Presentation was delivered at the HLC Conference, April 2018. It discusses what a digital badge is, what is the currency of a digital badge, benefits to stakeholders, and briefly how we're utilizing these credentials.
Digital Credentials for Robot-Proof 21C CareersDon Presant
Open Badges are a standard for portable micro-credentials invented by Mozilla in 2011 as a better way to recognize skills and transfer them into new education and career situations. Leading organizations like IBM, Shopify and eCampusOntario are using badges in innovative approaches to workforce development. Learn how badges are fast becoming digital credentials for “robot-proof” 21st century careers.
Digital Credentials for Robot-Proof 21C CareersDon Presant
Open Badges are a standard for portable micro-credentials invented by Mozilla in 2011 as a better way to recognize skills and transfer them into new education and career situations. Leading organizations like IBM, Shopify and eCampusOntario are using badges in innovative approaches to workforce development. Learn how badges are fast becoming digital credentials for “robot-proof” 21st century careers.
Frames the need for Open Badges, describes them, provide several examples and discusses ways of getting started. Focus is on community organizations, for the Cannexus audience.
How Linkedin can bring Data-Driven Decision-making to all stakeholders across higher education as well as to students as they navigate their journey through school and career and back again.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
Going online is only step one. Next, your institution is challenged with growing online programs to attract new students. Learn how personalization can power the three critical steps in the student lifecycle: recruitment & enrollment, teaching & learning, and outcomes & retention.
A one day design lab to reinvent how we recognize skills across sectors in Ontario. Hosted by eCampusOntario and CanCred.ca.
Presentation by Don Presant, President, Learning Agents/CanCred.ca
Agenda, Open Badges 101, Examples from Elsewhere: Workforce & Open Recognition Ecosystems
Frames the need for Open Badges, describes them, provide several examples and discusses ways of getting started. Focus is on community organizations, for the Cannexus audience.
How Linkedin can bring Data-Driven Decision-making to all stakeholders across higher education as well as to students as they navigate their journey through school and career and back again.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
Going online is only step one. Next, your institution is challenged with growing online programs to attract new students. Learn how personalization can power the three critical steps in the student lifecycle: recruitment & enrollment, teaching & learning, and outcomes & retention.
A one day design lab to reinvent how we recognize skills across sectors in Ontario. Hosted by eCampusOntario and CanCred.ca.
Presentation by Don Presant, President, Learning Agents/CanCred.ca
Agenda, Open Badges 101, Examples from Elsewhere: Workforce & Open Recognition Ecosystems
Digital badges are a rapidly growing worldwide online system that contains information about a person such as the knowledge and skills they achieved through formal or informal learning and who validated that learning. Once earned, digital badges can be added to a learner’s social media profile, like LinkedIn or Twitter. Then when someone clicks on the badge, they are provided detailed information on what it took to earn that badge. The presenters, who have decades of corporate and collegiate experience, will share with you the what, why and how of implementing digital badges in your organization.
Digital badges are a great way to communicate the skills and competencies that learners attain regardless of where they are in their learning or career journey. They can be unique, branded, creative, and highly contextual; all things that when done well are crucial to achieving the end goal of making skills more visible and closing the opportunity gap.
Embedding Employability Survey - Students
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
In nearly every area of business, the speed of change is outpacing the speed of learning. As it transformed its training business, IBM also transformed its credential strategy with digital badges, leading to a dramatic improvement in nearly every metric: Attendance is up, course completions are up, and more students are returning to take additional courses. In this session, you’ll see the results IBM has achieved by transforming its credential program. Then, you’ll get a step-by step, fast-paced lesson on how you can implement a program and achieve similar results. You’ll leave with a checklist showing how you can get started quickly without a big investment in resource or cost.
Join us for this TICE Virtual session as your host, Jim Daniels, worldwide program manager for IBM’s Digital Badge Program, will show you how IBM has transformed its certification program with digital badges.
Embedding Employability Survey - Staff
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
Colorado Community College System's digital Badge journey CCCC's Digital Badge Possibilitites IMS Global Badging and Credentail Convening Austin TX November 2015
Toward Student Engagement and Recognition: Developing a Digital Badge Roadmap EDUCAUSE
Higher education institutions are experimenting with the use of digital badges to guide, motivate, document, and validate formal and informal student learning. Digital badging, accompanied with interactive learning designs, provides a digital transcript that highlights a learning narrative that makes competencies, accomplishments, and connections more visible. In this presentation, you’ll learn how digital badging supports learning and motivates students to progress through their courses and programs. The presentation reviews all the components of a badging initiative, but will have participants identify badge components, sketch out their badge constellation, and develop an assessment strategy within the context of a course.
GEMEnA update for COPAFS Quarterly Meeting June 2015Sharon Boivin
Presentation slides for the June 5, 2015 quarterly meeting of the Council of Professional Associations on Federal Statistics (COPAFS). The theme of the meeting was workforce statistics. This presentation updates progress to date on deploying newly-developed survey items on the prevalence and key characteristics of non-degree credentials, including industry-recognized certifications, occupational licenses, and educational certificats.
Indian education sector is opening up new avenues as we move on. Question arises about building brand and communicating with students, attracting talented students to relevant course of their choice.
We tried to analyze current budgets of the institute and how scenario is going to change
Embedding Employability Survey - Graduates
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
Open Badges: How IBM Launched a Bold New Initiative to Attract, Engage, and ...David Leaser
The world of digital online credentials is changing, and IBM is a leading voice in the IT industry. In this session, using real program data and results and the IBM Open Badge Program as a case study, you will learn how to design a nano-credential program that quickly generates significant results. See how IBM merges credentials and recognition with social media, such as LinkedIn, Facebook, and Twitter. The session explores Mozilla Open Badges, which are quickly emerging as an industry standard to recognize achievements and nurture and progress talent.
In this presentation, you will learn:
* A deeper understanding of Open Badges and the future of digital nano-credentials
* The benefits of Open Badges to key stakeholders—badge issuers, badge earners, and badge consumers
* How to demonstrate use cases and show the results an organization can achieve with Open Badges
* How to outline an action plan to get started with Open Badges
David Leaser is senior program manager of innovation and growth initiatives for the Global Skills Initiative program at IBM. David developed IBM’s first cloud-based learning solution and is the program developer for the IBM Open Badge Program, a leading-edge program to attract, engage, and progress talent. David is the author of a number of thought-leadership white papers on talent development, including Migrating Minds and The Social Imperative in Workforce Development. He has trained more than 4,000 clients and developed more than 30 training manuals and video tutorials.
Learn first hand about the different characteristics of credentials and information resources for you to use to identify available credentials. The New York City Department of Youth and Community Development (DYCD) will share their strategies for working with vendors and partners to provide resources, information and programming focusing on career pathways and credential attainment.
How to Motivate Customers to Complete TrainingSkilljar
A Skilljar Slideshare. Win the battle of customer priorities by employing some creative techniques to keep your customers engaged in your training program. Learn about incentives that can be used to promote customer education and encourage customers to complete their training courses. Examples include promotions, CE credit and more. Questions or comments? Email us at marketing@skilljar.com.
Similar to Digital Badges: Workforce Training & Continuing Education (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Digital Badges: Workforce Training & Continuing Education
1. Kathleen Radionoff
Dean of Continuing Education
Madison College
kradionoff@madisoncollege.edu
(608) 258-2309
Lesley Voigt
Digital Badge Director
Madison College
lvoigt@madisoncollege.edu
(608) 616-1044
2. • A digital badge is an information rich,
validated indicator of accomplishment, skill,
quality, or interest that can be earned in many
learning environments and shared through
online outlets.
• A digital badge can represent attained
knowledge, specific skill, set of skills,
certificate, etc…
Getting Started: Understanding terminology
3. Getting Started: Understanding terminology
• A Micro-Credential is a small chunk of
learning or learning that has been
broken into bite-sized pieces with each
piece focusing on a specific skill,
knowledge or ability.
Many individuals interchange the terms
Badge and Micro-Credential, though
badges can represent just about anything.
4. FORMAL BADGES INFORMAL BADGES
Issued for K S A attainment
that is formally assessed
VS.
No assessment component
Issued by a recognized third
party
Not verified
Resume-worthy
achievements
Examples: event attendance,
volunteer, peer-to-peer
recognition
Getting Started: Understanding terminology
5. • An individual is part of the Workforce for 40-
50+ years; not just after they graduate with a
degree
Getting Started: Understanding our Students/Workforce
7. • 60% believe that employers will move to
skills-based hiring
• 57% said employers will place more value
on non-traditional credentials
• To facilitate this, it is believed that
microlearning—content delivered in small,
specific segments—will see the most growth
among learning technologies in 2017
(LinkedIn Learning’s Insider Survey, 2017)
Ask Yourself: Why Badges? Why Now?
8. • Students with IBM digital badges will be able to apply
their badges toward Northeastern academic credit.
(Elearning Inside News, 2017)
• California proposing new online, competency-based
community college that will offer only certificates and
badges… with a focus on “short bursts of learning”
that can take place outside the traditional academic
calendar (Inside Higher Ed, 2018)
• Candace Thille, a pioneer in learning science and open
educational delivery, has taken a leave of absence
from Stanford University for a position at Amazon
(Inside Higher Ed, 2018)
Major Shifts in Education Underfoot
9.
10. Broadcast Achievements
Signals skills and achievements to
peers, potential employers and others
Motivate Participation
Provides instant recognition for
achievement;
Engagement and Retention
Working harder to earn badges = better
grades and engagement
Develop Personal Brand
Displays verified achievements across
the web. Improves social connections
with peers, employers and clients
Up-Skilling/Life-long Learner
Older degrees can be enhanced with
new credentials, as needed basis
Increase Engagement/Retention
Badges directly linked to Institution;
micro-credentials encourage
continuation to the next credential
Enhance Brand
Significant social media benefit:
thousands of brand marks flooding
LinkedIn, Twitter, Facebook, blogs and
company websites
Increase Recruitment
Viral social media exposure;
opportunity to earn extra credentials
allows students to stand out among
similar programs
Up-Skill Workforce
Micro-credentials allow individual who
already hold degrees the opportunity
to enhance their skills
Verified Skills
Provides a trusted “seal of approval”
for employers validating existing talent
or potential hires
Candidate Selection
Provides an easy way to identify
candidates to hire or promote; reduce
HR time
Improved Company Performance
Motivates employees to drive their
own development and improve the
performance of the organization
Employee Retention
Allow the employer to align candidate
with job that exploits already proven
skills/interests
Value Proposition: How does badging convert to real value for everyone?
Badge Earner Institution Employer
How does Badging translate to real Value for everyone?
11. What our Badge Earners are Saying…
I’ve had a lot more
people reaching out
to me on LinkedIn
that are looking to
fill positions
I’m glad I worked hard to
pass the class because
besides passing the class,
I earned a badge! It feels
good to know that I
accomplished something.
The badge has encouraged
my employer to take an
active look into the programs
that award them.
Knowing I could receive a badge -
proof I can display of my knowledge
– gives added value to Madison
College programs in comparison to
other educational programs.
“After posting my achievement on social
media, some colleagues and friends
shared congratulations. What surprised
me was some even inquired further
about what was involved in the course
and seemed genuinely interested in my
achievement and possibly looking into
further education themselves.”
12. Credit Badges VS. Non-Credit Badges
Courses transcripted (A, B, C…) Courses transcripted (Unsat/Satisfactory)
Earn at “Exceptional” level across
all assessments
Earn an 80% or above within course and
on assessments
Multiple skills/badges possible
within one course
Each course = One badge/skill
Students may need to submit
evidence/apply for digital badge
By taking the course, students are
eligible to earn the digital badge
Within all classes (Credit/Non-Credit), students can still pass the
class without having earned a badge.
Developing the Badge: Credit vs. Non-Credit
13. All badged curriculum must
be reviewed
Verify rigor
within the
course
curriculum
Align learning
outcomes with
State/National/
Employer
Standards*
Define badge
tasks that are
measurable
Developing the Badge: Non-Credit Badges
15. Employers validated the
value of the skills
Utilized skills
already existing
within
curriculum
Researched
job descriptions
& personnel
evaluations
Faculty identified
13 technical/4
soft skill badges
Developing the Badge: Credit Badges
16. • Created from industry validated “needed skills”
• Participation from 17 different School of Health
Education (SoHE) programs
• Broad enough to work across health care
disciplines
• Piloted within Medical Assistant program for
2016-17
• Implemented into other SoHE programs Fall
2018
Developing the Badge: SoHE Soft Skill Badges
20. CAAHEP accreditation requires 100% of all medical
assistant graduates to pass 100% of all competencies.
In addition to passing 100% of all competencies, to
earn this badge a student performed diagnostic
coding and procedural coding at an exceptional level.
Additionally the student successfully completed the
psychomotor, affective, and cognitive domain
assessments at a 93% or above.
Employer Advisory Board Direct Input
24. Every badge we issue includes dynamic labor market data to show real job
market opportunities from employers to salary ranges
Viewing the Badge: Dynamic Labor Market Data
26. 1. It is necessary to educate audiences to
increase acceptance.
2. It is not always the same students earning
the badges.
3. We are able to develop interest profiles on
individual students.
4. Badges can help define interests within a
broader degree program.
5. Employers can use these badges to help
determine candidate paths to leadership
possibilities.
What We’re Learning…
27. Madison College is partnering with IMS Global
to create a first of it’s kind
Digital Credential Institute
Sneak Peek: What’s Next!
28. Kathleen Radionoff
Dean of Continuing Education
Madison College
kradionoff@madisoncollege.edu
(608) 258-2309
Lesley Voigt
Digital Badge Director
Madison College
lvoigt@madisoncollege.edu
(608) 616-1044