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Are PSE Faculty actually QUALIFIED to teach?

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Or are they just competent?

ANSWER: probably not qualified as teachers, but possibly competent to teach, i.e. to do more than provide knowledge dumps from their domains of expertise, depending on their attitudes toward teaching and their experiences with professional education and lifewide learning.

Apologies for the clickbait title, but I hope to use this post to make some points about qualifications, knowledge, competency and performance, with a few swipes at micro-credentials as the self-elected gold standard for competency.

Yes, post-secondary faculty can be relied on to have a Masters degree or better, but that’s typically in their subject domain, right? Not many have degrees in education, although some do. If they do, I’d argue that those degrees aren’t typically designed as professional preparation, like you see for student teachers at the K12 level.

And in terms of advancing academic careers, we do often hear that research achievements are valued more than demonstrated teaching skills, don’t we?

In the Canadian college system there IS more attention paid to pedagogy (many colleges even use the word “andragogy”), partly because colleges often recruit from industry and must quickly bring them up to speed. I still have my RRC Poly Train the Trainer binder from 2000 for example, where I first learned about the DACUM process. But my learning outcomes were not “rigorously assessed”, so who knows what damage I did…

Most students across PSE are still taught by faculty who are not officially qualified to, well… teach. Compare this to K12, where the provincial College of Teachers has very specific requirements for certification, including workplace performance.

So why do we respect post-secondary education? You do hear stories about fossilized professors, overflowing lecture halls and obsolete curriculum, but by and large (at least here in Canada), most PSE does not suck. Why is that?

I’m suggesting three reasons here, and I’d be happy to hear other people’s ideas on them:

  • Professional practices : within departments and faculties and in the broader professional community with colleagues across institutions (i.e. self respect, mentoring, and support from superiors and peers)
  • Institutional practices: internal QA, professional programs, direct ID support for faculty from internal T&L centres, encouraging excellence generally and protecting the brand, locally and virtually)
  • External accreditation: the big stick – you don’t want to lose your accreditation, especially as a professional “school”.
    (But bear in mind that an accreditation process can be little more than a multi-annual bureaucratic “tick box” chore, with your more embarrassing fossils and departmental processes safely locked away from view. And rest assured, few in industry actually comprehend what your accreditation really means. They’re more concerned about high level perceptions of your brand and personal experience with your graduates.)

So, how do post-secondary faculty learn how to teach, and to teach better? Here’s another list:

  • White collar apprenticeship: Coming up through the ranks as students, Teaching Assistants, etc. This can include mentoring, but also flying by the seat of your pants (social learning, experiential learning…)
  • Induction and onboarding training courses, such as my Train the Trainer course at Red River Poly (nonformal learning)
  • Professional education, perhaps offered out of the institution’s Teaching and Learning Centre, or from third parties such as eCampusOntario (also nonformal learning)
  • Community of practice: interacting with colleagues inside and outside the institution, online and IRL
  • Personal learning: Experience, reflection, reading, writing, etc.

So, no credits, no qualifications. Some of this learning is structured, maybe including micro-credential courses and program certificates (like eCampusOntario’s Ontario Extend), but that’s pretty recent… a lot of the learning is just social and experiential. Lifewide. In the wild. Hanging out. In the flow of work.

Isn’t it ironic, amid all the pious talk about skills and the need for rigour and quality assurance in skills development systems and micro-credential programs, that we have so few rigorous programs in place to ensure the skills of post-secondary educators, who are developing so many of those micro-credentials? Is academic freedom that powerful, that all we can have is encouragement for the “scholarship of teaching and learning” and “centres of excellence” and professional education, avoiding the word “development”, as being too directive?

Let me be clear: I’m not saying there should be mandatory professional development programs for PSE educators. What I am saying is what my mother used to say: “What’s sauce for the goose should be sauce for the gander.” What works for engaged PSE educators should be applicable to others.

Why can’t we come up with better ways to recognize learning where it happens… for PSE faculty and everybody else? Why is a training course the first and often ONLY thing that educators can think of when it comes to skills development?

Cue a stop-motion version of my 70:20:10 video homage to Monty Python (click to expand):

70:20:10 image showing the mismatch with formal training as a solution

And why is the focus always on individual skills, instead of team performance or organisational effectiveness? What if you do actually learn that new skill but you’re blocked from applying in back in the workplace due to obsolete business processes and a crappy workplace culture? Organisations have to learn and change too, not just individuals.

I love this matrix below that 70:20:10 guru Charles Jennings recently pointed me to. He helped develop advise on it for the Australian Public Service Academy. It’s based on research that shows that learning is most effective when closest to its application: “learning in the flow of work”(*) is the ideal, and so are multiple opportunities to apply that new learning in your context in order to change your ongoing behaviours. That’s why this graphic maps learning experiences in terms of frequency and distance from work.

(*SIDENOTE: Beverley Oliver called this “Learning Integrated Work” when I interviewed her about the 2021 UNESCO report on micro-credentials, deep-linked here. So it is possible to contemplate this stuff from inside PSE. I miss her voice in this community.)

Charles would shift a few things in what they produced here, and so would I, but do you see where they’ve put micro-credentials? (arrow is mine). Looks like Pluto way out there…
(click to expand the graphic – makes Pluto seem a little bigger…)

Source: Australian Public Service Academy

Heh, poor Pluto. I might not have been quite so cruel; I am Canadian, and we’re usually more subtle with our cruelty. There ARE some great examples of authentically applied learning in micro-credentials, but not THAT many. (See that? A open face Canadian feedback sandwich.)

I’m becoming more and more excited about the convergence of 70:20:10 learning and performance with open recognition, similar to how Serge Ravet is currently cross-mapping Wenger’s community of practice concepts with open recognition – you can actually see Communities of Practice explicitly displayed above. So we’re really discussing different aspects of the same elephant in the room. I connected with Charles Jennings this week after the 2023 Institute for Performance and Learning(*) conference in Toronto, and I’m now working my way through the 2016 book he co-authored with Jos Arets and Vivian Hiejnen, entitled “702010: towards 100% performance”. Here’s a quick framing quote:

… (70:20:10) enables L&D professionals to connect more quickly and effectively to what really matters: learning and performance at the speed of business. It isn’t just about providing formal learning solutions. With 70:20:10 as a reference model, more and more L&D professionals are co-creating with the business. This movement makes L&D more relevant to organisations.

702010: towards 100% performance

(*SIDENOTE: It’s interesting to me that I encountered Charles and 70:20:10 at a conference for Canada’s workplace L&D professionals, which DOES have a certification program but which also recognizes the shortcomings of formal training and education, as exemplified in their 2015 rebranding from the Canadian Society for Training and Development to the Institute for Performance and Learning, to better foster solutions “that engage, enable and inspire adults to perform at their best and make the organizations where they work more successful, innovative and productive.”)

For my part, I want to help counter what Dominic Orr called out on LinkedIn after the recent ICDE Global conference in Costa Rica:

We notice that many are beginning to use the term microcredentials as an abbreviation for short learning programmes, and see this as a stark reduction of the original aims of using new forms of credentialisation to open up and innovate in the learning space.

Dominic Orr
(LinkedIN – bolding mine)

Recently, I’ve been sharing a “populated” version of the inclusive spectrum of recognition, I earlier shared at CAUCE, as below, with badge ideas to get people’s creative juices flowing:

Badges across a spectrum of formality

I’ve also tried mapping some of these to Serge’s Plane of Recognition in the current version of CanCred’s Badge Canvas:

badges mapped to the Plane of Recognition

And I want to share an awesome badge on assessment that I earned from some exemplary educators connected with the Commonwealth of Learning:

Reflector – Digital Assessment
Commonwealth of Learning

I wouldn’t call this a micro-credential badge, although my badge application was lightly assessed. More important, it’s a learning capsule, containing the content and my reflections on the content, which I can refer back to, at any time. And I have, particularly the session with James Skidmore, for its wide-ranging scope and really useful references. Portable learning, that I can use at time of need.

In the near future, I hope to collaborate with Charles and Serge Ravet on a discussion paper to encourage educators, L&D professionals AND LEARNERS to get beyond knee jerk responses to skills development and to stop leaving so much valuable recognition of skills and performance on the lifewide learning table.

Yes, it’s easier for funders and educators to generate automated courses on electric cars and AI ethics and then count the number of beans completions as an output. But it’s not very agile and ultimately doesn’t speak to levels 3, 4 and 5 in the Kirkpatrick/Phillips model below, does it?

Levels of return on training
Instructional Design Australia

Doesn’t it make more sense to encourage and track learning at what Charles Jennings calls the “coal face”? Messier, yes. Harder to assess and track, yes. But that’s where the value gets mined.

In future posts, I hope to talk more about sustainable ways to mine that value.

The case for making badge metadata better

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“Say what you mean – mean what you say”

<rant>

Recently I saw one of the worst examples of a micro-credential badge in Canada that I’ve ever seen, and I’ve seen lots of micro-credentials – not all bad mind you, despite my own reservations about micro-credentials as a credentialing monoculture.

When I responded to the invitation from someone on LinkedIn to “View my verified credential“, here’s what I found. In the LinkedIn post, I saw:

  • Impressive logos: the prominent PSE institution’s logo, the institution’s business school logo, even the prominent client’s logo
    (A bit noisy, but OK..)
  • A badge title that linked leadership to emotional intelligence.
    (Promising…)
  • A big label saying something equivalent to “Fundamentals”.
    (So nothing too onerous, but there’s lots of room for different types of learning.)

Viewing the hosted credential on the badge platform, I found:

  • An Open Badge that was indeed verifiable
    Open Badges is the technology standard behind most micro-credentials
  • A couple of visual labels saying “Learning” and “Fundamentals”, with no links or any other context
  • Three short “skills” terms
    Originally harvested from job ads, two of these were defined automatically from Wikipedia (unattributed), one was undefined. They’re linked to Labour Market Information (US-based by default, but customizable). These are usually provided as prompts for badge creators to pump up the value of their badges by linking them to “real jobs”. Practically speaking they’re usually more useful for technical skills than soft skills like leadership and EQ, largely because of that definition problem, but also the difficulty of assessing soft skills equitably.
  • Description: (what does this badge say about its holder): Something pasted from the course description about “designed to help [WRONG ClientCompanyName] managers “gain insight” into..(how they relate to EQ as leaders).”
    Wrong. Company. Name. Has anyone else noticed this yet?
  • Criteria (i.e. what does it take to earn this badge): the “beating heart” of the badge:
    “Completed [RIGHT ClientCompanyName]:[CourseName]”
    One sentence? That’s all? What were the topics? The learning activities? Was it 1 hour or 3 days? What were the outcomes? Were those outcomes assessed? What evidence of application? What does all this add up to?

Just imagine, as I did:

  • From the front, a chestful of impressive medals, like you might see on a North Korean general
  • From the rear, a partially open clinical gown, like you might see walking behind a patient in a hospital corridor (no link provided!)

Now try and get that image out of your mind. So far, I haven’t succeeded.

This is a good example of why it’s important to think beyond pretty looking badges with fancy logos, superficial titles and undefined skills terms and really take on board the key message that “there’s data inside” these things:

From openbadges.org, stewarded by 1Edtech

What if people (say, employers) actually look inside your badge to evaluate your skills and learning data? What are they going to think? Dan Hickey, an early thought leader in the open badges space, liked to say that employers and other “consumers” of badges would “drill, drill, drill” the first time seeing a provider’s badge, then just “drill” the next time, to confirm their first experience, then for further badges maybe not drill at all, after familiarity and trust have been established.

But how much trust do you think has been built by the badge I described above? More to the point: how much damage has been done to the brands of the organizations involved?

Maybe this was a good course, great even, but how would we know? The poor quality of the credential is definitely not a good sign. A badge is a chance to tell an authentic story about learning and achievement. This was not much more than an empty headline.

This is NOT about badging platforms – they all do 80-90% what each other do, and mostly compete in other ways. This really comes down to the organizations involved. The issuer organization didn’t care enough to do more than copy and paste from an old badge without checking their work. The client organization didn’t care enough to complain. The person who shared the credential probably doesn’t really care – she’s likely close to retirement and no longer so concerned about career advancement. But a younger, hungrier colleague looking to become a leader would care. Would they proudly share this badge?

This is also NOT about micro-credentials versus digital badges. I bet the issuer would claim that this is a micro-credential, despite the lack of information about assessment. It’s just not a good micro-credential. (I’d probably call it a Participation or Completion badge, but that’s for a later post.)

This is really about managing expectations and building trust in your credentials using:

  • A transparent framework that declares your values, states your purpose and describes how you will achieve and maintain your purpose
  • A clear taxonomy of the different types of credentials that your framework covers
    (HINT: more than micro-credentials vs “digital badges”)
  • Solid information requirements for each type of credential in your taxonomy, whether it be formal, non-formal or informal, that are fit for purpose. Not all badges are micro-credentials, but the ones that ARE should meet expectations for that type
  • Delivering on the above in a demonstrable way
  • Improving on the above over time

You don’t need to wait for the final definition of micro-credentials to come down from Olympus before you start to take a more structured approach to your own credentialing efforts. Heck, Canada still doesn’t have a national qualifications framework.

And you don’t have to have it ALL figured out before you start. It’s OK to have something that’s at least better and more responsive than what was there before, even if it’s not yet perfect. It’s OK to learn, change and grow, just like our lifelong learners do, because we are all lifelong learners and change is constant. But let’s be clear about what we’re trying to do and how we’re doing it.

In a later post, I’ll go into more detail about frameworks, taxonomies and “Critical Information Summaries“, based on some recent research consultations and implementations I’ve been working on, but I’ll save that for a later post. This one is long enough!

</rant>

The case for full spectrum “inclusive” credentials

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Learning Agents’ Adaptable “Meta-Taxonomy” CC BY

TL;DR Preface
My company Learning Agents provides the credentialing taxonomy above as an onboarding tool for CanCred.ca and Open Badge Factory clients, but it’s quite adaptable to other credentialing platforms. It goes well beyond micro-credentials to show that a rich and flexible recognition language can be developed using an inclusive spectrum of credentials that are transparently described and reliably issued. It’s a living document based on experience across sectors and it works for academic institutions, professional bodies, industry associations, individual companies, international NGOs, non profits and charities, etc. The taxonomy is licensed under Creative Commons, so it can be re-used remixed, etc. with attribution to Learning Agents. It’s inspired in part by a great post by Lesley Voigt back in 2020.
On CanCred.ca, it’s supplemented with free credential templates containing content prompts that match the “critical information” expectations for each type of credential. These can be flexibly edited to individual organization needs.
For some clients, Learning Agents has gone further to develop full digital credential frameworks customized to organizational needs that provide a more complete foundation for demonstrable quality and portable recognition, while retaining flexibility and a sense of “fitness for purpose.”
In this post, I’m using the diagram as a soapbox to discuss the need for inclusive recognition across the spectrum of formality.

Quick note: this post explores inclusivity for diverse credentials, not diverse l/earners, which is also a very important topic I may take up in a later post.

Refrain: “We need ONE framework for micro-credentials”

There has been lots of conversation and text written about the need for frameworks for micro-credentials, that academic subset of digital credentials and Open Badges that seems to attract most of the attention in discussions about how to use digital credentials to authentically recognize lifelong and lifewide learning and achievement to benefit l/earners, workforces and communities.

Micro-credentials are an alluring concept, if a bit slippery to define for some. Funders love their promise (though they are increasingly seeking more evidence of their impact.) Employers like the idea (once they become aware of it), like to collaborate on them (if they have the time) and may start using them for recruitment or even for upskilling their incumbent workforce development… if they have time. (Change can be slow.)

Old hands like Tony Bates do legitimately question how much micro-credentials really differ from previous iterations in Continuing Education, Contract Training, “Market Driven Training”, modular programs, online verification of certifications, etc., but let that be for now. Let’s leave some space for micro-credentials to fulfill their promise.

But let’s also leave some space for other types of digital credentials that may be less formal, but no less valuable. Way back in 2016 (49 years in Internet time), I had this to say about learning and formality in this blog:

Professional learning is a conversation, an ever-evolving stream of emergent and examined practice. This is what it means to be a professional. (2016-05-29)

Matthew Farber, a blogger at Edutopia apparently stated it even more elegantly previously, according to A-Z of E-learning:

“Teaching is a design science and learning is a conversation”.

Building on this, I’ll say now that any form of meaningful development is about more than knowledge delivery and assessment, it’s about applying knowledge in your context to deepen your understanding and maybe improve your performance, sometimes alone, but often in the company of others.

Many proponents of micro-credentials don’t see it that way:

So, learning is a conversation… hiring is a conversation… career advancement is a conversation… you get the picture. This blog is a conversation… or should be. (Feedback welcome!)

Recognition as a conversation, at least more than a recruitment filter!

So it becomes less about how assessed micro-credentials, “Verifiable Credentials” and “Learning and Employment Records” will be able to get you past the filtering algorithm of an employer’s Applicant Tracking System in a huge stack of resumes (HR Open Standards is working on this as we speak…) and more about they can become grist for career conversations, examples you can use to help tell your story, differentiate yourself, build trust, be the holistic choice that people want to make at the time of need.

This can be:

  • evidence of achievements (assessed, self-claimed or whatever) that you can frame, support and share online;
  • commentary on your experience;
  • dialogue with others in your various communities;
  • endorsements from people you respect and who respect you;
  • values and goals you have set for your life and career.

Imagine you’re in an interview and somebody says “Tell me about yourself,” or “Can you give an example of when…,” or “Where do you want to be in three years?” Might be nice to have some some of these stories to draw from, no? Having them in credential form can help you remember them and contextualize them with supporting evidence and endorsements from others.

Because formal credentials alone are not enough. As a recent Inside Higher Ed article has it:

Reskilling. Upskilling. Certificates. Certifications. Badges. Licenses. Microcredentials. Alternative credentials. Digital credentials.
So many terms. So little agreement on what they mean, least of all in higher ed.
“Employers say, ‘It’s great that this individual has these skills, but we’ll ask our own questions to verify the learner’s knowledge,’” Kyle Albert, assistant research professor at the George Washington University Institute of Public Policy, said. “It’s a trust-but-verify situation.

(I like “trust-but-verify”, reminding me that micro-credentials may be anchored to a blockchain to verify ownership and integrity, but their claims about the credential holder may still be be poorly expressed, not backed by assessment evidence and/or not sufficient for full evaluation of the candidate. Many are quite good of course, but the blockchain doesn’t tell you that.)

And there’s still far too much focus on micro-credentials for remedial training for hire whether it’s transition to work or mid-career transition (re-skilling). What happens after you get hired? Will your employer train you and recognize you for that? Will you engage in professional learning communities and industry associations and be recognized for that? What about freelancers and entrepreneurs? Will you recognize yourself and seek validation for that? Will you recognize colleagues and others in your communities?

Lifewide beyond work, what about your local community and the difference you can make closer to home? What about your local region, your country or even global issues such as climate change? There was a great OBF Academy session recently, on badging phenomenon-based learning for climate change.

What about culture? Who are you as a person? It’s about more than matching training-based micro-credentials to job requirements, even assuming that trainers can develop the exact set of micro-credentials that a particular employer has taken the time to specify. I have an old friend with a great business as a consultant chef for restaurants. In social media he shares deep knowledge about menu development and culinary techniques, which helps him get work (along with referrals from happy clients), but he also shares his passion for music – as a player, a teacher and an eclectic listener, which strangely also helps him get work as a restaurant consultant. It’s a way of connecting to the whole person.

People want to work with people, not just collections of skills. Regardless of the skills you can reliably claim, I don’t want to work with you if you’re a sociopath or a do-nothing. (I may need to write that l/earner inclusivity post sooner than later.. 8-> )

Full disclosure: my chef musician friend doesn’t need badges to build his career or social capital further, which has been established over decades. He does like badges (at least he tells me he does) and he might feel differently about using them if he were were starting out today. (By the way, on the “development as conversation” track, he created a multi-level progressive chef development chart as a workforce trainer that works very well as a conversational tool for collaborative assessment…)

As a “mature” professional, I also get a lot of my work from referrals and other channels, but I believe in “drinking my own champagne”, so I continue to use badges and my badge portfolio in my email sig file and RFP proposals to support my claims:

Some Open Badges I’ve earned:

Open Badge: Open Recognition Ambassador Open Badge: Bologna Open Recognition Declaration signatory Open Badge: RPL Systems / Policies 2017 Ontario Open Badges Forum - Igniter
Badge portfolio:
Badge portfolio

The two in the middle are static, but I’m particularly proud of these two living badges at either end:

  • The Open Recognition Ambassador badge contains the declarations I made when I was invited to earn it using a badge application form. It also contains evidence and endorsements that I continue to add, keeping the conversation going and the badge alive…
  • Learning Agents worked with eCampusOntario to develop the first Ontario Open Badges Forum in 2017 (now renamed as the Micro-credential Forum). As a speaker, I earned the Igniter badge, but I like to think I was also a firestarter for digital credentials in Ontario by co-producing the first two forums, and the “after the fact” endorsement in the 2017 badge from David Porter (then CEO) helps make my case.

I don’t think anyone would call these badges micro-credentials, but they do help me tell my story. I think of them as conversational nuggets that I can use or that other people can use to learn about me as a person. Interviews don’t always have to happen in real time…

So, I suggest that when people start speaking earnestly about “quality” and “rigour” in micro-credentials your response should be some combination of “Why?”, “For whom?” and “For what context?”. And maybe: “Is a micro-credential enough?”

Because I think an authentic story can be much more relevant and useful in context than a 100% score in an APA-approved psychometric quiz.

Where’s that champagne?

Stacking micro-credentials: the joy, the horror.

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Part of “Scenes from a MOOC” – excerpts from an orphaned video-centric MOOC about micro-credentials based on Open Badges (as most are..)

I often say to people that stacking micro-credentials is one of those things that sound great, but can come with unwanted baggage, can lead to unintended consequences and generally complicate things that were supposed to be simple.

Stacking for what?

l’ll start the discussion with this useful diagram from Brown et al in the Journal of Learning for Development (J4LD). The authors developed a model for a credential ecology that I’ve fiddled with a bit, leaning on the CC BY licence.

Brown, M., Nic Giolla Mhichíl, M., Beirne, E., & Mac Lochlainn, C. (2021).
The Global Micro-Credential Landscape: Charting a New Credential Ecology for Lifelong Learning.

The diagram maps different kinds of credentials across 2 axes:

  • The vertical axis is about formality, or credit versus non-credit.
  • The horizontal axis is about credential “bundling”, or aggregation

In the top two quadrants related to credit, diplomas and degrees are called macro-credentials that can be stacked from individual micro-credentials. I’ve added the notion of “meso-credentials” of intermediate sizes in the centre. The bottom two quadrants are focused on industry recognition. The terms provided by the authors aren’t widely used – I’ll just call these non-credit micro-credentials

A new element added by the research team is the concept of transforming non-credit to credit via the Recognition of Prior Learning or RPL. This is what they call the “diagonal axis” and I’ve added diagonal yellow arrows to illustrate. RPL is normally done at the institutional level, based on internal policies, using evidence portfolios and other methods of assessment. Within the institution, it’s usually possible to carry forward the valuation of an external nonformal credential, in the same way that an external academic credit only needs to be evaluated once for credit transfer. There are some initiatives in early development in Canada, Australia and perhaps elsewhere, to build this into a more system-wide approach, using terminology such as “”external credit bank” or “micro-credentials marketplace.”

Horizontal and vertical stacking

Vertical, sequential and horizontal stacking (diagram by Don)

Stacking of micro-credentials is often described as vertical or horizontal. Vertical stacking, also called laddering, usually means that one credential builds on top of another, leveling up as in this Python example. However, leveling up within a skill is not as common as the notion of sequential pathways.

Sequential or linear pathways are programs of learning that have been pre-designed with micro-credentials as signposts on the way. They might include a range of topics and activities, but everything been built into a program plan.

Horizontal stacking is defined as broadening knowledge across multiple topics at a similar level, or perhaps specializations within a topic area. In this example, a creative technology skillset is being broadened with operational and business skills. Horizontal stacking is usually more learner centric than vertical stacking: educators and often learners can swap elements in and out to build more custom solutions.

This very popular and useful image from Bryan Mathers is another take on the various kinds of stacking and pathways:

Pathways by Visual Thinkery is licenced under CC-BY-ND

The Stepping Stones model is the one I was just describing: sequential pathways, or linear progressions. They are prescriptive, programmed in advance. This is often the default for an instructional designer. It might be a certificate program in Continuing Education, for example. But this doesn’t have to be the only model.

The Collection model is still prescriptive, but the order doesn’t matter: program requirements are met once enough micro-credentials have been earned, or “collected”. Collections can actually be more flexible than than the preset pie form you see here: think of a honeycomb or a small, multi-cell organism that can add horizontal options organically.

The Constellation is a very popular metaphor that is non-linear AND descriptive. As Rebecca Solnit says:

“The stars we are given. The constellations we make. That is to say, stars exist in the cosmos, but constellations are the imaginary lines we draw between them, the readings we give the sky, the stories we tell.”

So a constellation is human construct: it’s a way of finding patterns, connections and stories among a scattering of stars or a collection of skills and achievements.A constellation can be a way of looking back and making sense of what you’ve already done, as in a portfolio for the Recognition of Prior Learning.Or it can be a way of looking forward at what you might do next, based on what you’ve already done, as in a smart learning ecosystem. This is the most learner-centric and even learner empowered model for pathways.

Dreaming big about stacking

The words horizontal and vertical imply a grid, where the horizontal axis could express the breadth of topics and the vertical axis could express the levels of learning:

Ugly diagram by Don

I’ve actually provided two vertical axes here. The one on the left displays education qualification levels. Over on the right, I’ve added a popular model for leveling up skills in the context of work that’s mentioned in the Australian National Microcredentials Framework.

As an educator, if your thinking naturally leans toward stacking micro-credentials for credit, then it can be exciting to imagine modular educational pathways for Bachelors degrees for example, where students could complete programs in bite-sized chunks, stepping on and stepping off the “qualifications trolley”, and being recognized for even partial completion of larger qualifications.

Some initiatives are even exploring the feasibility of supporting “build-your-own degrees”, where lifelong learners of all kinds would be able to custom assemble credentials from multiple institutions, based on a common currency for micro-credentials. So in theory, the modularization of credentialing through micro-credentials could take the practice of Credit Articulation and Transfer to an entirely new level.

In practice, we’re not there yet, and it can be very difficult to innovate at the core of established credentialing systems, where the stakes are very high and practices are firmly established. Some objections that have been raised for this vision of stacking credits include:

  • Lack of awareness and trust between institutions. Micro-credentials do not magically remove structural and cultural barriers to mobility.
  • Most academic macro-credentials are not “build your own degree”, they are built on specific programs of study, usually within a single institution. A micro-credential may be worth x credits, but only if it can be applied to a program. There are actually very good reasons for having integrated programs that describe a learning arc.
  • And finally, academic stacking doesn’t solve the problem that micro-credentials were invented to solve, which is to provide more agile and authentic ways to develop and recognize skills. A focus on credit slows things down, comes with baggage and pushes us back to old ways of thinking. And Employers usually say they’re not interested in the credit value of micro-credentials, they are interested in their practical value in the workplace. From an employer perspective, credit may be nothing more than a proxy for quality, that can also be delivered by institutional brand.

Let’s remember that Open Badges were originally invented to recognize and share learning and achievement everywhere. Micro-credentials have emerged as a more formal subset of Open Badges, focused on agile education for workplace skills.  But the idea was to supplement, enhance and fill gaps in formal learning, not to replace the entire damn system.

Institutions don’t need to totally reinvent themselves to start reaping the benefits from micro-credentials: innovation can begin at the edges, in Continuing Education, Extension programs, Adult Education, even in Contract Training. Value and quality can be balanced with agility by a “credit ready” approach, where micro-credentials are developed and documented according to standardized processes that can be confirmed for credit later.

This means starting with smaller initiatives and programs more related to workplace-relevant expertise than academic qualifications. And smaller stacks that have immediate practical value. Then maybe think about stacking further, but also think about unifying, transformative elements to bring these things together, that go beyond building a Bachelors like Lego.

Spinning it up again for a mOOC on digital skills

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I’m dusting off this Littoraly blog to participate in OERu’s “Digital literacies for online learning” (#LiDA101). I’m hoping to get some insights about digital literacy and digital fluency. Are these just different levels or different in kind? I’m actually interested in digital literacies beyond online learning, but on the other hand learning is lifewide, so the TLA watchword is not ABC but ABL: Always. Be. Learning.

This blog was moved from WordPress.com to Reclaim Hosting – those folks were very helpful in setting me up. Then it languished, I’m afraid. The look of the blog is quite similar to what I originally set up on WordPress.com.

I’m hoping that this course will help me fire up my enthusiasm again for exploring thoughts online and “learning out loud.”

LiDA Photo Challenge

First displayed on Mastodon – this is an embedded link from the Mastodon server. I was in Toronto ahead of a meeting of the Learning Services department of Doctors Without Borders Canada. Not sure if it qualifies for a photo challenge