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Open Education Passports and Micro Credentials for refugees and migrants

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This presentation, introducing the MicroHE and OEPass projects, was delivered in Madrid on the 23rd of November 2018 at the MOONLITE Multiplier Event

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Open Education Passports and Micro Credentials for refugees and migrants

  1. 1. Open Education Passports and MicroCredentials for refugees and migrants Ildiko Mazar Education Quality Institute MOONLITE Multiplier Event – 23 November 2018
  2. 2. Education is a PublicGood This means  Open Access to Educational Opportunities  Use of Open Educational Resources  Empowerement of Students through Open Educational Practices
  3. 3. MOONLITE’s mission Improve educational offerings to refugees by boosting the use of MOOCs to:  widen and improve the HEIs teaching for registered HEI students  create new educational pathways for refugees (serving society)  build entrepreneurial and language skills among those two groups MOOCs do not automatically imply a better access to the higher education system
  4. 4. What do HEIs think and do? The results of the 2016/2017 „Comparing institutional MOOC strategies” survey, by D. Jansen and L. Konings, found that:  40+% of European HEIs did (or is planning to) develop a MOOC  36% of the institutions are developing MOOCs to be re-used and/or are re-using existing MOOCs  74% (strongly) agree that HEIs should develop a policy to open up their educational offer to those potentially left behind  63% of the respondents (strongly) agrees that it is essential to offer formal (ECTS) credits in addition to informal certificates  70% (strongly) agree that these formal (ECTS) credits should be recognized in formal bachelor/master programmes
  5. 5. TheOEPass mission Create a digital standard format for documenting open education credentials based on ECTS https://oepass.eu
  6. 6. The MicroHE mission Create a model blockchain infrastructure for storing and automatically verifying credentials https://microcredentials.eu/
  7. 7. Educational credentials are documented statements that acknowledge a person's learning outcomes or achievements
  8. 8. Examples of non-formal credentials Non- Qualification Credentials NANO- DEGREES MICRO- MASTERS CERTIFICATES ENDORSEMENTS LICENSES BADGES
  9. 9. Who decides about the reputation of a credential? An accreditation agency The (open) education provider The learning community (through endorsements) The job market and employers
  10. 10. A typical process model forOpen Education Open Educational Resources Open Educational Practices ? Educational Credentials Input Process Output
  11. 11.  Credentials are still not digital  Limited Access to Underlying Information  Lack of (Technical) Standards for Credential Information  Closed Standards for Security &Verification  No Aggregation of Credential Data What’s wrong with (digital) credentials?
  12. 12. LimitedAccess toUnderlying Information
  13. 13. The average employer will not research applicants’ credentials Source: Career Arc If it costs an employer more to verify a credential then to test the skills, the credential is effectively worthless.
  14. 14. Lack of Technical Standards leads to exclusion Source: Career Arc
  15. 15. Closed Standards for Security and Verification
  16. 16. No Aggregation of Credential Data
  17. 17. Closed Credentials  expensive and time consuming to acquire  hard to use and share  hinder Open Education by failing to evidence flexible learning pathways in a transparent manner  exclude the people who need them most  can be abused by networks of intermediaries  do not inform policy
  18. 18. The Road toOpen Disrupting Credentials for the Public Good
  19. 19. Wehaveall the piecesfor an opencredential system
  20. 20. Elements of aCredentialStatement Certain elements of a credential statement are required for formal evaluation of open educational opportunities and the underlying learning processes. (Based on Nuffic, 2018 &Witthaus et al., 2016)
  21. 21. Credential Quality Distinct Authentic Accessible Exchangeable Portable Quality Principles for Digital Credentials Quality of the statement Quality of the medium
  22. 22. Quality of the Statement The statement should: Quality of the Medium The medium should: Distinct ● represent a specific and identifiable and measurable experience, skill or fact ● be attributable to a single, identifiable person ● allow for the storage and display of the statement, as well as any and all associated metadata Authentic contain enough information to: ● verify when, where and by whom it was issued ● trace and reproduce the conditions under which it was issued ● be able to be issued for a limited period and be revocable ● only allow an issuer to create a certificate; ● not allow for any kind of tampering or editing ● be able to store or link to the information required to verify ● display its validity status Accessible ● be issued in a widely-spoken language or in a easy to read graphical format ● be issued in a widely-used and/or open format Exchangeable ● be modular, allowing for the credential to be subdivided into smaller credentials or stacked into larger credentials ● be convertible into other types of credentials ● allow for relational links to be created between credentials ● allow for credentials to be created out of other credentials Portable ● be owned by the learner ● allow for the user to physically possess the credential in a place of their choosing ● easily shareable by the user
  23. 23. EUStandards for Qualifications EU standards for qualifications European Qualifications Framework: gives an indication as to the level of various qualifications European Diploma Supplement: provides a standardised template to give additional information about a degree European CreditTransfer System: allows for individual learning units to be described in terms of knowledge, skills, responsibility and autonomy European Skill, Competences, Qualifications and Occupations database provides a standard terminology
  24. 24. EUStandards for Qualifications EU standards for qualifications European Qualifications Framework: gives an indication as to the level of various qualifications Not for non-formal education or microcredentials European Diploma Supplement: provides a standardised template to give additional information about a degree Only for degrees European CreditTransfer System: allows for individual learning units to be described in terms of knowledge, skills, responsibility and autonomy Only for Higher Education - not included fully in qualification European Skill, Competences, Qualifications and Occupations database provides a standard terminology Not used by all the tools above
  25. 25. Technical Standards: OpenBadges too open to be useful
  26. 26. National ID Systems can replace companies as sources of trust for signing too complex to use for the average person
  27. 27. AGlobal Platform forSkills alreadyexists… should one company have a monopoly on skills data?
  28. 28. WithBlockchainyoudon’tneedanintermediarytosigna documentatall the technology is still extremely young
  29. 29. With open and non-formal learning the education landscape is getting more complex Source: https://blockchain.open.ac.uk
  30. 30. A decentralised ledger (and distributed database) can eliminate intermediary party and encourage trust
  31. 31. Elements of a System for Open Educational Credentials User-Held Credentials Open Standards OpenTech Stack Independent Verification Open Aggregation
  32. 32. Annual Meeting of the Danube Rectors' Conference 7-9 Nov 2018 DanubiusYoung ScientistAward 2018
  33. 33. Open meta-data standard and CredentialsClearinghouse
  34. 34. www.microcredentials.eu Imagine a Future where recognition is universal automatic seamless
  35. 35. THANK YOU FOR YOUR ATTENTION You can download this presentation at: Ildiko Mazar https://www.slideshare.net/ildikomazar
  36. 36. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This work is licensed under a Creative Commons Attribution ShareAlike 4.0 International License. You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following conditions: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. No additional restrictions — You may not apply legal terms or technological

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