Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
•Download as PPTX, PDF•
0 likes•199 views
The presentation describes the new trend toward Alternative Digital Credentials and their place in the fabric of higher education.
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
Similar to Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education. (20)
More from Gary Matkin
More from Gary Matkin (20)
Recently uploaded
Recently uploaded (20)
Gary W. Matkin. UC Irvine. How ADCs are Impacting Higher Education.
- 1. The Microcrentials Revolution: Alternative Digital Credentials Gary W. Matkin| Dean of Continuing Education, Vice Provost of Career Pathways, UC Irvine
- 2. The Concept of ADCs (Badges) 2
- 3. ADC Pathways Secure, Unhackable Repository ADC Recipient Friends LinkedIn Social Media Potential Employers Digital Resume Issuing Organization Permanent Record
- 4. ▪ Verification of earner’s identity ▪ Qualification and information about the issuer ▪ Date issued, date to be expired ▪ Description of competency ▪ Criteria used to assess competency ▪ Relationship to other related competencies ▪ Examples of student work (optional) What Does an ADC Contain (Metadata)? 4
- 5. ▪ Alternative to what are now issued ▪ Non-degree certifications of skills and abilities related to workforce needs ▪ Digitally created, stored, and transmitted ▪ Attest to competencies ▪ Portable ▪ Easily understood ▪ Information rich Characteristics of ADCs 5
- 6. ADCs are Workplace Relevant (Contrasted with Traditional Transcripts) 6 Traditional transcripts are not relevant for workforce needs
- 7. ▪ Already widely used ▪ Transcripts largely irrelevant to workforce needs ▪ Certify valuable, more granular, non-degree-level skills and abilities ▪ Makes universities accountable ▪ Young adults demand shorter, relevant education ▪ ADCs are a natural outcome of open education ▪ Companies use digital searches to hire candidates ▪ The ADC ecosystem is developing ▪ Employer acceptance is increasing Rationale for Institutional Adoption of ADCs 7
- 8. Competency vs. Learning Achievement The Big ADC Challenge Competency ▪ Based on demonstrated skills ▪ Workplace relevant independent of learning Learning Achievement ▪ Based on learning assessment ▪ Academic relevance and learning centric
- 9. 1. Non-duplication of existing certifications (transcripts) 2. Relevant to workforce needs 3. Must indicate competencies, assessments, and evidence of attainment 4. Must be issued for evaluated competencies and learning 5. Must be substantive (non-trivial) 6. Assessments must be clearly and specifically defined (rubrics) 7. Assessors must be highly qualified in the specific field being verified 8. Levels of competency must be clearly defined 9. Institutional permanent records should be maintained 10. Identifying issues must be authenticated and secure Criteria for Issuance 9
- 10. 1. Criteria for issuance 2. Icon design 3. Metadata content 4. Platform selection Implementation: Early Decisions 10
Editor's Notes
- Here are some examples from both higher education and the corporate world of the icons used to signify that the recipient of the ADC has achieved a specific competency in a defined topic.
- To initiate the issuance of an ADC, the issuing organization or institution posts the ADC to a repository that is secure and unhackable. At the same time, the issuing organization or institution stores this posting to its own record system. After posting to the repository, the recipient may then post the ADC to any digital repository including to a resume, to LinkedIn and other social media sites, to employers and potential employers, and even to friends.
- Each ADC, once “clicked on” opens up to reveal “metadata” about the ADC and the skills it verifies. This is a listing of common metadata.
- From the previous slides the following characteristics of ADCs are clear. ADCs are alternative to currently issued, traditional transcriptable learning verification and are directly relevant to current workforce needs. They are digital in character which means that they can be transmitted and stored in immediate digital fashion. Finally, their best use is to verify competencies rather than simple learning achievement.
- This is an actual transcript of a student at UCI, showing his entire academic record. On this record is an entry, “Artificial Intelligence 171” and the student earned a B+. This entry may be of interest to employers but it is hardly useful in describing what the student learning in the course relevant to the job being offered. Except as evidence that a student persisted successfully to gain a degree, traditional transcripts are not useful to employers who are looking for specific skills.
- Evidence that ADCs are indeed a higher education imperative is rapidly increasing. ADCs are already widely issued, especially by non-higher education institutions and several governments are adopting ADCs as central to higher education systems (New Zealand, Malta, Australia). As already indicated, traditional transcripts are less and less relevant to workforce demands for competency certification. ADCs fill in an important gap between learning and work relevant skill verification. The adoption of an ADC system will push universities toward greater alignment with the demands of both students and local economies, making universities more accountable for what they produce. Young adults are demanding shorter, relevant education that they can put to immediate use. The huge supply of open education available in the world represents a large opportunity for certification of competencies. Hiring practices of companies increasingly depend on digital searches for job candidates. ADCs make those competencies discoverable. ADCs are forming a system of standards and support, and employer acceptance of ADCs is increasing.
- The last use of ADCs is in the verification of actual competency or skill mastery rather than just a verification of learning. Competency is the application of learning to a specific skill/behavior rather than just knowledge.
- Selecting the criteria for the issuance of ADCs is the most important and nearly decision that must be made. The highest criteria involved is the verification of competencies, rather than learning achievement. Universities typically measure learning achievement by issuing grades. They are usually not skilled at verifying competencies—the application of learning to relevant practical applications. There will necessarily be a tension between competency-based ADCs and learning achievement based ADCs.
- Any implementation plan should begin with the making of several decisions, listed here. The criteria for issuance has already been discussed. Icon design may seem out of place in the early decision making process, but it turns out to be important because it has to reflect the structure of the offering. Metadata content has already been discussed and is listed in the following slide again. Ultimately, universities have to select a particular platform offer the issuance and record keeping necessary for the service.