The document discusses the application of blockchain technology in creating self-sovereign identities and credentials, highlighting the importance of decentralization in managing educational and professional data. It outlines how blockchain can improve transparency, security, and user control over personal identity records without reliance on central authorities, thus enabling individuals to manage their credentials independently. Several use cases and potential benefits of integrating blockchain into the educational ecosystem are presented, emphasizing the need for open standards and interoperability in digital identity systems.

1. BLOCKCHAIN
SELF-SOVEREIGN IDENTITY
& CREDENTIALS
24TH March 2021
Alex Grech
Faculty of Media & Knowledge Sciences
Department of Communications
Director The 3CL Foundation

2. PUBLIC
POLICY
CONNECTED
LEARNING
NEW MEDIA INDUSTRY 4.0 BLOCKCHAIN
& EDUCATION
I AM NOT HERETO SELLYOU CRYPTO
Approach to the presentation, based on areas of expertise

3. Knowledge Base

4. WWW.DEL4ALL.EU
IMPACT OF EMERGING TECHNOLOGIES
ON DIGITAL LEARNING
Financed by the European Union's
Horizon 2020 programme.
Aims to transform current European
research and innovation initiatives in
the area of digital enhanced learning
into a sustainable ecosystem, capable of
effectively stimulating collaboration
among all key players.
© Copyright DEL4ALL 2020-2022

5. European Blockchain Services
Infrastructure (EBSI)
• Investment to date: Euros 400M
• +300 contributing
• 20 member states hosting 27
live nodes
• 3 use cases being added 2021
EBSI is one of Europe’ Connecting
Europe Facility (CEF) Digital Building
Blocks
A Building Block is an open and
reusable digital solution.
It can take the shape of a framework,
a standard, a software, or a software
as a service (SaaS), or any
combination thereof.
3 new use cases are in initiation phase / design phase
SME financing, European Social Security Identification Number, Asylum
process management
Source: European Commission, 2021

6. Source: European Commission, 2021

7. AVERY QUICK
PRIMER ON THE
AFFORDANCES OF
BLOCKCHAIN

8. A blockchain is a record of chronological transactions, much like a traditional financial ledger.
Transactions are recorded with an immutable cryptographic signature called a “hash”, and then
“grouped in blocks”.
A blockchain is a type of distributed ledger technology (DLT). A distributed ledger is a
decentralised database, distributed across several computers or nodes, managed by multiple
participants, without the participation of a central authority. Each node has equal status in terms
of authority, without a central authority or server managing the database, so each node can
independently maintain and update the ledger and any of the nodes will verify its existence.
Each new set of transactions,“blocks,” are recorded and cryptographically linked to the
previous record, forming a “chain”.
Every new block includes a hash of the previous one, chaining them together - hence a
“blockchain”.
Blockchains are the foundation of high-profile technologies such as cryptocurrency (e.g.
Bitcoin), and promise to change how data is managed and shared in a variety of industries,
including education
Adapted from: https://medium.com/designing-the-future-of-education-and-workforce/education-have-a-problem-put-a-blockchain-on-it-bc2574826752

9. Blockchain as
A Public
Decentralised
Ledger

10. The Blockchain as a
Cryptographically-
Secure
Decentralised
Distributed Database
/ Ledger
A Digital Log or Digital database of transactions.
A Database that is shared across either a
public or a private network.
When data is read or written from the
database, the correct cryptographic keys are
needed to complete the transaction:
- A Public key, basically the address and the
database where information is stored,
- A Private key, which is your personal key -
the security which prevents other people
from updating the information unless they
have that correct key.

11. 11
Notarization of a
credential on the
blockchain means
storing its hash
on the distributed
ledger
Source: MITTechnology Review (2018)
PROCESS INTEGRITY

12. 12
StrategyWorks | Mastercard Foundation Workshops: Technology-Enabled Credentials for Young People in Africa
CRYPTOGRAHIC HASH FUNCTION

13. What Does the Ledger Remember?

14. Transaction 1 . . . Transaction 2 . . . Transaction 3 . . .
What Does the Ledger Remember?

15. Transaction 1 . . .
Sender Receiver Content
1AwdUWQzJgfDDjeKtpPzMfYMHejFBrxZfo 1AwdUWQzJgfDDjeKtpPzMfYMHejFBrxZfo
ae0789d1a055d1dd74e9c65c5388c5328e275c3b
de9e0e0955a86c66477578b7
What Does the Ledger Remember?

16. Transaction 1 . . .
What Does the Ledger Remember?
Sender Receiver Token Transfer Contract/Method/State
0x1064a27d24a4166716fa8169192f0
aff71ddadaa
0xcdb7ecfd3403eef3882c65b761ef9
b5054890a47
ERC20 (Hurify Token)
Function: transfer(address _to,
uint256 _value)
MethodID: 0xa9059cbb
[0]:
000000000000000000000000aa5db5
1e0e856314bfcedb9945eb70a0c26a
3a15
[1]:
000000000000000000000000000000
000000000000000000d02ab486cedc
0000

17. On-Chain . . . Off-Chain . . .
Sender Receiver Content
1AwdUWQzJgfDDjeKtp
PzMfYMHejFBrxZfo
1AwdUWQzJgfDDjeKtp
PzMfYMHejFBrxZfo
ae0789d1a055d1dd74e
9c65c5388c5328e275c3
bde9e0e0955a86c6647
7578b7
2017-02-20 T02:10:29

18. KEY FEATURES OF
BLOCKCHAIN

19. 19
Central
Database
STRUCTURE OF A MODERN DATABASE
Users store
their
information
Institution
manages &
controls
Parties consult database

20. BLOCKCHAIN ADDRESSS RISKS BY REMOVING
NEED FOR CENTRAL AUTHORITY
✓ Each user (node) stores a complete
copy of the database
✓ Each user (node) has to approve each
entry
✓ The version with the most copies is
the ‘true’ version

21. Records are cryptographically-linked, making them nearly
impossible to change.
Data in the block cannot be altered or removed.
Every transaction exists in perpetuity while blockchain exists.
The database can only be updated when the majority of
independent computers check and verify those credentials
that allow you to write to the database.
Security against single point of failure and somebody working
nefariously to try and corrupt the database.
The database can only be updated when two things happen.
1)The correct credentials are being applied - the private and
public key together.
2)Those credentials are being verified by a majority of
participants in the network.
IMMUTABILITY
PROCESS INTEGRITY

22. The distributed electronic ledger
functionality provides a mechanism for a
community to record & exchange
information.
Each member maintains his or her own
copy of the information and all members
must validate any updates collectively.
The information could represent
transactions, contracts, assets, identities,
or practically anything else that can be
described in digital form.
Every network user has their own copy of
the entire blockchain.
Entries and updates are permanent,
transparent, and searchable, which makes
it possible for community members to
view transaction histories in their entirety.
TRANSPARENCY &
PROVENANCE IN LOW-
TRUST ENVIRONMENTS

23. DECENTRALISED DEMOCRACY
TRUSTLESS ARCHITECTURE
A database shared across a number of participants
A trustless network of participants, where each has
a computer.
Information is potentially available to all participants
at a moment in time.

24. DISINTERMEDIATION
24
Blockchains enable verification of
peer-to-peer transactions without a
centralised mediator

25. INTEROPERABILITY
25

26. THE BLOCKCHAIN
& SELF-SOVEREIGN
IDENTITY

27. “The next step beyond user-centric identity [where] the
user must be central to the administration of identity”
Allen’sTen Principles of Self-Sovereign Identity

28. TRADITIONAL IDENTITY
MANAGEMENT
• User’s identity defined from perspective of the
provider for a specific purpose and is
therefore only valid within the domain of that
specific provider within that purview.
• People have all sorts of identities conferred on
them in various forms (passports, proof of
employment, diplomas) and by various third
parties operating as sources of authority (e.g.,
credentialing bodies).
SELF-SOVEREIGN IDENTITY
• Individuals are the ultimate source of data
about themselves: a citizen's identity pre-exists
before the conferral of an identity by any third
party.
• In building and governing a network of globally
acceptable self-sovereign identity, in any such
network the three core tenets of individual
control, security and full portability must be
met.

29. In their digital interactions, users are
enabled to choose which specific
pieces of their own information, claims
or credentials they can disclose to
third parties.
Verifiable Claims are credentials such
as educational degrees, business
licenses, citizenship, etc., which are
issued by an authority or verifiable
through a signature of an attestation
issuer, who can attest its validity.

30. People have the right to create, own and manage
their identity records in a manner that is private
and with no dependency on a centralised authority
to transmit or verify records.
This requires both recipient ownership & vendor
independence.
When the blockchain is properly used as a
decentralized verification network, it offers
the ability to unlock the power of digital
records by making them trustworthy and
instantly verifiable anywhere in the world.
SELF-
SOVEREIGN
IDENTITY
Improperly used, the blockchain becomes
an unnecessarily cumbersome technical
layer.

31. THE BLOCKCHAIN
& CREDENTIALS

32. INPUT
• Educational
Resources
PROCESS
• Educational
Practices
OUTPUT
• Educational
Credentials
A typical process model for Education

34. 34
StrategyWorks | Mastercard Foundation Workshops: Technology-Enabled Credentials for Young People in Africa
FORMS OF LEARNING

35. MICRO-
CREDENTIALS
NANO-DEGREES
MICRO-MASTERS
CERTIFICATES
BADGES
LICENSES
ENDORSEMENTS
• Smaller modules of learning than
covered in conventional academic
awards
• Part of Digital Credentialing
Ecosystem made possible by
digital communications
technologies establishing
networks of interest through
which people share information
about what a learner knows and
can do
FROM CREDENTIALS TO
MICRO-CREDENTIALS

37. FUNCTIONAL BUILDING BLOCKS FOR
DIGITALLY-SIGNED CREDENTIALS
IDENTIFY
The individual who is going to
be awarded a certificate
documenting her/his skills,
competences or qualifications
1
ISSUE
A digitally-signed credential or
a revocation certificate to an
individual. Both certificates
should be issued by an
awarding body
2
STORE
The digital certificate after
having been issued by an
awarding body. Individuals
should have the possibility to
save their certificate on online
platforms and wallets;
3
SHARE
The digital certificate with an
employer or other
organisations. Individuals
should be able to decide with
whom they wish to share their
certificate with
4
VERIFY
The authenticity of the digital
certificate that has been
willingly shared by an
individual with an employer or
other organisations. The
accreditation of the awarding
body could also be verified
(i.e. if an awarding body is
authorised to issue a certain
certification about a specific
qualification).
5

38. Data can be
CHANGED
(hacked)
•Institutional Staff can change
grades after the fact
•Database can be
compromised (fake degrees)
1
Data can be
DELETED
•Data loss through disasters
(fire, war, etc)
•Data loss through accidents
2
Institution can
PREVENT ACCESS
•Students not given access to
metrics held on them
•Disputes over ownership of
intellectual property
3
Institution can put
CONDITIONS on
access
•Institutions can charge for
verifying data (certificates)
•Digital data only available
through proprietary systems
4
Institution can use
data in an
UNAUTHORISED
manner
•Sharing data with third
parties
•Profiling of students
5
RISKS WITH CREDENTIALING PROCESS
Limited Access to
Underlying
Information
Credentials are still
not digital
Lack of (Technical)
Standards for
Credential
Information
Closed Standards for
Security &
Verification
No Aggregation of
Credential Data

40. Verifiable Credentials
DIDs serve as unique identifiers for individual credentials that are registered with a public network.
Notably, DIDs are built on open standards, so individuals can register any DID to any public network
without being locked into a particular vendor or system. Decentralised identifiers provide a means for
both institutions and learners to establish identity without relying on a centralised party. The same DID
a user uses to access a state system could be utilized as a consistent, platform independent identifier
across systems to access school records, university credits, professional development courses, and
vocational school.
Private keys constitute the digital signature of the trusted issuer. Private keys are typically issued by
trusted third party certification authorities. In the case of a user,. one of the trusted issuers might be the
trade school she attended years ago.When the private key of the trade school is associated with the
digital credential that she sends to the community college, it serves as proof that the credential is
genuine and was issued by the school. Private keys can be loosely compared to the physical key to a
house.
Public keys are paired with private keys and written to the public network in association with DIDs to
give verifiers a way to associate issuers’ DIDs with digital signatures. If a private key can be compared to
the physical key to a house, the corresponding public key is the house’s address. Both the private and
public keys are needed to access credentials.
Adapted from: https://medium.com/designing-the-future-of-education-and-workforce/education-have-a-problem-put-a-blockchain-on-it-bc2574826752

41. EBSI identity and diploma management: It is about creating an
entire ecosystem.
Request and issue identity credential
A
Citizen
(Present identity credential)
Request and issue diploma credential
Present diploma credential
Check identity credential
Check diploma credential
Company
University B
University A
Government
B
Government
A
Wallet / Personal
datastore
EBSI Ledger
B
A
B
E
A
B
C
D
E
F
G
H
F
G
G Anchor decentralized ID
i
i
Authenticate and store credentials
j
j
D H
D H
C
C
Identity
Diploma
Wallet
Store evidences* of issuance (of identity
credential)
Store evidences* of issuance (of diploma
credential)
Source: European Commission, 2021

42. Does your system
use an Open
Standard?
• This is a way of ensuring the
system survives even as
vendors come and go.
Does your system
allow us to anchor
records to any
blockchain?
• If not, the system is likely
using a proprietary, non-
standard approach, and/or
network, that violates the
principle of independence.
Public blockchains have
proven they can scale and
survive security threats. And
their openness (open-source,
open-access, borderless,
neutral) goes a long way to
preventing censorship down
the line. Anchoring
important records to brand
new networks is simply an
unnecessary risk.
Does the issuing
system allow
records to verify
even if we (the
issuing institution)
cease to exist?
• If not, then the blockchain is
not being used properly. One
of the main benefits of
blockchain technology is
increased durability and
convenience. If a solution
remains centralized, no new
benefits are actually gained.
If the vendor goes
down or goes out
of business
completely, will the
records still verify?
• If not, these records don’t
provide the longevity
required of important
identity records. Vendors go
down, get acquired, or go
out of business all of the
time. Records intended to
last a lifetime, like birth
certificates, need to last
beyond the lifetime of any
specific vendor.
How do recipient
keys or
Decentralized
Identifiers (DIDs) get
generated, retrieved,
and built into the
credential about to
be issued?
• If this isn’t happening at all,
the system is not providing
recipient ownership. For
instance, an academic
transcript issued to “John
Smith” could be used by any
John Smith. That isn’t good
enough. The real John must
be able to demonstrate that
the transcript was originally
issued to him.
FIVE QUESTIONSTO DETERMINE SELF-SOVEREIGNTY IN CREDENTIAL ISSUING SYSTEMS
Adapted from: https://medium.com/designing-the-future-of-education-and-workforce/education-have-a-problem-put-a-blockchain-on-it-bc2574826752

43. 4 OBSERVATIONS
+
4 SUGGESTIONS

44. THE
EDUCATION
MODEL IS
(NEARLY)
BROKEN
1

45. ONE SIZE FITS
ALL
DISCONNECTED
FROM
INCREASING
NEED FOR
PERSONALISED
LEARNING

46. THIS USED
TO BE THE
PROBLEM

48. Covid-19 & the lockdown of young people is exposing the
fragility of the higher education bricks & mortar model

49. 49

50. WORLD’S LARGEST DEVELOPER COMMUNITY
WORLD’S LARGEST FORM OF
INFORMAL ONLINE LEARNING
REPUTATIONS COMPLEMENT FORMER CREDENTIALS
ONLINE COURSES FROM REPUTABLE
BRICKS & MORTAR INSTITUTIONS
NETWORK OF EDUCATORS, EXPERTS &YOUTH-SERVING
NGOs MOBILISING NEWTECHNOLOGY IN SERVICE OF
EQUITY,ACCESS & OPPORTUNITY FOR ALLYOUNG PEOPLE

51. • 60% had not used distance and online
learning before the crisis
• 95% believe COVID-19 crisis marks a
point of no return for how tech is used
in education & training
• Online learning resources and content
need to be more relevant, interactive &
easy to use
• Over 60% improved their digital skills
during the crisis
• More than 50% of respondents want to
do more with tech
Source: European Commission, 2020

52. BLOCKCHAIN
TECHNOLOGY
HASYET TO HAVE A
SIGNIFICANT
IMPACT ON
EDUCATION
2

53. 20 WAYS THE
BLOCKCHAIN
MAY IMPROVE
EDUCATION
CREDENTIALS &
TRANSCRIPTS
BADGES
STUDENT
RECORDS
IDENTITY
INFRASTRUCTURE
SECURITY
PUBLIC
ASSISTANCE
CLOUD
STORAGE
ENERGY
MANAGEMENT
PREPAID CARDS
SMART
CONTRACTS
LEARNING
MARKETPLACE
RECORDS
MANAGEMENT
RETAIL CHARITY
HUMAN
RESOURCES
GOVERNANCE
LIBRARIES PUBLISHING RIDE SHARING BONDS
Source: Vanderark, 2018

54. WWW.DEL4ALL.EU
Question 4
Which emerging
technologies (e.g., AI, AR,
VR, blockchain, gaming,
data analytics) can support
digital learning in a higher
education context?
© Copyright DEL4ALL 2020-2022
16
11
9 9
7
0
2
4
6
8
10
12
14
16
18
Virtual
learning
platforms
Conference
tools
Data
analytics
Games Artificial
intelligence

55. WWW.DEL4ALL.EU
Question 5
Which permanent post-
pandemic changes will
there be to education?
© Copyright DEL4ALL 2020-2022
20
15
14
7
6
0
5
10
15
20
25
More blended
learning (i.e. mix
of online and
offline learning
methods)
Education will
be more
digitalised in the
future
Development of
digital education
skills
More
multidisciplinary
collaboration
(e.g. co- and
peer learning
through virtual
team spaces)
More focus on
trust and privacy
of digital
learning (e.g.
through credible
digital
certificates)

56. US HIGHER
EDUCATION SECTOR
More market-driven than
most of Europe
In similar crisis mode.
Source: Bryan Alexander, 2020

57. DECENTRALISATION
IS PERCEIVED TO BE
A THREAT TO
GOVERNANCE
3

58. AS A TRUSTLESSTECHNOLOGY,
BLOCKCHAIN ADDRESSS RISKS BY REMOVING
NEED FOR A CENTRAL AUTHORITY
✓ Each user (node) stores a complete
copy of the database
✓ Each user (node) has to approve each
entry
✓ The version with the most copies is
the ‘true’ version

59. THREE TYPES OF DECENTRALISATION?
Political Logical Architectural

60. RESISTANCE COMES IN MANY FORMS
• Little trust in trustless technology
• Levels of security, privacy and scalability
required for public digital services higher than
other industry
• Cybersecurity sensitivity - insufficient levels for
data & processes involved
• Relative immaturity of technology
• Trust minimizing architectures should not
replace interpersonal trust or prevent its
emergence.
• Open standards yet to be adopted by most
nation states
• Nothing open or decentralised about Estonian
blockchain model!

61. INTEROPERABILITY
IS NOT JUST A
TECHNOLOGY
ISSUE
4

62. INTEROPERABILITY HAS BOTH A PHILOSOPHICAL &
TECHNOLOGICAL DIMENSION (SMIT, 2020)
TECHNICAL
DIMENSION
• Verifiable Credentials
• Information packaged, issued or shared in a standardised format
LEGAL DIMENSION
• Identity and Data
• eIDas trust framework may facilitate identity & cross-border validity
• GDPR regulation, educational jurisdiction rules and national legislation
have to be navigated.
SEMANTIC
DIMENSION
• Standardisation extends beyond technological interaction and the
transmission of data.
• Seamless receipt of the data package, its opening, and a common
understanding of how the fields that make up the data can be read.
GOVERNANCE
DIMENSION
• Overall governance (responsibilities, decision-flows, ownership..)
• Technical governance
• Education governance
• Type of blockchain deployed (public, private, permissioned, permissionless,
hybrid)
• Accreditation taxonomies

63. Source: McKinsey Digital (2021) Seven lessons on how technology transformations can deliver value

64. BLOCKCHAIN
CREDENTIALS
STAKEHOLDERS
BLOCKCHAIN
TECHNOLOGY
PARTNER
EDUCATION
INSTITUTIONS
NATION STATE
STAKEHOLDERS
EMPLOYERS
LEARNERS
REGISTRARS
MINISTRY OF
FINANCE
POLICY
MAKERS
DATA
PROTECTION
COMMISSIONER
COMMUNICATION
STRATEGISTS
MINISTRY OF
EDUCATION
OFFICE PRIME
MINISTER
EDTECH
COMMITTEE
LEADERSHIP
LAWYERS
HUMAN NETWORKS
CANNOT BE AUTOMATED
Ecosystem involved in Malta Blockcerts Pilot 2017-2020

65. 4 SUGGESTIONS

66. FOCUS ON
DISCONNECTS TO
DETERMINE WHERE
BLOCKCHAIN MAY
ADDVALUE TO
EDUCATION
1

67. 1.Automatically-
Verifiable, Secure
Credentials
2.
Reputational
Systems for
Validation
3. Directory of
Trusted Issuers
THREE
IMMEDIATE
APPLICATIONS
FOR
BLOCKCHAIN IN
VALIDATON OF
CREDENTIALS

68. DEL4ALL upscaled due to
COVID-19 to fast-track a
community of practice working
with emerging technologies
(blockchain, AI, AR and IoT) as a
means of redefining the needs of
digital education.
Main challenges
● Incompatible teaching materials
● Non-existent infrastructure
● Lack of skills
● Missing inspiration of educators and students
● Increased number of unemployment
Main opportunities
● Digital enhanced and personalised learning
● Open Educational Resources
● VR platforms (learning analytics, games, and AI)
● Upskilling programs (distance learning courses)
Main priorities
● Budgetary support, regulation and legal frameworks
● Develop concepts for Internet of Things in education
● Lead open debate about the future of education
● Focus on Capacity building and skills development
● Investments in digital learning
● Technology based interactive learning process
● Rethink teaching business model
● Capitalise on the upskilling and development
● Position technologies on the value chain

69. WWW.DEL4ALL.EU
EdTech for the near future..
Online video conferencing
• Pedagogically questionable
Anywhere Labs (IoT, AR)
Augmented Reality for mimetic learning
• ‘Reality as a medium’
AI learning assistants
Distributed ledgers for trusted student data

71. Source: Scholar Coin White Paper (2018)
An innovative, decentralized network
leveraging blockchain technology to
securely create, manage and distribute
resources for the education ecosystem.
“White paper that will help your upcoming
discussion. My team & I have already built
the blockchain platforms you’re going to be
discussing. I’ll send our white paper & other
information if you’re interested...”

72. Blockchain was conceived as machines
working together to reach consensus.
It is an appropriate metaphor for
collaborative networks.
By building upon the scaffolding of
existing trust and relationships,
blockchains can spur thinking about
data use, data ownership, and data
control.
DECENTRALISED
RESILIENT MODEL
FOR THE EDUCATION
SYSTEMWE NEED

73. PILOTS AND
SANDBOXES ARE
USEFULTO
OVERCOME
RESISTANCE TO
CHANGE
2

75. This is about creating an ecosystem. By joining it, each actor will be able
to contribute to the future of Digital Europe.
75
A
Citizen
Company
EBSI Ledger
B
A
B
E
F
G
G
i
j
D H
D H
C
C
You?
You?
Request and issue identity credential
(Present identity credential)
Request and issue diploma credential
Present diploma credential
Check identity credential
Check diploma credential
A
B
C
D
E
F
G
H
Anchor decentralized ID
i
Authenticate and store credentials
j
Identity
Diploma
Wallet
Store evidences* of issuance (of identity
credential)
Store evidences* of issuance (of diploma
credential)
You?

76. USE A CARROT & STICK APPROACH FOR DLT ADOPTION
Regulatory Frameworks &Technical Standardisation essential
Establish clear common legal base for the deployment of smart
contract & digital signatures, with appropriate coordination and
convergence
Strengthen cooperation & exchange with international partners
Consider Digital Education Hubs that identify, share & scale up
good practice supporting the education and training sector with
tools, frameworks, guidance, technical expertise & research
Link national and regional digital education initiatives and actors
Support cross-sector collaboration & new models for exchange
of digital learning content, addressing issues such as common
standards, interoperability, accessibility and quality-assurance.

77. PositiveBlockchain.io

78. USEVERIFIABLE
LIFELONG
LEARNING
CREDENTIALSTO
BREAK DOWN
INSTITUTIONAL
IDEOLOGICAL
SILOS
3

79. Verifiable, tamper-proof credentials
for learning will become invaluable
in the post-pandemic education
landscape

80. NEWTYPE OF LEARNING
• Lifelong Acquisition of skills
• Delivered by a variety of
stakeholders (NGOs, private
sector,TVET…)
• Combined with more Formal
Education pathways
NEW REQUIREMENTS ON
CREDENTIAL SOLUTIONS
• SameValidity as formal education
credentials
• Stackable Credentials
• Sharing ofWork-based experiences
• Mobility
• Transparency
• Fraud reduction
ONGOING
LABOUR MARKET
CHALLENGES

81. TVET, Lifelong Learning
entities and the Labour market
more receptive to embracing
SSI and Blockchain Credentials
than Universities

82. TIMETO PULL
AWAY FROM
TECHNOLOGICAL
DETERMINISM
& INVEST IN
DIGITAL & MEDIA
LITERACIES
4

83. TECHNOLOGY
IS CHANGING!
SOCIALWORLD
IS CHANGING!
NEW INFRA-
STRUCTURE
NEW DEVICES
NETWORK
SOCIETY
PARTICIPATORY
CULTURE
ATTENTION
ECONOMY
NEW
SERVICES
E-COMMERCE
NEW
PLATFORMS
GOVERNANCE &
REGULATION
IDENTITY &
SOCIALITY
POWER &
MEANING
BLOCKCHAIN,
AI, VR,AR
BIG DATA +
ALGORITHMS
POST-TRUTHS
SOCIAL
NETWORKS
SOCIAL
MEDIA
PRIVACY &
SURVEILLANCE
MOBILE +
WEARABLES
CONTENT
MARKETING
CITIZEN
MEDIA
ONLINE
INFLUENCE
DIGITAL
POLITICS
NEW MEDIA
INDUSTRY
PLATFORM
CAPITALISM
DIGITAL
PLENITUDE
Reflexive relationship between digital media & social world: from theory to praxis

84. ATTENTION
PARTICIPATION
CO-OPERATION
CRITICAL
CONSUMPTION
OF
‘INFORMATION’
NETWORK
AWARENESS
BASIC
DIGIAL LITERACIES Source: Rheingold, 2012

85. DIGITAL
DISRUPTION CAN
BE FOUND IN THE
MOST MUNDANE
OF APPLICATIONS

86. “Never underestimate the resilience of
the credential as long as humans are in
the business of demonstrating their
worth to others. It remains the lingua
franca of social capital.
It will probably become even more
important as young people get used to
re-inventing themselves every five years,
as informal and professional learning
starts to secure parity with traditional
higher education.
Yet we need to reimagine the credential,
in view of the affordances of blockchain
technologies”.
https://medium.com/digital-citizenship/blockchain-education-credentials-862070bb3f83

87. The Blockchain promises
Decentralisation, Immutability,
Interoperability, Self-Sovereignty
and Trust.
In One Solution.

88. The Blockchain is a hammer looking
for a nail

89. The important question is not
whether ‘the system’ is
decentralised or centralised.
It’s whether the blockchain can
truly contribute to an immediate
future where monopoly is
impossible.

90. THE ALTERNATIVE IS NOT INFERIOR
THE ALTERNATIVE IS INCREASINGLY LIKELYTO BECOME
MAINSTREAM ONCE COVID-19 IS A MEMORY

91. alex.grech@um.edu.mt twitter.com/alexgrech
Grazie
linkedin.com/in/alexgrech
www.3CL.org
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