Despite that the original St. Patrick’s Day was an effort to celebrate Irish culture, daily discrimination still wore on Irish communities. Moreover, Anglo American society pushed the Irish to assimilate into mainstream culture—in other words, to become more American than Irish. This assimilation occurred twofold: not only did Irish Americans suppress their own heritage, but many sought to turn the discrimination they faced against others, such as toward Black Americans and other immigrant groups. To escape oppression, they would oppress others

St. Patrick’s Day is a holiday of rather nonlinear origins, as it developed gradually over time

Elevating and calculating the value of postsecondary credential completion to the individual will play a central role in the new plan

More timely disaggregated data connected to workforce outcomes will enablemore effective interventions. Better data will also enable transparency for learnersabout what they can expect from an educational pathway—from the skills andcompetencies they will acquire to the career outcomes those competencies lead to

Invest in academic and career advising

Expand the state’s credit for prior learning toolbox, with a particularfocus on industry credential-to-course credit

Produce a consumer information tool.States should get data about credentials into the hands of consumers and other stakeholdersin a format that is easy to understand. Consumer information tools ensure that individuals canunderstand the likely outcomes of a particular credential before enrolling.

Required: Transparent evidence of thecompetencies mastered by credential holders

Information about credentials should be valid, reliable,and transparent. Without sound, transparent informationindividuals and others do not know if credentials are en-abling individuals to achieve their goals

Often, however, employers aren’t connected to—or even aware of—the worker-serving organizations in their community, and they are therefore unaware of the resources those organizations offer

use prescreening assessments (such as work samples) that are based on specific skills rather than credentials that may or may not reflect a candidate’s ability to perform the activities of the job.

Employers can first create a robust skills framework for all positions by defining the required skills rather than preferred competencies, changing norms to shift away use of credentials as a proxy for skills, and connecting with community organizations that provide workforce support to reach potential candidates.

that having visible skills-based pathways is helpful in their work as they assist workers in their communities through interventions such as job coaching and career development

participants cited sourcing, validating skills, and scaling skills-based practices across the organization as three of the most common challenges they faced when implementing a skills-based approach

Employers in the Accelerator program signaled their openness and excitement for creating these upward pathways for workers

Hiring for skills is five times more predictive of job performance than hiring for education and more than two times more predictive than hiring for work experience.

For example, a case study conducted by the alliance showed how a medium-sized healthcare provider created its own skills-based talent solution to address scarcity. The organization needed nursing assistants with the right skills and qualifications but weren’t getting the right applicants. They decided to train from the ground up, with two key changes: they removed role experience requirements from job postings, and they partnered with a local technical college to create an end-to-end clinical-training program. As a result, 200 new nursing assistants underwent this clinical training.

New to v3.0: In 2.0, an endorsement is its own type of assertion. In 3.0, an endorsement is its own type of credential.

Once the students have successfully completed the course, Dr. Cara assesses each student's assignments and participation and selects which skills and competencies were met and at what level. The selection of skills and competencies triggers an issuing of a skill assertion for each one and includes the assessment results in the evidence and results.

A Skill Assertion is an AchievementCredential asserting a subject holds an Achievement that is used by multiple issuers to recognize the same skill. The content of the Achievement, often with achievementType "Competency", is not specific to a learning opportunity or assessment offered by one specific provider only, but is designed to be generic to allow for assessment by any issuer. Verifiers of AchievementCredentials who are looking for a holder to demonstrate a specific Achievement SHOULD ensure that they trust the issuer of a credential to make this claim, because a credential may be considered valid as issued by any issuer, including self-issuance by the subject

In previous versions of Open Badges, the creator of an Achievement (known as a "BadgeClass") was the only entity that could issue it, but in v3.0, the door opens to many issuers recognizing the same achievement based on their own assessment. This practice of shared achievements enables skill assertions, where multiple issuers use a shared achievement definition to recognize achievement of a skill with each issuer doing their own assessment. In addition, further recording of related skills, competencies, standards, and other associations are enabled by the alignment of an Achievement

Economists explain that markets work bestwith “perfect information.” And visibilityfeeds this market by translating and sharingskills. But the price of transparency in themodern age is invaded privacy, as well as biasinherent in automated products and services

DEGREES AS CREDENTIALSDON’T GO AWAY

same groups that are going to makethe scale happen can also perpetuate theinequities. We have to be asking the rightquestions with the right stakeholders toensure that we are not recreating anotherinequitable system that marginalizes thepeople we are trying to support

Employer associations drive consistent skills languageacross job postings in their sectors

L)earners can make themselves visible toemployers around the country and around theglobe by “opting in” to digital sector recruitingnetworks for internships, gigs, and full-time jobs

Universally accepted assessments ordemonstration opportunities, particularlyfor softer skills, could help learners andworkers validate any type of skill withoutbeing told that they will have to “go backand get a degree” before being consideredfor professional track careers

Skills visibility is about making the skills a (l)earner hasacquired open, transparent, and accessible to the(l)earner, providing agency to showcase their curated skillsand competencies to employers in the marketplace

Employers are investing in their own capacity andlooking for innovative partnerships to skill-up theirworkforce and diversify their talent pipelines.Companies like Microsoft and Google are trying tospeed up the pipeline by offering tens of thousands ofscholarships for their ready-made certificates inhard-to-fill roles. The World Economic Forum estimatesthat 50% of all employees will need to reskill by 2025

We are now tantalizingly close to a worldwhere my skills are telegraphed digitally to any employer around the nation,or even the world, looking for that skills cocktail. And it works the other way:all employers looking for certain skills can feed into a real-time skills tickertape, signaling to learners and the learning providers that serve them whatcombination of skills will yield employment

Equity: When we close economic, resource, and opportunity gaps acrossthe learn-to-work ecosystem, and in turn, outcomes are not predictablebased on someone’s identities

Glossary

Making it easier to interpret the content of a credential to be an accurate description of anindividual’s skills, competencies and abilities will require significant investment in tools andprocesses for verification and validation. This might include open-source software libraries linkedto major semantic standards for display and verification of credentials, directories of such softwareand the creation of networks of validators who are able to validate different types of credentials

Studies/pilots which can prove that, e.g., hiring accuracy has improved thanks to data-richcredentials, hiring costs are decreased thanks to accepting such credentials or fraud andcompliance costs are reduced are not available to back up arguments promoting digitalcredentialing. This makes it difficult for management to quantify cost-savings or potential return oninvestment from adopting or demanding these tools

Funders could use the ecosystem map to identify specific challenges. Technology companies coulduse it to decide which standards to integrate into their products (on both issuing and verificationsides). The map could also describe the progressive rollout of new types of credentials andcredential-linked services

Most panelists agree that HRMS/ATS, employers, credential-issuers and users do not sufficientlycollaborate with each other. Furthermore, no current grouping within any organization seems to beappropriate to nurture such cross-sectoral collaboration at the required level to bring about large-scale adoption in the short term

Credential criteria that should be included in quality standards:● Degree and granularity to which an organization documents student or employeelearning outcomes● Degree to which organizations provide users ownership of this data by issuing them asverifiable credentials● Degree to which issued credentials use standards that can be verified and validated byemployers and other actors

Develop Credential Quality Guidelines and Processes

Standardization of these concepts would allow for validators to sift through credential wallets anddistinguish which credentials are most relevant in a specific use case. Critical to linking up such trustinformation is a more prominent role for dedicated trust providers in the credential ecosystem.These organizations include accreditation boards and regulators of professions, as well as otherssuch as ranking boards and private quality assurance agencies who publish quality standards foreducational organizations and maintain lists of which organizations match the criteria

documentation of employees’experiences tends to be reduced to an employment history, letters of recommendations andreference checks—none of which typically contain much skill-related data

while it is strongly in demand fromindustry, there is little evidence of employers prioritizing or issuing the detailed documentation ofon-the-job experiences that such hiring requires, even for their own currently employed staff

credentials need to be enhanced with additional data aboutindividual courses/modules a person has studied, together with the learning outcomes(skills/knowledge) obtained in each of those modules and other documentation of ability.Credentials should also be used to connect to evidence of achievement such as architecturalportfolios or coding projects. Wherever possible, credentials should refer to occupational standardsor sectoral competence frameworks to increase the ability to interpret them in a specific context

While it is true that merely digitizing university credentials does not provide massive value toemployers, it is also equally true that the absence of large-scale market adoption of credential-issuing software is holding back support by HR management software

rather than an integrated sector, these groups are rather organizedaround a set of semi-permeable cells—each of which is more or less self-referring with limited (butnot non-existent) communication with other cells

we as a community need to do more to build trust across the organizations thatare involved in these processes and build on each other's work

belongs to a ‘credentials first’ approach, whereby a person submits digital credentials into an onlinewallet that aggregates their skills data. The credentials can contain detailed information about allthe person’s accomplishments and shared selectively with employers. A resume, if used at all,would serve more as an index and explanatory note for the information being presented, then asthe prime source for that information.

many common resume-builders de-emphasize the role of credentials in theapplication process. They focus on enabling a user to create a summary of their knowledge andskills in a single format, while credentials are relegated to documents which can prove thesestatements, rather than acting as the primary source of the statement. Resumes also provide astandardized format for users to surface the most important parts of their experience

using this information to match candidates to jobs would requiresome way of comparing different degrees from different universities, and evaluating the weight togive different letters of recommendation from employers

Many HRMS providers point to AI approaches for processing unstructured data as the bestcurrently available approach to dealing with validation. Currently these approaches suffer frominsufficient accuracy. Improving them requires development of large and high-quality referencedatasets to better train the models.

Multiple initiatives have tried to make various kinds of social recommendations by issuingcredentials. However, up to this point they have worked better in closed social networks rather thanas open credentials due to the ability of social networks to tie a recommendation with the profile(and identity) of the recommender. There are also several nascent initiatives to create open linkeddata around which skills, credentials and issuers are valued by employers.

How can skills data be used to inform and enable micro credentialing 11 views 2 hours ago

assessment

that envisions credential transparency and open data as tools to  unlock the learn-and-earn ecosystem nationwide and help every learner make more informed decisions about the credentials they might pursue

Credential Engine Learning and Employment RecordsAction Guide

Editorial Style Guide

I said I was going to give the students a quiz, during the third week of class, on “everything we had learned so far.” They should use the taxonomy of cheating and the university’s own policy to cheat on this quiz. Nothing was off-limits unless it was dangerous or illegal. Other than that, have at it, I told them. All the students had to do was complete the quiz and then write a one-page reflection that explained: 1) the ways in which they cheated, 2) what, if anything, they learned from it and 3) how they felt about the experience

publishedassessment procedures,

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

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

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

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

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.”

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

. 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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

Nacirema

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.

“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.”

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’).

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.

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

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

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

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

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.

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

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

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.

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.

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

“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.”

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

achieving a more comprehensive education

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,”

tutorials

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

ICoBC Quality Criteria for Badges and Micro-Credentials

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.

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 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

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

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

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

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.

I don’t learn on purpose

two crucial disruptions: instantaneous access to information,and persistent access to distributed networks of experti

Learning Ecologies Interview

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

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

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.

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?

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

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

Future Relationships

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.

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

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

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

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

Project Management

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.

COMPETENCY FRAMEWORKS

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

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

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

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

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

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

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

plethora

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.

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

production-centered

It is peer-supported

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

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

Marketplace

This connected and interactive community

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

creates a platform

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

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

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

Reddit

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

One of his videos can be viewed below

gravitate to community

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

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

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

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”

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

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

curating

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.

he desire to restrict hanging-out practices

access

well-educated

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

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.

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

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

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

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

everyone has there own reason

Hype beast

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

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

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

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

YouTube and lots of other places such as Twitch

it creates a bond that is very special

built

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

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

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

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

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

brokered

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

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

.

In my own life

discourse

participatory culture

new literacies

media literacies

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

YouTube will be my go-to

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

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.