands. Others will ignore this to their own detriment. I suspect there's a huge upside for institutions that seek to offer supplemental value-add in ways that leverage HE's competitive advantages so that (some) Learners see advantage to pursuing the Google credentials with/through a university because of a superior experience to meeting their needs.

    2. He said the new AI tutor platform collects “competency skills graphs” made by educators, then uses AI to generate learning activities, such as short-answer or multiple-choice questions, which students can access on an app. The platform also includes applications that can chat with students, provide coaching for reading comprehension and writing, and advise them on academic course plans based on their prior knowledge, career goals and interest

      I saw an AI Tutor demo as ASU+GSV in 2021 and it was still early stage. Today, the features highlighted here are yet to be manifested in powerful ways that are worth utilizing, however, I do believe the aspirations are likely to be realized, and in ways beyond what the product managers are even hyping. (For example, I suspect AI Tutor will one day be able to provide students feedback in the voice/tone of their specific instructor.)

    3. The Google Career Certificates Employer Consortium consists of over 150 U.S. companies like Deloitte, Infosys, Snap Inc., Target, Verizon, and of course, Google. These companies span multiple sectors and are committed to considering Google Career Certificate graduates for entry-level jobs. Upon completion of a Google Career Certificate, you will gain access to an exclusive job platform where you can easily apply to opportunities from employers with open jobs. https://grow.google/certificates/it-support/#?modal_active=none

      The consortium consists of 150 companies in December, 2021. This will increase. Significant community college reaction is (wisely?) sensing an opportunity instead of a threat. They are collaborating and indications are they will benefit across multiple verticals. I'm excited to see how this plays out in 4-year spaces of Higher Ed:

      • Will HE react to a threat or an opportunity?
      • How might domains like interpersonal and intercultural skills be credentialed in a way that fosters an interoperable ecosystem between HE and industry efforts like this?
      • How will HE endeavor to consume credentials issued by non-accredited bodies?
  8. Jun 2021
    1. More points were awarded to candidates with master’s degrees and more years of experience in similar fields. While this approach seemed to provide a neutral method for evaluating candidates based on qualifications, it soon became apparent that the process, with its reliance on education and experience to the exclusion of other important qualities, was deeply flawed and created barriers to hiring talented, diverse candidates

      Historical inequity is fueled by historical practices. "The way we've always done it" can feel perfectly innocuous while at the same time actually be massively harmful. We know things aren't right, inquiry into what is wrong is our path to a more just world.

  9. Apr 2021
    1. It’s very hard for a person to learn about these emotes and what they mean when they have been accumulating in the culture for so long. A person just starting to watch Twitch would have a harder time understanding the chat than a person who knows all the metaphors

      You are describing some powerful stuff about encoded texts and practices that signal membership or affiliation.

    2. The game was a broker for my historical learning of that time period. Videogames especially helped with my English vocabulary. I saw myself being better and better in English talking to people from all around the world while playing World of Warcraft or Call of Duty. When I understood English, I started turning to other media like YouTube and Twitch. I watched many different English videos and learned different things.

      Great example! This also demonstrates transmedia navigation, interest-driven learning and hints at affinity groups.

    1. I don’t learn on purpose

      This is a perfect point for you to dive into analysis...what does it mean that you learn without trying and how does that connect to concepts in the class like those you defined above?

  10. Mar 2021
    1. two crucial disruptions: instantaneous access to information,and persistent access to distributed networks of experti

      What examples can we think of these two disruptions in our own lives and learning?

  11. Feb 2021
  12. Jan 2021
    1. Do a work check. Is this person getting access to the same quality of work as their peers? If not, then fix it. Do a mentoring check. Does this person have one or more people who can speak to their work product and advocate for them? If not, then find that person for them. Do a compensation check. Does this person’s work output match the compensation they are provided as compared to others at their level? If not, then fix it

      The mentoring piece is HUGE. An added self-assessment for management teams could be not just making sure all people have access to mentoring, but also establishing a goal around having mentors who are representative of perspective mentees. I think of Brené Brown's interview with Melinda Gates in which she shared that through her college internship at IBM, she'd gained a mentor who was also her recruiter AND a woman. This mentor who was recruiting her for IBM actually pushed her to go work for Microsoft because of the better advancement opportunities she would have there as a woman. That conversation literally impacted human history and it might not have happened if the mentor wasn't like her.

    2. managers’ own discomfort with race ends up harming employees of color, even when the manager thinks they’re doing the right thing. For example, they might manage a woman of color who needs some coaching on her work, but the manager doesn’t feel the same rapport with her that they feel with their white employees and/or they feel awkward coaching someone of another race on problems with her work … and so they let work issues go that they really should be addressing … and so that employee doesn’t get the same coaching and support that her white colleagues get … and as a result, she ends up not performing well and doesn’t advance. Sometimes she even loses her job

      Catering to own discomfort/inconvenience is harmful to those who are already underserved.

    3. Let’s say you have a group of people in a room and every one of those people has the physical ability to see. The room is dark. You want to turn on the light so they can see. You turn on a light. Here’s what equity work is like. Some eyes will hurt when you turn the light on, and they will need to be coached or trained to adapt. Some will blink and adjust quickly. Some have been waiting anxiously for light. And some eyes will stay closed and never open and then will write you emails about how angry they are that you turned a light on.

      Great analogy for institutional DEI work AND could be helpful for people needing to conceptualize Equity.

    4. say something more meaningful than, “It makes our workplace stronger.” Why do you care? Why should your managers care? Why should your employees care? And why should your employees of color believe you when you say this matters to our company?

      Platitudes around our why can hinder efforts because they deprive us of concrete vision around which benchmarks can be set and progress can be monitored.

  13. Dec 2020
    1. Develop and simulate credential hub pilot software connectors to demonstrate system integration with an SIS/HRIS, LMS, Assessment and Student Life software platform

      Noteworthy to see Student Life software included

    2. The academic institutions tend to resort to previous work processes for constructing academic credentials and the late-stage sharing of these deliverables for feedback, rather than engaging business members in the process of development. This limits the necessary structural and delivery alternatives that might be necessary to truly align to the industry needs

      The way we've always done things vs the alternative ways we could be doing them...

    3. The CLR is designed as the "holder" for all of the learner–worker's achievements to organize, manage, and share at their discretion

      Key: while CLR serves to store a bunch of things in one place, the magic is more in empowering learners with regard to managing and sharing

    4. Future Relationships

      Noteworthy that stakeholders pump the brakes on seeing this scale. I wonder about sample size and resources...if there more more cohort participants and if the work was fully funded, would the tune change or is the skepticism more on the merits of the work?

    5. All education partners indicated they spent more time than initially anticipated on the project. It was estimated that approximately 100 hours were spent by one institution by one individual in one atypical case. Another institution described a series of meetings over many months that included many individuals. In the latter case, a steering committee with about 25 people met twice a month for the first two months, which then transitioned to a small group meeting of 3 people every few weeks for the last two months.

      This can take time

    6. Interestingly, the employers were aware of the need to avoid including specific technologies or competencies that were narrowly identifying the company's niche skills. By generating broader competency statements, they were also creating more sustainable position descriptions that could guide the company into the future, beyond the current specific technology or minute skill needs

      This is really huge to keep in mind if/when co-creating with specific industry partner. They are best served by sustainable credentials that are not specific to their brand.

    7. he competency framework development process was similar to the curricular design process; however, the operating philosophy was still compelled by the academic program rather than backward designed from the job role/employer need

      This is surprising (given tone of report before this) but is really important for faculty. This is about Learners and Learning, not preparing more and better cogs for the wheel.

    8. Many employers are looking to either hire those with cybersecurity credentials that are layered on top of other degrees or certifications or advance incumbent employees with years of experience. In the case of one employer, it was indicated that they were looking for individuals with 10+ years of experience. One employer noted that the Wellspring Project provides the opportunity to develop internal organizational career paths, supported with tuition reimbursement

      This is more of aligned with the CE approach

    9. upskilling, re-skilling, or entry hiring of employees to fill skill voids that result from the introduction of new technologies,

      I wonder about including a MC Proposal consideration that asks: Is this serving learners through upskilling, re-skilling, acquisition of new, emerging skills?

    10. Project Management

      Never to be underestimated.

    11. Education Design Lab offered a “T-Profile” training session, a tool utilized to prioritize the highest priority 21st-century skills within a particular job role and provide a common education-employer language for discussing these skills.

      Would this work within a school...eg inter-departmental or even crossing from undergrad to grad?


      Worth taking note of the existing industry/association standards that partners leaned on; they didn't have to reinvent the wheel.

    13. Despite an encouragement to include employers in these initial and follow-up calls, all calls consisted solely of individuals or teams from the educational institution

      Is it challenging to get partners to the table during early stage work?

    14. With a global digital transformation underway, the “distance economy” (McKinsey, 2020) further impacts the need for rapid skills-based credentials such as industry certifications, certificates and micro-credentials, and machine-readable learner records that can be linked through standards-based interoperability to optimize talent identification in the marketplace

      The source is a vendor but even given their bias, the point is an important one.

    15. The learn-to-work skills ecosystem continues to burgeon with projects addressing different aspects of the talent supply chain

      I wonder if framing like this (distinctly not learner-centered) will create friction?

    16. Use of common, preferred skills terminology when applicable can positively increase the understanding of skill descriptions

      Wondering: what to do when common terms show up in disparate places? eg "Leadership"

    17. The work of creating and aligning competency and skills frameworks can be tedious and time-consuming.

      Until this is done, there will be scattered frameworks being developed piecemeal. The cost of pivoting from locally developed frameworks to standardized ones will be expensive in many ways. How might the flexibility called for above be brought to this design opportunity, and build tools that can incorporate pre-existing definitions created at local levels?

    18. the education community's current efforts will require equally robust initiatives in the industry to organize and signal their talent needs in an open-standard form

      Reminds me of the Arapahoe Community College and Skillful work that is finding that job descriptions are inadvertently gatekeeping by stating demands that aren't real or necessary.

    19. Global or national strategies to define skills must be flexible and agile enough to incorporate regional and local variations and alternative elements. Standards representing skills must recognize distinct global, national, and local constructs

      This will be a challenge that will only remain front and center if there are people who champion for it. A lot of the push for this work (along with the resources to enable it) are coming from stakeholders with more global interests.

    20. an exploratory project to demonstrate the feasibility of educators and employers working together to develop and create machine-readable, interconnected skills frameworks, with educators documenting their Learning Outcomes program frameworks and employers describing their job requirements as competencies and skill framework

      Perhaps we can build something to better serve learners without bringing them to the table...I hope this exclusion works out and isn't later viewed as an avoidable miss.

    1. plethora

      speaking of plethora, you really did a great job of including so much media in your post.

    2. espite this, it is inarguable that the game expands diversity and builds capacity for these marginalized groups to meet and connect with one another over their gender identities and sexualities.

      This is a super strong line.

    3. The game may have brought us together, but it expanded my personal social supports for my interests

      well played

    4. production-centered

      Good example and seamlessly connected

    5. It is peer-supported

      Great paragraph here. Would be nice to have added a few words of analysis instead of leaving to readers' imaginations but good stuff nonetheless.

    6. “grindy” and time-intensive nature, as well as its high learning curve

      challenge is constant...

    1. It is sort of an initiation into the higher stages of plant membership

      great analysis

    2. Marketplace

      This would be a good opportunity to point out the multiple platforms of the culture.

    3. This connected and interactive community

      You go on to touch on examples of how this shows up, which is great, but it would have been nice to include some deeper analysis as well.

    1. uses the a K-pop song to teach her viewers some Korean phrases and to help them better understand the language

      Great example. Do wish you'd added some analysis about what's happening with this in terms of Connected Learning.

    2. creates a platform

      Interesting analysis!

    3. This type of learning is using a combination of approaches to retain information such as traditional learning and other aspects that help share ideas and knowledge in the context of modern society

      Interesting framing; I wouldn't have come up with that but I like it.

    1. This helps drive traffic and views to one another’s channels by broadening their viewership base

      Good analysis

    2. the brokers of this knowledge have been beauty or cosmetology schools. Now in the digital media age, these gatekeepers of knowledge have been surpassed by anyone with an internet connection

      This is graduate student level observation. Great work.

    1. Reddit

      you are mentioning many platforms. This would be good to point out in terms of the DML.

    2. His videos are super informative and entertaining, and every time you watch one of his videos you are bound to learn something new.

      You make good points here. You also could have easily plugged in examples from this video and the comments that connect to key concepts from the course (principles of connected learning)

    3. One of his videos can be viewed below

      This would be a good place to offer analysis

    1. gravitate to community

      this would be a great place to offer analysis of the community and how it serves as an example of what you describe.

    1. A SUNY micro-credential is: Competency-based, reflecting skills and competencies mastered; Endorsed by the issuing institution as a whole; Developed through local faculty governance processes; and Meaningful and of high quality, with learning standards, assessments, and clear documentation of skills mastered that have meaning beyond one classroom, one program or the institution. Students can use a SUNY micro-credential to share their expertise to prospective employers, those hiring for internship opportunities, and to other academic institutions


  14. Nov 2020
    1. Once we understand who our students are we can begin to tailor assessment processes and materials to have the greatest impact for their learning

      To truly assess achievement, we must first truly know the humans who we are assessing.

    2. The study found positive impact on student achievement and on the learning experience,

      This seems important: assessment is (ideally) a medium through which learners receive feedback on what they know and are able to do. What if assessment is also a (conscious) feedback loop on the learning experience itself AND perhaps even a source of positive impact regarding the learning experience?

    3. methods of assessment that can foster inclusiveness and academic success whilst upholding high standards for the quality of student learning” yet interestingly “most innovations in this context have focused on teaching rather than on student learning”

      It's interesting, but is it surprising (that Teachers focused on the teaching)?

    4. Rubrics were used such that the evaluation of the work was the same, thus quality ensured, but the demonstration could be different.

      Digital Badge Credentials are fertile proving ground for this as well.

    5. Assessment, if not done with equity in mind, privileges and validates certain types of learning and evidence of learning over others, can hinder the validation of multiple means of demonstration, and can reinforce within students the false notion that they do not belong

      When we privilege certain types of assessment, we necessarily exclude others, and this will often have result of privileging and excluding certain assessment takers.

  15. Oct 2020
    1. Game designers traffic in the space of possibility. They design systems that define rules and thus give rise both to play and to a sense that anything is possible.

      This feels a lot loftier than "game designers help people procrastinate by playing pretend in fake worlds." Do we agree with this description? How does this statement make us feel about the role of game designers?

  16. Sep 2020
    1. he desire to restrict hanging-out practices

      Think about the term "Gatekeepers" and what it might have to do with this...WHO brokers our learning? When and how do they broker it?

    2. access

      What does this ACCESS word mean to us in a larger sense? How important it is when we thing of the Practices in which we all engage on a daily basis, both within participatory cultures as well as our own general ways of being?

  17. Feb 2020
    1. well-educated

      Much like "at-risk" label, an assumption with "well-educated" could for most people be that it describes something innate about a person...vs a value judgement on the system(s) that were charged with ensuring the person's access to education.

  18. Jan 2020
    1. Pew’s 2007 survey found that daily 63 percent of teens go online, 36 percent send text messages, 35 percent talk on a mobile phone, 29 percent send IMs, and 23 percent send messages through social network sites

      A lot changed in a short period of time.

    2. We also recognize that the ways in which U.S. youth participate in media ecologies are specifi c to contextual conditions and a particular historical moment.

      Good to keep in mind as you read. This reading might seem dated even though it's only a few years old. What does that mean???? How do the authors' ideas relate to the "historical moment" of right now?

    1. This is just the tip of the innovation iceberg in a new deep-truth reality that is here today

      In a moment of crisis for truth and trust, it is encouraging to encounter the term deep-truth and may offer a valuable term that is both accessible and powerful in advocating not just against what we despise but for what we hope to see in a better world.

    2. This is just the tip of the innovation iceberg in a new deep-truth reality that is here today

      In a moment of crisis for truth and trust, it is encouraging to encounter the term deep-truth and may offer a valuable term that is both accessible and powerful in advocating not just against what we despise but for what we hope to see in a better world.

  19. Dec 2019
    1. There have been several studies done investigating the effects of what we are seeing on social media and its effects on our personalities, our moods, and how we feel we should live our lives

      This is something great to then link out to examples

    1. here are thousands of communities and groups dedicated to anything and everything to do with shoes

      perfect place to drop links to examples

    2. everyone has there own reason

      eg: "highly personal"

    3. Hype beast

      Did your interviewee provide these definitions or are they your additions? Your formatting makes it look like you are quoting him.

    4. Reliable information is hard to come by especially before the sneakers release. It’s a gamble every-time we decide to post something with limited information

      This speaks to "Judgement"

    1. The fans can also get inspired on how to mix the outfit for the season. I get inspiration from others, and of course for the fans

      This is a perfect quote for you to then analyze.

    1. However, you can start to compare yourself and judge others and yourself from these difficult and serious topics. Some might struggle to fully agree or even just not seeing yourself as part of group can make others stressful. Still people will question it and questioning it means you still want to know anwsers and want a response which means you reacting to it. So even if, If you can turn the negative into positive and increase your knowledge in and later on you’ll be so baffled because of all the information you absorbed from Jubilee and the media

      This is great observation. How does it connect to our course learning? There is great stuff here (throughout your case study) to analyze through the lens of Connected Learning.

    1. I made a high quality set of guides that made it easy for anyone to get into the community and start doing speedruns. I ran many of the community events, running the “Tasks” event and the weekly Bingo challenge. I also owned and moderated the community discord which was the central hub for the Super Mario Odyssey community. I managed the Super Mario Odyssey Speedrun twitter account which kept the community up to date with any major record, event, or discovery as well. In addition to all of this I also was a moderator for the leaderboards on speedrun.com and personally watched and verified many of the runs that are currently there. I put all of my time into bettering the Super Mario Odyssey community

      This is great stuff in the interview! Can you connect it to our course learning? This is just so perfect for analysis...

    2. YouTube and lots of other places such as Twitch


  20. Nov 2019
    1. it creates a bond that is very special

      Is this the definition of an "affinity" group?

    2. built

      Explain how this demonstrates interest/challenge driven (maybe someone gets into the car and then goes to friends, garages and youtube to learn how to build it better and the challenge drives them (for example)

    3. To add on, much of the scene is openly networked meaning that anyone can find their place no matter what they drive and be able to learn from peer supported groups

      YES! And, add to this. Offer an example and then analyze in your own words how that example demonstrates things like "openly networked" and "peer-supported"

    4. What most don’t see is how impactful the community in Denver can be through ways of clubs, online forums, social media, and many other forms of passing on knowledge

      This is a great place to start to work in class terminology as well

  21. Oct 2019
    1. While about half of all work activities globally have the technical potential to be automated by adapting currently demonstrated technologies

      1/2 of all work is redundant (note: not .5 of all jobs but rather of the tasks we on given jobs; also, this is total so not on average meaning that some jobs are 99% today and others are less but point remains that even a CEO's job has redundancy)

    1. if we do turn our attention to the individual journeys that young people takethrough their educational, social, recreational and civic worlds, we see a marked absenceof clear “ladders” or sequential “pathways” of civic development. Instead we seemoments of activation when an affinity space is under threat, or periods of engagementwhen a cause becomes relevant to a deeply held identity or value

      Is this a casual observation or do we believe the lack of a formal structure of "this is how to do Connected Civics" is a problem to doing Connected Civics?

    2. We have dissected the properties of narratives, practices, and infrastructures thatconstitute “consequential connections” that tie together these more conventionally dis-connected spheres

      Does this framework call for us to get judgey? At some point must we decide "what counts" and what doesn't count? And is impact a factor? In other words, what if a connected civics effort flops...is it still connected civics even if few or no people connected with it?

    3. brokered

      BROKERED is a term that appears on the rubric for how you are graded. Good opportunity here to make sure you understand how this word is being applied. What does it mean to you?

    1. we learn best by investing ourselves into what brings us purpose in life

      Why not connect this to our Core Media Literacies or the Connected Learning Framework? You've identified BIG stuff...why not tie it to the themes of the course?

    2. A great deal of my own learning stemmed from mentors, inside and outside of school; connecting other “branches”

      YES! This is where you can talk about "brokers" of learning. Don't pass up the opportunity to shift from generalities and into the specific stuff in your own learning map.

    3. .


    4. In my own life

      This whole paragraph is beautifully written. It's also general and vague. Consider giving specific examples of what this has looked like in your learning.

    5. discourse

      Same comment as for Media Literacies. Include example. Each of these could be its own short paragraph.

    6. participatory culture

      Same comment as for Media Literacies. Include example.

    7. new literacies

      Same comment as for Media Literacies. consider including an example from your own learning.

    8. media literacies

      Great opportunity here to explain what Media Literacies are and what you mean by it.

    9. The sudden realization, I would like to say I stumbled upon, but more realistically punched me right in the face; was the fact that we learn best outside of the classroom. Who knew common sense could be so painful to the heart and mind. Now understanding this, I personally was struck with feelings of pointlessness and the sharp pains of a new black eye with a side of a broken nose. Coming across an epiphany like such leaves empty questions of what we spent the last 16 plus years of our lives doing in a classroom instead of living

      Colorful writing and great voice. Suggest going back and revisiting your organization and cleaning it up so it's more clear that you are setting up a point and not actually declaring that forced learning is best:) Consider breaking this into multiple paragraphs and maybe inserting a graphic to help you make your point visually in addition to with words.

    1. YouTube will be my go-to

      Like what? Why not embed examples?

    2. great source to find entertainment, information, help with school projects and or homework,

      ...and each of these are their own kind of learning, right?

    3. Academically, I was able to ask questions when I had concerns and follow a set of instructions without any additional help — this is where I had the opportunity to find my interests.

      This and what follows is great! AND, you could include specific examples that go deeper than these surface level descriptions and then offer analysis of why these informal and participatory learning examples are just that.

    4. Speaking another language lead me to a different type of learning that certain students cannot comprehend


    5. Media literacies

      New paragraph. Great description in your own words. Now: how does this show up in YOUR life and learning?

    6. New literacies

      New paragraph. Also, you could add an additional specific example to analyze

    7. When

      New paragraph

    1. able to learn from literally anywhere and anytime we want

      Great point. Now support it. Offer an example and then analyze it to prove your point!

    2. I figured out more ways to make sure I was learning in the best way for me

      Perfect! Now connect this to the ideas in this class!

    3. I take what I have used on my computer and use it in the hospital in different programs to watch people's heart monitors or save a life.

      What is this transfer of skills called?

    4. new literacies that were probably not even around when my professors were learning

      This is a great and you offer one really strong example. I suggest expanding on examples from your ecology map and tying them into the key themes mentioned in the rubric.

    1. participatory culture where a group of people participates in a particular topic where they have an affinity

      FANTASTIC! What is missing is to now take those terms an explain them in your own words and through the examples in your map.

    2. discourse

      NICE!!! Now, give a sentence or 2 to explain what you mean.

    3. but I learn more with my friends. They are the ones who I can share my experiences, thoughts, and feelings with. Moreover, I can also give and receive much wonderful advice from them

      So, how do we describe these "informal learning" opportunities using themes from this class?

    4. media literac

      Close but "media literacy" is actually something else. But you are getting at an important point, just with the wrong words. I follow you.

    5. Nice design to start things off!

    1. learning from schools and classrooms but everywhere we are and anytime we have a chance

      You name examples in the map below but don't take advantage of the opportunity to explain and dive into analysis.

    2. I also think

      The rest of this is its own paragraph. And you describe stuff so well...just need you to connect it to the terms on the rubric!

    3. Today

      new paragraph

    4. There

      Consider adding a big bold heading "Family"

    5. they learn and develop skills within minutes. When one thing develops another grows bigger and because there are so many different ways to learn we have to step up and use all the tools we have

      Great! Now connect this to themes from class...what is this stuff called?

    6. citation?

    7. Learning

      Great place to start a new paragraph

  22. digitalmediabenson.weebly.com digitalmediabenson.weebly.com
    1. Things like Khan Academy and other learning YouTube Channels just like it

      Great...now to explain why! Use the big words that are given to you in the rubric!

    2. For example, LinusTechTips is a YouTuber

      why not embed one of their videos?

    3. Reddit

      links? screen shots?

    4. without the need of a professor

      What is this called? If the professor doesn't "broker" the learning, who/what does?

    5. Git

      This is a perfect thing to analyze! Don't just mention it, explore it through the themes in this course!

    1. informal learning

      your map has a whole bunch of informal learning...why doesn't it get much attention in your essay?

    2. T

      New paragraph

    3. The couple of clubs I was in fostered my learning more than hardly any class through those four years. The pre-med club allowed my to visit cadaver labs, and learn more about the human body than any biology class would have taught. I began learning on my own terms, and that has completely shifted how I view learning.

      This could be a heading "Informal Learning" and could have its own section, not just 3 sentences....

    4. During this time discourses, or coordinations of things surrounding people, clarified my role in learning, as I wore a school uniform that differentiated me from the nicely dressed teachers to symbolize my lesser understanding

      This is really great! How might you dig in a little deeper and apply this same analysis to other facets of your learning ecology?

    5. formal learning

      What about making this a section heading in bold?

  23. Sep 2019
    1. At the moment, GPT-2 uses a binary search algorithm, which means that its output can be considered a ‘true’ set of rules. If OpenAI is right, it could eventually generate a Turing complete program, a self-improving machine that can learn (and then improve) itself from the data it encounters. And that would make OpenAI a threat to IBM’s own goals of machine learning and AI, as it could essentially make better than even humans the best possible model that the future machines can use to improve their systems. However, there’s a catch: not just any new AI will do, but a specific type; one that uses deep learning to learn the rules, algorithms, and data necessary to run the machine to any given level of AI.

      This is a machine generated response in 2019. We are clearly closer than most people realize to machines that can can pass a text-based Turing Test.

    2. up 40% from the previous study two years earlier

      Is this a sign of increased cheating or the result of improved detection tools leading to a more accurate understanding of how much cheating has already been occurring?

    1. how meaning emerges collectivelyand collaboratively in the new media environment and how creativity operates differently in anopen-source culture based on sampling, appropriation, transformation, and repurposing

      What examples of this can we point to? How have we seen people engaging in "new media environments" to collaboratively make meaning of things? Do we sometimes see collective meaning emerge that later ends up being wrong?

    2. Ethics become much murkier in game spaces, where identities are assumed and actions are fic-tive, designed to allow broader rein to explore darker fantasie

      Read today, this passage seems to predict Gamer Gate

    3. young people were findingit increasingly difficult to separate commercial from noncommercial content in online environ-ments

      What does this phrase lead us to understand about this Transparency problem?

    4. focus on negative effects of media consumption

      What do we make of the "screen time" debate? Is it about more/less time with screens? Or is it more nuanced than that?

    5. Empowerment comes from making meaningful decisions within a real civic context: we learnthe skills of citizenship by becoming political actors and gradually coming to understand thechoices we make in political terms

      What is this saying about EMPOWERMENT? How might you rephrase it in your own words?

    6. highly generative environment

      What examples of this can we think of from what we've experienced/observed in the Affinity Spaces that we inhabit?

    7. people can participate in various ways accord-ing to their skills and interest

      Within Affinity Spaces, who you are is about how you participate (as opposed to typical defining characteristics)

    8. Participatory Culture

      Participatory Culture defined.

    9. While to adults the Internet primarily means the world wide web, for children it means email, chat,games— and here they are already content producers.

      In today's society, how does the definition of "The Internet" vary by age group (and other demographic groupings)?

    1. Hanging out,” “messing around,” and “geeking out” describe differing levels of investments in new media activities in a way that integrates an understanding of technical, social, and cultural patterns. It is clear that different youth at different times possess varying levels of technology- and media-related expertise, interest, and motivation. The genres of participa-tion that emerged from our research can be viewed as an alternative to existing taxonomies of media engagement that generally are structured by the type of media platform, frequency of media use, or structural categories such as gender, age, or socioeconomic status

      Can someone rephrase what this is saying in their own words????

    2. interest-driven practices. USC’s 2008 Digital Future Report surveyed some activities that could, but do not necessarily, indicate interest-driven practices. In its survey it asks about participation in, and attitudes about, online communities, which it defi nes as “a group that shares thoughts or ideas, or works on common projects through electronic com-munication only” (USC Digital Future Report Highlights 2008, 8). While the overall percentage of respondents who reported participating in an online community was relatively small—15 percent of all respondents—the authors note that this rate has more than doubled in three years.

      What about this passage makes sense? What predictions do we have about how the findings have likely changed since this was published?

    3. access

      ACCESS What does this word really mean in 2019? Why is it so important?

    4. Before we begin our description of youth practice, we need to map what those ecologie

      In a sense, the authors are showing us how to do our first project...Mapping our Learning Ecologies!!!!

    1. It requires teaching values, knowledge and skills. In addition, multiculturalism and multilingualism are present in many parts of the world today.

      Knowledge is but one of many important learning targets, and in a world in which knowledge is easily accessible without going through teachers as brokers to accessing it, the skills and awareness mentioned by Marina are becoming more and more essential for teachers to help students acquire.

    2. We taught the same topics so the pupils could make connections between the languages in real time to help them identify the similarities, differences and even the same patterns

      Connections through similarities. We often default to differences and it's at the expense of helping learners appreciate that we have a lot of things in common with one another.

  24. Aug 2019
    1. We all need to be cognizant of what we share, how we share, and to what extent that sharing dramatizes preexisting racial formulas inherited from “real life.” The Internet isn’t a fantasy — it’s real life

      Since I first read this 2 years ago, it's been on my mind every single time an app suggests a GIF. It's changed my behavior. If I decide to use a GIF featuring a Person of Color, it is now intentional and only after asking myself these questions.

    2. If there’s one thing the Internet thrives on, it’s hyperbole and the overrepresentation of black people in GIFing everyone’s daily crises plays up enduring perceptions and stereotypes about black expression

      What feels like merely expressing a reaction in GIF form can also be a larger act of perpetuating harmful myths and stereotypes. This is especially true when we consider that though we are individuals, our sharing is actually a collective act (such as contributing to the learning of algorithms that suggest the top GIFs).

  25. Jul 2019
    1. It requires me to make fewer assumptions about the audience.

      Ditching our assumptions is a huge challenge, especially because we don't always realize that we're even making assumptions

  26. Jun 2019
    1. Assessment and reassessment are part of any well-designed game because playersneed feedback to know if goals and tasks are complete. The fact that the player hasreached particular goals in a game could be in itself a useful assessment of theplayer’s status and learning needs.

      Speaks to the importance of recognition.

    1. game-based learning processes are demanding on teachers, requiring them to take on many different roles, each of which requires a specific skillset. Integrating games into formal educational settings is a laborious and complex process. This is partly due to the fact that schools are not structured for game-based learning, making the process an up-hill struggle, but it is also due to games not being sufficiently accommodating for the needs of teachers or the many characteristics an educational context may have. For game-based learning to move forward, teachers need to have a better understanding of games and how to work with them, and game creators need to understand teachers’ working conditions and know how to accommodate for the varying characteristics of formal educational settings with their products.

      Importance of empathy for game designers and of understanding of expanded roles for teachers. Both knowing what they are getting into will impact success factors.

    2. The skillsets needed to perform the roles well were also found to be quite diverse as they involved technological know-how, gaming literacy, subject matter expertise, and naturally a strong pedagogical foundation

      It takes a lot more than a game idea for teachers to be effective in supporting game-based learning

    3. The heterogeneity of a K-12 classroom as a gaming audience cannot be understated. Each individual student has their own levels of gaming literacy, gaming preferences, subject matter knowledge, motor skills, motivations to play and learn, socio-economical background, and general interests.

      Just because they are young does not ensure gaming literacy.

    1. His tie formed a knot that can only be described as spectacular.

      If a man's tie knot can get a sentence in an NYT profile, perhaps it is a life skill worth teaching kids who want to gain any advantage they can. I wonder if there might be a Badge for that?

  27. Apr 2019
    1. we ask: how much time do kids spend with media?

      Do we agree that this is the "wrong question" to be asking? Is it about how much time we spend or is it about the how we engage during that time?