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Conference Agenda

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Session Overview
Session
ePortfolios, Pedagogical Creativity and Open Digital Credentials.
Time:
Thursday, 27/Oct/2016:
5:30pm

Session Chair: Kathryn Sara Coleman
Location: Main salon
150

A round table with:

  • Patsie Polly, UNSW Australia
  • Bernard Bull, Concordia University, Wisconsin, USA
  • Daniel Hickey, Indiana University, USA
  • Carla Casilli, Connecting Credentials
  • Don Presant, Learning Agents, Canada
  • Serge Ravet, ADPIOS, France

Session Abstract

Digital badges have the potential to make learning more visible. They can work alongside, on top of and in front of our current career and accreditation ecosystems. They also have the capacity to connect these accreditation and recognition ecosystems and allow the [l]earner to narrate and curate their learning experiences and knowledge for a range of audiences, for any purpose and in a number of digital contexts. A badge ecosystem builds on these current forms of learning and credentialing ecosystems to communicate the micro, implicit and often unrecognised skills that a life long learner achieves in their lives.

We know that open digital badges have the potential to:

  • Recognise specific achievements and, therefore recognise specific competencies that may be masked in larger awards such as degrees;

  • Explicitly recognise the steps towards achievement and knowledge growth;

  • Acknowledge non-formal learning through knowledge acquisition and competency that otherwise may not be recognized by formal recognition systems;
  • “Help speed the shift from credentials that simply measure seat time, to ones that more accurately measure competency. We must accelerate that transition” (Duncan, United States Secretary of Education, 2011).

What is the place of the Portfolio of evidence in this mix?

This panel presentation and roundtable discussion will ask stakeholders, employers, educators and researchers about the future of (e) portfolios and open digital badges in formal and non- formal learning spaces. There is a growing awareness in contemporary education that we need to discuss the potential use of open digital badging and evidence based portfolios; however, unless we include discussion around warranting of evidence, competing functions, consequential validity, credential creep, credentialism and the current philosophical direction of the tools, and the pace of adoption increases - the potential for badging and warranting the evidence in and of portfolios could ultimately end in its abandonment in a few years. This panel seeks to harness the ePIC2016 community as stakeholders in this space and open the floor to talk about the current digital opportunities for non-traditional learners and underserved populations and think outside of the box on (e) portfolios as the partners of badges.

This panel of international experts represents an array of experiences as employers, practitioners, researchers, educators and entrepreneurs and will focus on the following questions:

  1. What alternatives to traditional and formal credentials are emerging and in what ways might they be particularly critical in serving lifewide learning and learners?

  2. As learning occurs in more places leading to a diversity of formal and informal recognition mechanisms — credits, credentials and badges — to what degree might learners and communities manage their own credentials and put the data to work connecting them with the education, civic involvement or (self) employment opportunities that they seek?

  3. What is the value of non-traditional and non-formal credentials when many colleges or universities are not yet accepting them for transfer of credit and employers may not know what to make of them?

  4. Who warrants evidence of learning? Where have you seen evidence of learning outside of formal credentialing systems?

  5. What is the role of a learner portfolio K-20 or a lifewide portfolio of evidence?

  6. How can we better design learning and use creative pedagogies to provide opportunities for portfolio and badges to thrive?


No contributions were assigned to this session.


 
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