These slides were presented by pilot project teams at eCampusOntario’s Micro-certification Forum in Toronto on February 21, 2020. To learn more about micro-certification in Ontario, click here: https://www.ecampusontario.ca/micro-certifications/
This project evaluated the effectiveness of using the virtual world Second Life to provide criminal justice training as compared to traditional in-person training. Three existing courses - Intelligence Analyst Training, Inmate Radicalization training, and Active Shooter Response training - were replicated in Second Life. The project examined whether virtual reality training could achieve similar learning outcomes and student experiences as in-person training. Surveys, tests, interviews and other measures were used to evaluate the instructional approach, technical issues, student recommendations, and outcomes of the virtual training. Results indicated that while some technical challenges existed, overall the virtual training was viewed as effective by students and many saw benefits to blending virtual and in-person learning.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
The AVA action plan aims to reduce fragmentation of validation systems across Europe by analyzing tools and methodologies. It includes recommendations targeting policymakers, adult education organizations, stakeholders, social partners, and businesses. The recommendations focus on increasing accessibility, transparency, and inclusion in validation processes. They also emphasize the importance of cooperation across sectors and stakeholder groups. The plan proposes next steps like disseminating the results of a validation survey, debating the plan with stakeholders, and promoting the action plan in various countries.
Bodil husted. presentation of ava final findings and resultsEAEA2015
The presentation highlights the main results of the AVA analysis, carried out by the Nordic Network for Adult Education (NVL) in the framework of the AVA project.
Micro-credentialing Workshop: A view from the Australian higher education sectorCharles Darwin University
The Australian sector is now starting to see a few good examples of micro-credentialing in action. When done well this is a really complex thing and not something that should be undertaken lightly, or to be seen as a quick win by institutions. There are issues of alignment, design, validity, portability, transparency, authenticity and many more that need to be considered in developing an institutional approach to this. This involves many systems working/talking together across the institution (not the least of which is the LMS), and potentially the introduction of newer/contemporary ways of thinking about learning and teaching.
This workshop will initially summarise some of the current practice being seen in the sector and share some emerging models. Not only will participants develop a greater awareness of the current trends, but more importantly, they will develop for themselves, and potentially for their institution, a suite of models/options that could be applied in their own unique context.
Presented at the Blackboard Learning and Teaching Conference in Brisbane Australia, August 2018
Kirsten Aagaard, Quality model for validation in the nordic countries - AVA e...EAEA2015
The document discusses quality assurance in validation processes. It notes that less than half of European countries report having transparent quality assurance measures for validation that are in line with existing frameworks. It also discusses the Nordic model for quality in validation, which focuses on three key perspectives: ensuring organizational quality, procedural quality, and assessment quality. The model includes eight quality factors: preconditions, documentation, information, coordination, guidance, mapping competencies, assessment, and follow-up. The quality factors are intended to guide validation practitioners and institutions in developing high-quality validation processes focused on the individual.
This document summarizes a presentation on baccalaureate pathways in technician education. It includes presentations from James Jacobs on applied baccalaureate degrees, Julia Panke Makela on identifying baccalaureate pathways affiliated with NSF projects, Barbara Anderegg on implications for practice, and Julia Panke Makela on next steps. The presentations covered topics like applied associate and baccalaureate degrees, a survey of NSF grantees about affiliated pathways, findings on program types and fields of study, and opportunities for further research.
This project evaluated the effectiveness of using the virtual world Second Life to provide criminal justice training as compared to traditional in-person training. Three existing courses - Intelligence Analyst Training, Inmate Radicalization training, and Active Shooter Response training - were replicated in Second Life. The project examined whether virtual reality training could achieve similar learning outcomes and student experiences as in-person training. Surveys, tests, interviews and other measures were used to evaluate the instructional approach, technical issues, student recommendations, and outcomes of the virtual training. Results indicated that while some technical challenges existed, overall the virtual training was viewed as effective by students and many saw benefits to blending virtual and in-person learning.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
The AVA action plan aims to reduce fragmentation of validation systems across Europe by analyzing tools and methodologies. It includes recommendations targeting policymakers, adult education organizations, stakeholders, social partners, and businesses. The recommendations focus on increasing accessibility, transparency, and inclusion in validation processes. They also emphasize the importance of cooperation across sectors and stakeholder groups. The plan proposes next steps like disseminating the results of a validation survey, debating the plan with stakeholders, and promoting the action plan in various countries.
Bodil husted. presentation of ava final findings and resultsEAEA2015
The presentation highlights the main results of the AVA analysis, carried out by the Nordic Network for Adult Education (NVL) in the framework of the AVA project.
Micro-credentialing Workshop: A view from the Australian higher education sectorCharles Darwin University
The Australian sector is now starting to see a few good examples of micro-credentialing in action. When done well this is a really complex thing and not something that should be undertaken lightly, or to be seen as a quick win by institutions. There are issues of alignment, design, validity, portability, transparency, authenticity and many more that need to be considered in developing an institutional approach to this. This involves many systems working/talking together across the institution (not the least of which is the LMS), and potentially the introduction of newer/contemporary ways of thinking about learning and teaching.
This workshop will initially summarise some of the current practice being seen in the sector and share some emerging models. Not only will participants develop a greater awareness of the current trends, but more importantly, they will develop for themselves, and potentially for their institution, a suite of models/options that could be applied in their own unique context.
Presented at the Blackboard Learning and Teaching Conference in Brisbane Australia, August 2018
Kirsten Aagaard, Quality model for validation in the nordic countries - AVA e...EAEA2015
The document discusses quality assurance in validation processes. It notes that less than half of European countries report having transparent quality assurance measures for validation that are in line with existing frameworks. It also discusses the Nordic model for quality in validation, which focuses on three key perspectives: ensuring organizational quality, procedural quality, and assessment quality. The model includes eight quality factors: preconditions, documentation, information, coordination, guidance, mapping competencies, assessment, and follow-up. The quality factors are intended to guide validation practitioners and institutions in developing high-quality validation processes focused on the individual.
This document summarizes a presentation on baccalaureate pathways in technician education. It includes presentations from James Jacobs on applied baccalaureate degrees, Julia Panke Makela on identifying baccalaureate pathways affiliated with NSF projects, Barbara Anderegg on implications for practice, and Julia Panke Makela on next steps. The presentations covered topics like applied associate and baccalaureate degrees, a survey of NSF grantees about affiliated pathways, findings on program types and fields of study, and opportunities for further research.
This document provides an overview of the Youth Wellbeing Directory and ACE-V Quality Standards framework. The directory is a searchable database of UK mental health services for children and young people up to age 25. It aims to help commissioners, referrers, and service users find and choose quality services. The ACE-V standards provide a framework for services to demonstrate their accountability, compliance, empowerment of clients, and value. Adopting these standards can help services with tasks like securing funding and demonstrating quality to commissioners. The presentation outlines the benefits of this framework and involves attendees in exercises to explore using the directory and standards.
The document describes the UCISA Digital Capabilities Survey, which benchmarks digital capabilities in UK higher education institutions. It provides an overview of the survey, including that it has been conducted since 2014 and covers areas like strategy, delivery, accessibility, and the future. Institutions use the survey findings to guide strategy, support activities and resource requests, and identify best practices. The survey report includes recommendations, and the document encourages participation in the next survey to further digital capabilities progress.
Crowdsourced strategy: enabling a culture of improvement ownershipJisc
Speakers:
Allen Crawford-Thomas,team leader - digital strategy and inclusion, and subject specialist, Jisc
Mark Ayton, subject specialist (strategy and business process), Jisc
Richard Fullylove, strategic ILT manager, Coleg y Cymoedd
This presentation will outline the general approach that will be adopted in the development of a National Digital Vision and Strategy for Wales, and the support that Jisc will provide through that process.
This document discusses competency-based education and its role in increasing student completion rates. It argues that competency-based models focus on what students learn rather than how long they spend in the classroom. Students can earn credits by demonstrating their mastery of skills. The document outlines how competency-based strategies can help more students complete their education through options like online learning, credit for prior experience, and accelerated learning. It also discusses the process institutions must follow to implement competency-based programs and earn federal financial aid eligibility. Overall, the document promotes competency-based education as an effective way to increase student completion and better serve nontraditional students like adult learners.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
How are your staff and students using digital?Jisc
A presentation at Connect More in Scotland, 4 June 2019.
Speaker: Clare Killen, content curation manager, Jisc.
It is anticipated that, within 20 years, 90% of jobs will require digital skills, so it’s important that universities and colleges are in a good position to prepare today’s students for tomorrow’s workplace. Understanding how students use technology and their attitudes towards its use in learning is a good place to start.
As universities and colleges are investing large sums of money into their digital environment, how do we know if this investment is being realised by staff and students using the technology effectively? In this hands-on workshop, delegates will have the opportunity of using tools and resources to support them with gathering evidence of how staff and students are using technology.
Cicerone is an organization that aims to guide individuals by sharing experiences and expertise from its team members who have over 25 years of experience in various fields like engineering and management. It offers consulting modules in areas such as business intelligence, software solutions, training and building industrial relations, and continued education in countries like Australia. The organization's goal is to be able to provide guidance and solutions for any situation by continually expanding its knowledge base.
A survey-based analysis on training opportunitiesDigCurV
Presentation by Jūratė Kuprienė, Vilnius University at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Introducing a digital skills certificate to improve student engagement
Speaker: Ben Gill, IT trainer and adviser, University of Lancaster.
This session will introduce you to the “Lancaster Digital Skills Certificate”. Initially aimed at Lancaster University students, the certificate was designed in-house and aims to enhance digital skills for both study and for employability. We’ll explore how digital badges are used to engage students, how the certificate has been integrated with the existing Lancaster award, how the use of free apps such as Moodle and Xerte was maximised during design, and what the end product actually looks like. The session will finish with an overview of challenges faced and key takeaways which will be useful for anyone looking to develop programmes for online digital skills development.
The support of digital capabilities by different stakeholders in a health faculty: a qualitative case study
Speaker: Manfred Gschwandtner, learning and research librarian, Canterbury Christ Church University.
This talks presents findings of a study investigating how different stakeholders in the health faculty of a HE institution support students/staff in developing digital capabilities. Quality of support depends particularly on academics’ knowledge and enthusiasm and should be complemented by improved integration of professional services and by students as “digital champions”.
digITal Matters - a student-focused digital literacy module at the University of Birmingham
Speakers:
Mike Stanford, head of learning enhancement, University of Birmingham
Paul Foxall, digital literacy adviser, University of Birmingham
The digITal Matters will equip students with the necessary digital skills and behaviours to confidently use any suite of technologies they may encounter during their graduate careers.Students use digital tools as solutions to handle, organise and store information and to ensure that the information is both relevant and trustworthy.
The document summarizes the findings of two surveys conducted by SCIE (Social Care Institute for Excellence) in 2006 and 2009-2010 on the e-readiness of social care employers and employees in the UK. The surveys found that while employees were largely ready for e-learning, many employers still lacked the necessary cultural and technological resources. Barriers to the growth of e-learning included a lack of IT access, available resources, and support. However, attitudes towards e-learning were increasingly positive due to its flexibility and cost benefits if good quality resources could be provided.
Compliance Metrics: Moving from Best Practice to Standard PracticeConvercent
Measuring compliance program effectiveness is not only a top trend for 2016 but is front-of-mind for senior executives.
With staggering numbers reported around insufficient staffing for compliance teams and the increase of regulatory scrutiny, it’s time for compliance officers and practitioners to be able to step up to the plate using persuasion tactics that help increase influence across the organization through implementation of an effective decision-making process.
The document discusses activity completion reports and quality assurance for learning and development activities in the Department of Education. It provides information on the purpose and components of activity completion reports, which are used to appraise learning and development activities and ensure quality. The document also outlines the legal basis for quality assurance processes and describes the roles and responsibilities of different parties in submitting and reviewing activity completion reports.
From Carer to CarerPlus: Digital competences in the care worker sectorCARER+ Project
From Carer to CarerPlus: enhancing digital competences in the care worker sector to improve the quality of life of older persons. Steven Warburton describes how the CarerPlus project has addressed the challenges surrounding the development of a training programme for enhancing the digital skills of care workers so that the quality of life of older persons can be enhanced.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
Implemented a new CRM system for Chicago HOPES for Kids. The new CRM facilitates different features such as volunteer tracking and event development by providing our clients with a cost effective and user-friendly interface.
Ossiannilsson evaluation and accreditation for quality assurance in higher di...Ebba Ossiannilsson
My Panel presentation at the Virtual Distance Education Quality and Trends, Policies and Regulations in Virtual Higher Education: Reflections, organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA, Santo Domingo, R.D. 30 May 2018
Introduction to digital capability - academic staffJennyGainsford
This document provides an introduction to digital capabilities for teaching staff at the University of Hertfordshire. It outlines what digital capabilities are, why they are important for both staff and students, and the six areas of digital capability as defined by Jisc. Staff are encouraged to reflect on their own digital skills using the Jisc Discovery Tool and identify any skills they need to develop. A variety of training opportunities are available to help staff improve their digital capabilities, and next steps are outlined to continue developing digital skills.
OCULL Retreat, Micro-certification, Oct 24Lena Patterson
This document provides a summary of a meeting about micro-certifications held by eCampusOntario. Key points include:
- eCampusOntario's 2019-2020 goals are to drive the creation and use of micro-certifications across Ontario colleges and universities by deploying a micro-certification platform and hosting a forum.
- Micro-certifications certify specific skills and differ from traditional credentials by being shorter, personalized, and relevant to a changing workforce. They are a nimble recognition system as employers shift to competency-based hiring.
- eCampusOntario is working with universities, colleges, employers and other organizations to develop shared principles and a framework for micro-certifications through
Keynote presentation delivered at OCULL Retreat, Oct 25, 2018. This slide deck is an extended version of a similar presentation delivered at the 2018 Global Online Learning Summit in Toronto.
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This document provides an overview of the Youth Wellbeing Directory and ACE-V Quality Standards framework. The directory is a searchable database of UK mental health services for children and young people up to age 25. It aims to help commissioners, referrers, and service users find and choose quality services. The ACE-V standards provide a framework for services to demonstrate their accountability, compliance, empowerment of clients, and value. Adopting these standards can help services with tasks like securing funding and demonstrating quality to commissioners. The presentation outlines the benefits of this framework and involves attendees in exercises to explore using the directory and standards.
The document describes the UCISA Digital Capabilities Survey, which benchmarks digital capabilities in UK higher education institutions. It provides an overview of the survey, including that it has been conducted since 2014 and covers areas like strategy, delivery, accessibility, and the future. Institutions use the survey findings to guide strategy, support activities and resource requests, and identify best practices. The survey report includes recommendations, and the document encourages participation in the next survey to further digital capabilities progress.
Crowdsourced strategy: enabling a culture of improvement ownershipJisc
Speakers:
Allen Crawford-Thomas,team leader - digital strategy and inclusion, and subject specialist, Jisc
Mark Ayton, subject specialist (strategy and business process), Jisc
Richard Fullylove, strategic ILT manager, Coleg y Cymoedd
This presentation will outline the general approach that will be adopted in the development of a National Digital Vision and Strategy for Wales, and the support that Jisc will provide through that process.
This document discusses competency-based education and its role in increasing student completion rates. It argues that competency-based models focus on what students learn rather than how long they spend in the classroom. Students can earn credits by demonstrating their mastery of skills. The document outlines how competency-based strategies can help more students complete their education through options like online learning, credit for prior experience, and accelerated learning. It also discusses the process institutions must follow to implement competency-based programs and earn federal financial aid eligibility. Overall, the document promotes competency-based education as an effective way to increase student completion and better serve nontraditional students like adult learners.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
How are your staff and students using digital?Jisc
A presentation at Connect More in Scotland, 4 June 2019.
Speaker: Clare Killen, content curation manager, Jisc.
It is anticipated that, within 20 years, 90% of jobs will require digital skills, so it’s important that universities and colleges are in a good position to prepare today’s students for tomorrow’s workplace. Understanding how students use technology and their attitudes towards its use in learning is a good place to start.
As universities and colleges are investing large sums of money into their digital environment, how do we know if this investment is being realised by staff and students using the technology effectively? In this hands-on workshop, delegates will have the opportunity of using tools and resources to support them with gathering evidence of how staff and students are using technology.
Cicerone is an organization that aims to guide individuals by sharing experiences and expertise from its team members who have over 25 years of experience in various fields like engineering and management. It offers consulting modules in areas such as business intelligence, software solutions, training and building industrial relations, and continued education in countries like Australia. The organization's goal is to be able to provide guidance and solutions for any situation by continually expanding its knowledge base.
A survey-based analysis on training opportunitiesDigCurV
Presentation by Jūratė Kuprienė, Vilnius University at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Introducing a digital skills certificate to improve student engagement
Speaker: Ben Gill, IT trainer and adviser, University of Lancaster.
This session will introduce you to the “Lancaster Digital Skills Certificate”. Initially aimed at Lancaster University students, the certificate was designed in-house and aims to enhance digital skills for both study and for employability. We’ll explore how digital badges are used to engage students, how the certificate has been integrated with the existing Lancaster award, how the use of free apps such as Moodle and Xerte was maximised during design, and what the end product actually looks like. The session will finish with an overview of challenges faced and key takeaways which will be useful for anyone looking to develop programmes for online digital skills development.
The support of digital capabilities by different stakeholders in a health faculty: a qualitative case study
Speaker: Manfred Gschwandtner, learning and research librarian, Canterbury Christ Church University.
This talks presents findings of a study investigating how different stakeholders in the health faculty of a HE institution support students/staff in developing digital capabilities. Quality of support depends particularly on academics’ knowledge and enthusiasm and should be complemented by improved integration of professional services and by students as “digital champions”.
digITal Matters - a student-focused digital literacy module at the University of Birmingham
Speakers:
Mike Stanford, head of learning enhancement, University of Birmingham
Paul Foxall, digital literacy adviser, University of Birmingham
The digITal Matters will equip students with the necessary digital skills and behaviours to confidently use any suite of technologies they may encounter during their graduate careers.Students use digital tools as solutions to handle, organise and store information and to ensure that the information is both relevant and trustworthy.
The document summarizes the findings of two surveys conducted by SCIE (Social Care Institute for Excellence) in 2006 and 2009-2010 on the e-readiness of social care employers and employees in the UK. The surveys found that while employees were largely ready for e-learning, many employers still lacked the necessary cultural and technological resources. Barriers to the growth of e-learning included a lack of IT access, available resources, and support. However, attitudes towards e-learning were increasingly positive due to its flexibility and cost benefits if good quality resources could be provided.
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Measuring compliance program effectiveness is not only a top trend for 2016 but is front-of-mind for senior executives.
With staggering numbers reported around insufficient staffing for compliance teams and the increase of regulatory scrutiny, it’s time for compliance officers and practitioners to be able to step up to the plate using persuasion tactics that help increase influence across the organization through implementation of an effective decision-making process.
The document discusses activity completion reports and quality assurance for learning and development activities in the Department of Education. It provides information on the purpose and components of activity completion reports, which are used to appraise learning and development activities and ensure quality. The document also outlines the legal basis for quality assurance processes and describes the roles and responsibilities of different parties in submitting and reviewing activity completion reports.
From Carer to CarerPlus: Digital competences in the care worker sectorCARER+ Project
From Carer to CarerPlus: enhancing digital competences in the care worker sector to improve the quality of life of older persons. Steven Warburton describes how the CarerPlus project has addressed the challenges surrounding the development of a training programme for enhancing the digital skills of care workers so that the quality of life of older persons can be enhanced.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
Implemented a new CRM system for Chicago HOPES for Kids. The new CRM facilitates different features such as volunteer tracking and event development by providing our clients with a cost effective and user-friendly interface.
Ossiannilsson evaluation and accreditation for quality assurance in higher di...Ebba Ossiannilsson
My Panel presentation at the Virtual Distance Education Quality and Trends, Policies and Regulations in Virtual Higher Education: Reflections, organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA, Santo Domingo, R.D. 30 May 2018
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This document provides an introduction to digital capabilities for teaching staff at the University of Hertfordshire. It outlines what digital capabilities are, why they are important for both staff and students, and the six areas of digital capability as defined by Jisc. Staff are encouraged to reflect on their own digital skills using the Jisc Discovery Tool and identify any skills they need to develop. A variety of training opportunities are available to help staff improve their digital capabilities, and next steps are outlined to continue developing digital skills.
Similar to Micro-certification Pilot Presentations, Feb 2020 (consolidated) (20)
OCULL Retreat, Micro-certification, Oct 24Lena Patterson
This document provides a summary of a meeting about micro-certifications held by eCampusOntario. Key points include:
- eCampusOntario's 2019-2020 goals are to drive the creation and use of micro-certifications across Ontario colleges and universities by deploying a micro-certification platform and hosting a forum.
- Micro-certifications certify specific skills and differ from traditional credentials by being shorter, personalized, and relevant to a changing workforce. They are a nimble recognition system as employers shift to competency-based hiring.
- eCampusOntario is working with universities, colleges, employers and other organizations to develop shared principles and a framework for micro-certifications through
Keynote presentation delivered at OCULL Retreat, Oct 25, 2018. This slide deck is an extended version of a similar presentation delivered at the 2018 Global Online Learning Summit in Toronto.
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The document discusses strategies for building a diverse open education movement on a provincial scale in Ontario. It proposes empowering students to take ownership of open education, building community across educational institutions, and investing in open and shared infrastructure. The goal is to empower students, build community, and invest in open resources and platforms to support open education.
EdNest Community Presentation, August 8, 2018Lena Patterson
This document discusses empowering learners and educators to drive educational technology decisions from idea to scale. It outlines eCampusOntario's three strategies to engage member institutions: conducting academic and technical focus groups, surveying institutions to identify shared and collaborative services, and prototyping design ideas. The survey found that members see benefits like lower costs from shared services but also have concerns about losing control and ensuring priorities align across stakeholders. The overall goal is to support equity and access for all Ontario institutions while measuring success and having an impact at scale.
Idea to Scale - Festival of Learning, 2018Lena Patterson
This document provides an overview of eCampusOntario's work to empower learners and educators through educational technology. It discusses moving ideas to scale through an open innovation philosophy and membership-driven approach. Key aspects include asking students to design their own learning experiences, developing the skills and knowledge of educators to create engaging online content, and the birth of a professional learning network among Ontario institutions. The goal is to have impact at scale by taking ideas through design, identification, research and prototyping phases.
L. Patterson, TELUQ, Presentation to the community, Jan 25 2018Lena Patterson
This document provides information about eCampusOntario and its strategic plan. It discusses eCampusOntario's role as a not-for-profit consortium that supports online and technology-enabled learning across Ontario. The strategic plan focuses on four pillars: enhancing the student experience, supporting faculty development, enhancing institutional capacity and participation, and building eCampusOntario's organizational capacity. It also outlines three proposed strategies, which are to lead through open and collaborative practices, build system capacity through shared services, and inspire innovation through investment in research and development.
This document provides an overview of eCampusOntario, a not-for-profit organization funded by the Ontario government to support online and technology-enabled learning across Ontario's 45 public colleges and universities. eCampusOntario's mandate includes supporting quality online experiences, research and sharing of best practices, and helping institutions foster innovation and excellence. The presentation discusses eCampusOntario's strategic plan pillars of enhancing the student and faculty experience and building organizational capacity. It also covers rethinking learning through open educational resources, open textbooks, and their benefits like reducing costs, improving access, and enabling customization and collaboration.
This document summarizes a workshop on emerging technologies and pedagogical practices for online and technology-enabled teaching and learning. The workshop aimed to empower educators to explore skills, knowledge and attributes that could extend their teaching practices and professional development. It utilized a collaborative approach involving activities, challenges and resource sharing to support technology-enabled learning initiatives at institutions. Participants engaged in activities around topics like blogging, photography and wikis over three days. The workshop materials and online community are intended as a starting point for ongoing collaboration between Ontario post-secondary institutions. The document recommends developing an agile community network, securing coordination staff, and making faculty development a strategic priority to build upon the initial workshop.
This document summarizes Lena Patterson's presentation about eCampusOntario's initiatives to promote open educational resources (OER) in Ontario. The presentation discusses eCampusOntario's strategic plan goals of enhancing the student and faculty experience and building institutional capacity. It focuses on "Rethinking Learning Resources" through promoting OERs, which gives educators full control over customizing and updating resources. The presentation highlights eCampusOntario's $1 million funding opportunity for colleges and universities to adapt, adopt, create or review OERs. It notes the need for OER storage, distribution and authoring support in Ontario.
L. Patterson - Scholars Portal OER WebinarLena Patterson
The document discusses eCampusOntario, a not-for-profit consortium funded by the Ontario government that includes all 45 publicly-assisted colleges and universities in Ontario. It aims to drive growth and innovation through technology-enabled learning. eCampusOntario is working to build an open community in Ontario by funding the creation of open educational resources (OER) like open textbooks. It currently has over 150 open textbooks available that have been adopted over 900 times, impacting over 20,000 students across 31 institutions. It hopes to continue expanding its open resources and their impact.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Health Coaching and Patient Navigation
Micro-certification Project
Tania Xerri & Marianne Koh
This project was funded with the support of eCampus Ontario.
6. Rise in health coaching and patient navigation job roles and functions
0
100
200
300
400
500
600
700
800
900
2016 2017 2018 2019
Job Postings for “Navigator/Patient Advocate” OR “Health
Educator/Coach” role or function in Canada
Challenges
• Not regulated health professions
or “controlled health acts”
• Inconsistency in understanding
and scope of the role
• Variation in approaches and
models
• Need to be flexible and adaptable
to organizational needs
7. Goal: Build a qualified workforce with health coaching
or patient navigation skills to fill these emerging roles
or functions using digital credentials
8. FRAMEWORKS USED:
eCampus Ontario: Micro-certification Principles and Framework
UNESCO: Digital credentialing
Lumina Foundation: Connecting Credentials
IMS Global Learning Consortium: Competencies and Academic
Standards Exchange (CASE)
15. Micro-Certification: Introduction to ASL Medical Terminology
and Intervenor Strategies
Course details:
SCHEDULE:
– Start date: Monday, March 16th, 2020
– End date: Friday, April 24th, 2020
FORMAT:
– Online
– Self-paced, meaning you can take your time and take a month to complete, or finish it all
in one weekend.
– Free
18. EVALUATION: Voice to ASL
SKILL LEVEL 1 LEVEL 2
Vocabulary Many key
words
were not
included
Key
vocabulary
was
effectively
included
Concepts Concepts
were not
explained
All
concepts
clearly
explained
Sign
Formation
Numerous
errors in
sign
formation
Accurate,
clearly-
formed
signs
19. EVALUATION: ASL to Voice
SKILL LEVEL 1 LEVEL 2
Message
equivalency
The
message
was
inaccurately
explained
The
message
was
accurately
explained
Smoothness There were
many stops
within
phrases
There was
little to no
stops within
phrases
Voice Clarity The
message
was unclear
The
message
was clear
22. Concerns
College logistics
– Eventual costs & tuition
– Advertising and explaining micro-certifications
Course logistics
– Scaffolding skills on an online platform
– Semester time frame
– Additional online support
– Links and privacy
23. Project Outlook
Interest at the college (programs,
concurrent education)
Tool
– Adding new skills to curriculum
– Removing content from program
T-shaped graduate
– Cross domain
– Depth of learning (extensibility)
Schedule
– February – finalize course
– March – test and launch
– April - close
24. School of Deaf and Deafblind
Studies
QUESTIONS
&
THANK YOU
27. Global Justice
• In 2000 the United Nations, in response to growing trans-national
crime rates enacted the Palermo Protocol
• Purpose to Prevent, Suppress and Punish Trafficking in Persons,
Especially Women and Children
• Adopted by Canada in 2002
• National Plan to Combat Human Trafficking 2012
• Bill C-49 changes to criminal code to make human trafficking a crime
28. Human Trafficking in Canada
Defined as exploitation, control, or threat to safety of vulnerable
persons for profit.
4 Types:
• Domestic Servitude
• Forced Labour
• Forced Illegal Activities
• Commercial Sexual exploitation (most common)
31. Local Strategy
• In response to steadily increasing number of incidents in Ontario, and
specifically Brantford at nearly double the national average, Brantford
Police Services have recognized a need to be more proactive in their
approach to addressing the needs of the individuals affected
• The Ontario Police College (OPC) currently offers introductory human
trafficking investigations training as part of the basic training
• WLU/BPS Micro-credential
• Blended format (face to face/online)
• Interdisciplinary
• Mapped back to competencies
32. Program Development
• Competency Based Management (CBM) Framework adopted by Police
Sector Council in 2001
• Based on this framework, and in collaboration with our partner, we
have identified the competencies which will be of primary focus in this
training
• Behavioural Competencies: Fostering Relationships (T), Interactive
Communication (T)
• Technical Competencies: Crime Scene management (V), Interviewing Victims &
Witnesses (V) and Interviewing & Interrogating Suspects (V)
• Leadership Competencies: Fostering Relationships (T), interactive
Communication (T), Valuing Diversity (T)
• Following each session we will consult with our partner to provide
feedback for improvement of program curriculum and delivery to
ensure we are meeting the established objectives.
33. Learning Outcomes
Based on consultation between the curriculum working group, and our
partners at Victim Services Brant the proposed learning outcomes have been
proposed to shape the curriculum development:
• Increased awareness and understanding of risk factors for becoming a
victim of sex trafficking
• Enhanced ability to identify potential victims of sex trafficking
• Stronger communication skills when working with victims of sex trafficking
• Increased confidence in ability to support victims of sex trafficking
• Increased knowledge and awareness of supports available to victims of sex
trafficking
34. • Online Learning Component
• Administration of Attitudes Towards Victims of Human
Trafficking
27 item scale with six subscales:
(a) Knowledge About Sex Trafficking,
(b) Awareness of Sex Trafficking,
(c) Attitudes Toward Ability to Leave Sex Trafficking,
(d) Attitudes Toward Helping Survivors,
(e) Empathic Reactions Toward Sex Trafficking, and
(f) Efficacy to Reduce Sex Trafficking.
• 2 days facilitated training including Interactive Scenario
Assessments mapped back to detailed rubrics
• Attitudes Towards Victims of Human Trafficking (Post training)
• Critical Reflection Paper
35. Roll-out
• Overall we anticipate that this training will be offered to 180 BPS officers, as
well as civilian staff. We anticipate this to be conducted in cohorts of
approximately 30 people, over a period of 1-2 years.
• Throughout the program, we will continue to work with our partner to assess
the overall impact of these courses, and discover how officers are using the
course knowledge in their active duty activities based on best practices in
course assessment.
• Based on feedback from our partner, it is our intention to utilize what we
learn in the development of this micro-credential, to build additional learning
pathways, which could be laddered toward completion of a broader program.
36. Learnings from the Micro-certification Pilot Project
• Testing E-Campus Ontario Framework and Principles
• Leveraging partnerships (BPS, Victim Services, Internally)
• Online/ in-person blended format
• Utilization of industry standards to build targeted
curriculum
• Opens up new “market” at our institution
• Institutional Policy/Process Review
• Timelines
37. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Micro-Certification
for Health
InformaticseCampus Ontario
Micro-certification Forum
2020
38. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Nick Baker, Director, Office of Open Learning
Introduction & Agenda
2
Overview
• Background
• Project Description & Framework
• eCO Micro-credential Principles & Framework
• Challenges and questions
39. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
The Team
3
Jennie Atkins - Executive Director, Continuing Education
Nick Baker - Director, Office of Open Learning
Lyn Baluyot – Vice President, Chief Transformation Officer, TransForm Shared Service
Organization
Dave Cormier – Online Learning Specialist, Office of Open Learning
Soula Serra – Team Leader, Continuing Education
40. Healthcare in Windsor-Essex & Chatham-Kent is changing
c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Background
4
42. project management
communication
I.T.
six modules delivered in-class
online quiz assessments upon completion of each module
case study - project charter submission and presentation
c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
core skills &
competencies
Description & Framework
6
clinical cyber security & blockchain
data analysis
healthcare environment
format & assessment
outcomes
clinical data literacy
IT healthcare systems competency
quality assurance
compliance and risk mitigation
workflow analysis and redesign
44. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
eCO MC
Principles
8
Relevance - Program content developed based on the expressed needs of TransForm
Shared Services Organization and fully endorsed by industry partner
Verifiability - MC able to be verified through the issued link; once issued, can’t be
changed; learners evaluated in multiple ways to ensure competence before issuance
Ownership - Once issued, the learner can retrieve and share the credential via a link
sent in email, unless it has been revoked
Extensibility - Modular course design; surfacing issues and areas for further
exploration to facilitate MC’s with other credentials; plan (hope!) to facilitate
pathway for continuous lifelong learning
45. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
eCO MC Framework
9
Issuing body - Continuing Education, University of Windsor (non-credit)
Competencies - 4 x core competencies + 19 specific competencies developed over 6 x
18hr modules (weekend intensive delivery); authentic activities to develop competence
Summative Assessment - Assessment for the pilot = quizzes for each module + project
charter and briefing on technology evaluation (team-based, authentic simulated setting)
Transcriptable - Investigation of compatibility between credit/continuing education and
micro-credentials is ongoing; two separate systems for student information (PeopleSoft +
DestinyOne)
Partner Endorsement - TransForm SSO endorses program + micro credential concept;
discussions ongoing for this part of the project
46. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Program
Competencies
10
47. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Program
Competencies
11
48. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Achievements To
Date
12
First cohort of students enrolled in first course (capped @24 students, 17 currently enrolled)
• Mostly nurses but also business, IT, science & arts grads.
• Not all working in healthcare (N = 4)
• Some work for TransForm already (N = 4)
First course will be complete after this weekend – could issue 1st MC soon after that.
Created and tested issuing micro-credentials in BC Diploma
• Designing and refining this workflow
Plan to offer nested/laddered MCs – credential to be issued for each module plus certificate
for overall completion.
49. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Challenges & Questions – process
13
Competence alignment - Interface between academic processes and industry; not always
clear what industry needs or wants and at what level.
Assessment - Competency-based education and assessment unfamiliar to most academics;
identifying suitable assessment approach compatible with the tools available.
Unknowns - How will students and employers actually use the credential?
Credential nesting - Determining appropriate level for credentials + nesting + competency
vs credential; tendency to think in terms of credit hrs rather than competence
demonstrated.
Time - takes a considerable amount of time to develop shared understandings; working
with busy industry partners, education specialists, technologists, continuing education
specialists.
Workflow for issuing MCs - Currently fully manual – would not be sustainable at scale.
50. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Challenges & Questions – technical/philosophical
14
Integrations - Not enough time in the pilot to test a full integration – still gathering
technical requirements and implications for existing systems.
Interface to existing transcript - Not yet clear how the interface would work or if
MCs will be listed on the full transcript (currently 3 separate systems).
Employer buy-in - Does it make sense for some industries and not others? If so,
who and how do we best serve them?
Problem vs. solution - What problem are we trying to solve with this solution and
what are the alternatives? Could we have an Ontario MC clearinghouse/validator?
Blockchain - Is this the most appropriate technology? Is this what we would choose
if we had enough time to investigate thoroughly?
51. continue@uwindsor.ca
continue.uwindsor.ca
519.253.3000 x 6721
Windsor Hall
167 Ferry St. Suite 300
Windsor ON N9A 0C5
@UWinContinue
Connect With The
Team
Nick Baker nbaker@uwindsor.ca
Jennie Atkins jaktins@uwindsor.ca
Dave Cormier dave.cormier@uwindsor.ca
Soula Serra soula@uwindsor.ca
53. Problem: Kinesiology students are missing out on varied
placements because they aren’t taught how to move patients safely.
54. Pilot Goals
Recognize skills of nursing, personal support
worker, paramedicine students
Potential to develop standard with
other groups and partners
Students may be limited without
training in safe patient transfer
57. Workplan
Design Day
❏ Work with partner
❏ Establish standards
❏ Form expert team
Content Writing
❏ Flipped-classroom style
❏ Approachable for non-nursing earners
❏ Review by other HCPs
Filming
Pilot Delivery
❏ 4 hours hands-on practice
❏ Separate assessment
Assessment & Evaluation
58. Learnings So Far
❏ Design Days demonstrate to
partners that their feedback is
meaningful and impactful
❏ Encourages focus on
transferable skills applicable
to their industry
59. Learnings So Far
❏ Tailor micro-certifications to
direct needs and/or issues
❏ Create a clear path
understandable from outside
the institution
❏ Design with stackability in
mind
60. Future Opportunities
❏ Opportunities for additional
standards-based micro-
certifications in healthcare,
including:
❏ Charting
❏ Compassionate care
❏ Math and drug dosing
❏ Disaster response
❏ Communication
62. Internet of Things (IoT)
eCampusOntario Micro-certification Pilot Project
Update – Feb 2020
63. Lambton College
• The Research & Innovation
department at Lambton College
specializes in working with small to
medium sized businesses in many
research areas to develop new and
improve existing technologies and
processes.
• The Innovation Institute is a division
within Research and Innovation with
a focus in the following areas:
• Bridging innovation mutually between
the College environment and industry
• Bringing innovative approaches and
processes to learning and training
• Providing key support to
entrepreneurship and local business
as it relates to Industry 4.0
• Providing the sandbox environment to
test and develop new technology and
technological approaches
64. Ecampus - IoT Project
• Premise:
Internet of Things (IoT) is one of the underpinning technologies of
industry 4.0 and future economies. IT project managers and new IT
graduates should have a preliminary working knowledge of IoT to
serve as a base for future exploration or to understand integrated
technical projects/products
• Goals:
• Provide an introduction to IoT and recognize its prevalence
• Develop participants’ ability to recognize the range of technologies behind
various IoT applications
• Provide a working knowledge of the risks and benefits of selecting various
strategies for developing or assessing and IoT project
65. Project Development Framework
• Definitions
• Terms of reference
• Governance structure
• Processes / Rubrics
Pilot Dev
• Design project
• Establish competencies / microcredit
• Partner Engagement and Feedback
• Determine Assessments
Infrastructure
• Build Program
• Badge System Integration
• Registrar Integration
Pilot Rollout
• Student Recruitment
• Delivery
• Program Assessment
• Ecampus project was an
opportunity to:
• Formalized framework and
process
• Pilot development of a
targeted micro-credit
• Test infrastructure for
incorporating micro-credits
• Evaluate instructor and
participant feedback on
microcredentials
66. Modules Demonstrated Competence Demonstrated Domain Knowledge Area Mastery
Microcredit
Badge 1
… 1 or
more…
Badge X
Microcredit
Microcredit
Certificate 1
… 1 or
more…
Certificate X
Program Recognition
Module 1
Module X
… 1 or
more…
Micro-credit convention
Module 1
… 1 or
more…
67. The IoT Micro-Cred Program
• Audience:
• Business marketing managers
• IT students
• Delivery:
• Theory – Online
• Practice – Bootcamp
• Badging Allocation
• Take what you need
• Complete Program
68. IoT Pilot Course
Structure
• Broken down into 6 modules
• Theory and background
• Specific details building on
background
• Hierarchy of detail:
• Module
• Subject
• Knowledge to be assessed
• Competency to be demonstrated
• Ultimate result:
• 1-2 Microcredits based upon ~10
Competencies
Module: Subject: Competency Assessments:
Introduction to the Internet of Things (IoT) (Part 1
of 2)
What is IoT?
Demonstrate knowledge of IoT system components with working real world examples
Embedded computing
Components of embedded IoT
Sensors - System Inputs
Communication paths
System Software
System Effects - Real life uses
IoT interaction between components
Role of IoT in our lives
Lab Elements
Introduction to the Industrial Internet of Things
(IIoT) (Part 2 of 2)
Platforms and the IIOT Eco System Select the appropraite IoT system for a specific purpose based upon their strengths and weaknesses
Architecture
Demonstrate unrealized examples of IoT opportunities in the home or industry and the high level
architectual blocks to service
Types of IOT
Economics of IIoT
The current state of IIoT
The financial benefits of IIoT
Lab Elements
Components of an IoT System (IoT Sensors &
Devices, Protocols and Standards)
Lab Elements
Select the appropraite sensor system for a specific purpose based upon their strengths and weaknessesSensors
Sensor Communication Systems
Based upon intended application and environment, determine the approprate use of Lan, and PAN
protecols such as bluetooth, zigbee, and Z-wave
PANS & Local Area Networks
WAN , LPWAN Recognize from examples the use of Wifi, cellular (4G and 5G), LoraWan and Sigfox
IoT Queues, Gateways and Communication
Platforms
Lab Elements
Demonstrate the appropriate conditions to use Queues, MQTT, AMPQ, and CoAP
Routers, Aggregators and Gateways
Queues, MQTT, AMPQ and CoAP
Cloud Systems, Big Data, Analytics and AI with IoT
systems
Lab Elements
Demonstrate the appropriate applications to employ SaaS, IaaS, and PaaS architectures
Cloud Systems
Data Analytics
Recognize the appropriate situations for using AI, Bayesian networks and other inference engines in
specific data analystics applications
Big Data
Artificial Intellligence (AI)
Neural Networks
Cyber Security in IoT Lab Elements
Recognize the vulnerability sources in IoT system examples and potential strategies to mitigate the risk
Security
Blockchain
69. Project Progress
Framework
• Definitions
• Terms of reference
• Governance structure
• Processes / Rubrics
Pilot Dev
• Design project
• Establish competencies / microcredit
• Partner Engagement and Feedback
• Determine Assessments
Infrastructure
• Build Program
• Badge System Integration
• Registrar Integration
Pilot Rollout
• Student Recruitment
• Delivery
• Program Assessment
LEARN
70. The Learn
• Importance of Partner Roles:
• Industry dictates need
• Subject matter expert
• Build on what works
• Implementation Lessons to date:
• Definitions and standardization are key
• ‘Product back to program design’ approach is critical
• A strategic consideration is important
• The devil is in the details
71. Thank you
Sandy Vascotto, Director, Innovation Institute
Lambton College
Sandy.Vascotto@lambtoncollege.ca
73. 73
Digital Fluency & The Micro-Credential
Solution
In the proposed project, Humber will develop a digital
fluency micro-certification that is comprised of a series of
stackable, data fluency focused micro-credentials that will
better equip individuals to transition to or within the
Purolator workforce.
74. 74
Digital Fluency: Evolving Collection
of Fluencies
"Digital fluency can be viewed as an evolving collection of
fluencies including, but not limited to, curiosity fluency,
communication fluency, creation fluency, data fluency, and
innovation fluency...We need to be looking to the horizon and
evolving curricular and co-curricular learning engagements to
provide...(learners) with the time to learn, practice, and master
digital fluency so that they can invent the big, bold problems of
the future" (Sparrow, New Horizons, 2018)
75. 75
Digital Fluency: A Core Skill
• Digital fluency skills enable
individuals to use and
adapt to digital tools,
manage information,
conduct research, and
create and communicate
effectively and ethically in
digital spaces.
Photo by Erik Eastman on Unsplash
77. 77
Digital Fluency: Key Skills/Dimensions
• Data Fluency – Manage,
interpret & critically
evaluate data, data
visualization & storytelling
• Online Etiquette -
Demonstrate awareness
of behavioural norms &
diversity
• Ethics & Security - Understand
risks and threats in
digital environments,
familiarity with privacy
policies, sharing of personal
information
Photo by Marvin Meyer on Unsplash
78. 78
Digital Fluency: Key Skills/Dimensions
• Multi-platform Competency
– Adapt, manage and share
data
• New Media Literacy -
Adoption of digital tools
focusing on collaborative
processes
• Information Management -
Articulate information needs
& identify data
sources, compare and
critically evaluate the
credibility and reliability
of sources of data
Photo by Austin Distel on Unsplash
79. 79
Why Purolator?
• Canada’s leading integrated
freight and parcel solutions
provider, with an extensive
transportation and logistics
networks and supporting
infrastructure.
• Technology continues to disrupt
the freight and parcel delivery
sector
• Micro-credentials could help
meet the digital fluency needs of
their workers and help Purolator
take on this "disruption".
Photo by Ruchindra Gunasekara on Unsplash
80. 80
a.Digital Fluency including ethics/security,
new media literacy, data analytics,
information management and multiplatform
competencies
b.Target Purolator employees at several levels
– linehaul drivers, shipment support
members and warehouse managers
c.Begin with foundational skill development
and progress to proficient
d.Offered a “pick and choose” model to
generate interest and project progression
Our Approach – Purolator's Focus
81. 81
a.Customize training / micro-credentials
focusing on Digital Fluency
b.Build on Purolator’s existing training
materials where possible
c.Target multiple positions within Purolator
d.Create clear learning outcomes and
attainable competencies within learning
units
e.Tier the competencies creating primary and
secondary competencies or "need to
have" versus "nice to have"
f.Maximize the BCdiploma platform
Our Approach- Humber's Strategy
82. 82
a.Conduct needs assessment with Purolator to
determine critical competencies
b.Create a competency matrix mapping out
digital fluency skills domains, related
mindsets and three levels of competency
c.Build out summative assessments grounded
in evidence to prove competence
d.Deploy micro-certification issuing platform
and target certain employee groups
e.Opportunity for feedback and necessary
adjustments
Key Milestones
85. 85
• Each micro-credential learning unit has a minimum
of four learning outcomes
• Possible assessments include
• Providing information/findings
• Identification
• True/False Scenarios
• Source Citation
• Decision Analysis & Reflection
Learning Units
Lalonde, https://edtechfactotum.com/digital-fluency-vs-digital-literacy/
86. 86
Narrowing Down Competencies
• Driven by Humber Learning Outcomes –
lots to work with!
• In parallel with faculty project, but need to
shift gears to adjust for employer/employee
relationship
Industry Partnership
• Purolator has preferred to react to
content/competencies provided by Humber
rather than starting from scratch
• Pre-work for this type of project may
involve workshopping the shape and nature
of competency-based learning
Challenges
87. 87
Determining Assessments – The Challenge
• Needed to establish learning outcomes and
properly map them back to the first two
micro certifications being developed –
Using Digital Tools: Safety First! and Web
Literacy: Credible Data Analysis
• Elements within the foundational level
competencies had to be cross-job relevant
• Assessments currently involve a fair amount
of reflection and explanation from
participants.
• Reflection and explanation could be
delivered in video form instead of written
form if desired.
• Workload issues – who will take ownership?
Challenges
89. EXPLORING
MICROCREDENTIALS
AND WIL :
A UWATERLOO/EHRC
PARTNERSHIP
Anne-Marie Fannon
Director, WatPD, University of Waterloo
Alex Sosso, PhD
Curriculum Developer, EHRC
91. WATERLOO’S PROFESSIONAL DEVELOPMENT PROGRAM
WatPD has 15 professional development courses available to WIL students
Topics include:
PD1: CAREER FUNDAMENTALS PD3: COMMUNICATION PD7: CONFLICT RESOLUTION
Students are assessed in these courses, then apply their learning, ideas and best
practices in the workplace.
PD8: INTERCULTURAL SKILLS
92. EHRC’S EMPOWERING FUTURES –
PROFESSIONAL SKILLS DEVELOPMENT PROGRAM
Awareness
• A series of 10 videos on the 10 most wanted
skills and their impact on organizations
Self-directed
Learning
• 5 skills clusters, online and self-paced
Applied
Training
• 5 most critical basic skills in the sector
• Skills practice in group setting
Mentoring
• Advice and help for professional skills
development by industry professional
Speaking
Collaboration
Self-awareness
Active learning
Active listening
Critical thinking
Decision making
Time management
Social perceptiveness
Reading comprehension
Communication Leadership
Learning Problem solving
Teamwork
93. PILOT PARAMETERS
29 Electrical and Computer
Engineering students
Registered in 2 PD courses
(Communication or Teamwork)
On a work term this semester
GRADE OF 80% OR HIGHER
In professional development course
On relevant student performance
evaluation categories.
EVALUATION OF
“SUPERIOR PERFORMANCE”
94. EHRC’S ROLE
Review professional development courses (PD3: Communication + PD4:
Teamwork) for alignment with electricity sector needs
Endorse Microcredentials as relevant for the electricity sector
Support further exploration on the role of microcredentials in the electricity sector
“EHRC hears all the time from industry employers about the importance of
developing professional skills in students before they enter the workforce. As a
leader in both technical and professional education, partnering with the
University of Waterloo on this micro-credentialing pilot project was a natural fit.”
-Michelle Branigan – CEO, Electricity Human Resources Canada
95. PROJECT STATUS
Too early to tell how many students will be eligible for the microcredential
Implementation of BCDiploma awaiting additional information for Privacy and
Information Security Assessment
Interesting quantitative data from student (n = 1016) and employer (n= 119)
surveys
97. AWARENESS
Employers with higher awareness of microcredentials were more likely to agree
with the statement: "I would encourage co-op students to earn microcredentials as
a signal for the competencies they have developed.”
PRESENTATION TITLE PG. 97
R² = 0.0952
0
1
2
3
4
5
0 1 2 3 4 5
(r(118) = .303, p = .001)
98. AWARENESS
PRESENTATION TITLE PG. 98
R² = 0.0509
0
1
2
3
4
5
0 1 2 3 4 5
Students with higher awareness of microcredentials were more likely to agree with
the statement: "I would exert more effort in my PD course if I could earn a
microcredential.”
(r(1013) = .237, p = .000)
99. PRESENTATION TITLE PG. 99
0
1
2
3
4
5
PD course Workplace
I would exert more effort in my…
STUDENT AND EMPLOYER BEHAVIOURAL QUESTIONS
PD (M = 3.78, SD = 1.18) Workplace (M = 3.66, SD = 1.12)
0
1
2
3
4
5
Co-op students to
earn microcredentials
Employees to
earn microcredentials
I would encourage...
Co-op (M = 3.46, SD = 1.10) Employees (M = 3.47, SD = 1.13)
100. STUDENT PERCEPTION -GRANTING BODY OF MICROCREDENTIALS
PRESENTATION TITLE PG. 100
0
1
2
3
4
5
The University of Waterloo would be a valuable
signal of skills to employers
An online educational platform would be a
valuable signal of skills to employers
A microcredential issued by...
UW (M = 3.84, SD = 1.00) Online platform (M = 3.37, SD = 1.06)
101. NEXT STEPS
Determine how many students qualify for the microcredential
Hopefully implement BCDiploma!
Qualitative interviews with students and employers
Interviews with EHRC employers to further explore perceptions of micro-
credentials
102. THANKS FOR LEARNING WITH US!
Electricity Human Resources Canada
Electrical and Computer Engineering Department
Registrar’s Office
Waterloo Centre for the Advancement of Co-operative Education
WatPD team
103.
104. INTRODUCTION TO
DESIGN THINKING –
PART 1
eCampus Micro-Certification Pilot - Progress Update
February 2020
Greg Bavington – Dunin-Deshpande Queen’s
Innovation Centre, Queen’s University
Eric Tremblay – Faculty of Engineering & Applied
Science, Queens’s University
Christina Dinsmore - Faculty of Arts & Science,
Queen’s University
105. • Dunin Deshpande Queen’s
Innovation Centre (DDQIC), Queen’s
University
• City of Kingston, Office of Strategy,
Innovation & Partnerships
• Faculty of Engineering & Applied
Science
• Faculty of Arts & Science
The Partners
Develop a Design Thinking
micro-credential course that
can be offered to the
community and students in
an online & blended format.
The Project
• Design Thinking
Expertise (SMEs)
• Workshop Development
• Pilot Groups
• Client
• Pilot Groups
• Project Management
• Course Design
• Course Design
• LMS & Multimedia
• Project Management
106. Online Course
(Part 1)
Concepts
Examples
Application
DDQIC…to encourage,
enable and support the
innovation activities
Queen’s…opportunities to broaden
perspectives and facilitate
interdisciplinary thinking
City of Kingston…focus on
implementing design thinking
frameworks
Partner Goals
In-Person
Workshop
(Part 2)
107. Course
Design Course Build Course Testing
Implementation &
Micro-credentials
The Process
Quality Assurance Review
Beta Test Group – w/c February 24, 2020
Pilot Groups 1, 2 & 3 – w/c March 9, 2020
Micro-credentials issued – end March 2020
November –
December 2019
December 2019 -
January 2020
February 2020 March 2020
108. The Offering
Concepts
• Empathy
Design Challenges
• Design Thinking Quiz
• Sequencing Activity
• Interviews & Questioning Activity
• Quiz
Self-Check Activities
• Differentiation Activity
• Problem Statement Activity• Defining
• Ideating
• Prototyping
• Observations – Part 1
• Observations – Part 2
• Creating a Problem Statement
• Idea Generation
• Creating a Storyboard
• Final Test
• Scenario Application
• Experiment Design Submission
• Testing • Categorizing Assumptions • Designing a Test
• Video
109. Current Status
• Course designed & built
• Initial course QA completed
• Micro-certification process tested internally
• Pilots
• Beta testing with small groups (City & Queen’s)
• Pilot groups (City x 1; Queen’s x 2) w/c March 9
• On track to issue micro-certifications to Pilot
groups by end March 2020
110. Lessons Learned
• Pilot…
• Good template for future projects
• Pilot ‘process ‘
• Certificate design requirements
• Good to have…
• Partners with industry experience (versus academics!)
• A mindset of continuous improvement…with the constraint of perfection
• Technical knowledge in the team
• Future considerations…
• Time?
• Process integration / resources?
• Scalability?
113. OUTLINE
Micro-Certificate in Change Management
Collaboration with Employers
Project Stages
Implementing the Principles and Framework
Challenges and Lesson Learned
114. Why Change Management?
Adaptation of an existing
workshop
Current market indicates
these skills are in demand
According to Indeed.com there are
15,423 job vacancies requiring change
management posted in Ontario
116. Team Workshop Reflection Presentation Issued
Reflection
Paper
Submission
Attending the
Presentation
Micro-
Certificate
Issued
.
Stages
Proposal
Submission of
the Proposal
.
Logistics
Planning and
Development
Workshop
Spark Session
Reflection
Submission of
Reflection Paper
Team
Established
Presentation
Attending the
Presentation
Issued
Micro-Certificate
issued
.
117. “I am thrilled to let you know that my
leadership team is now totally fired up
for the micro-credit change
management certificate. Here’s how it
happened: we decided at our team
meeting this morning that we need to
move everyone’s offices around. As
we talked, we realized that this would
be a huge change and that we could
have a revolt on our hands if we didn’t
do it right. Our finance manager piped
up with ‘aren’t we doing that change
management thing in two weeks?’
BINGO!”
Janet Tufts,
Executive Director,
BBBS of London and Area
118. “Great, thanks!
Everyone who
signed up will
already have agreed
to the timeline, so
that shouldn't be a
problem.”
~ Jasmine Ball
Executive Coordinator,
Pillar Nonprofit Network
119. Principles and Framework
Expectations of Employers
• 4-6 employees participate
• Support employees participating
• Provide data for the demand of change management skills
Demonstrate Competency of Skills
• Reflection Paper
• Presentation
120. Challenges
and Lessons Learned
• Communication to employers and participants
• Non-participants in workshop
• Long-term goal and ability to scale-up
• WCS as Western’s leader on micro-certificates
121. Carolyn Young Lucy Schenk Tanya Filipcic
ccyoung@uwo.ca lschenk2@uwo.ca tfilipci@uwo.ca
124. Intercultural Competence and Workplace
Inclusion
4 Stackable Micro-credentials = Certificate
• Foundations of Intercultural Competence and Workplace Inclusion
• Intercultural and Inclusive Organizational Cultures
• Policies, Procedures & Practices
• Employee Recruitment, Retention, & Career Development
125. Sample Workplace Competencies
• identify workplace applications of the principles of
intercultural competence including mindfulness, anti-bias
training, cognitive flexibility, tolerance for ambiguity,
behavioural flexibility, and cross-cultural empathy
• challenge stereotypes and biases through active
integration of strategies that respect and respond to
individual identities and intersectionality within inclusive
practices
126. eCampus Project
• Scenario-Based Learning Experiences and Assessments
• Animation to Pilot Scripts for Future Video and Virtual
Reality Simulations
• Combination of:
• planned interactions and recommendations
• verbal and non-verbal communications
128. Project TeamLisa Koster, Project Lead
Director, Academic Innovation
Conestoga College
lkoster@conestogac.on.ca
Lil Premsukh
Chair, School of Business
Conestoga College
lpremsukh@conestogac.on.ca
Sophie Auger,
connect2SKILLS Project Coordinator
Workforce Planning Board of Grand Erie
sophie@workforceplanningboard.org
130. Connect2Skills – Warehousing-Logistics
Six Weeks Industry Training
CE Program Assistant receives the Forms, creates Student IDs and
sends request to the Conestoga College Registrar’s Office
Special Project Assistant Collects Registration Forms and submits
the Forms to CE Department
Student Applies for Connect2Skills Program using manual
Registration Forms
Connect2Skills Advertises FREE 6 Weeks Industry Training in
Warehousing and Logistics
131.
132. 2-week Essentials Skills and Computer Classes start along
with Workshops and Presentations
Students admitted into 4-week Conestoga Program 5
courses to complete
Tours, Motivational Speakers, Resume Development,
Interview Workshops and Placement Discussions
133. Two weeks of work placement
Students complete the project and awarded Recognition of
Learning from
Conestoga and partners
Participants attend interviews at employer/placements
locations. Employers accepts participant to 2-week placement
Final placement form is completed; employer continues
employment with participant
136. Goals/Status
• Automate the credential verification (verifiability) and
issuance of the Recognition of Learning Certificate
• Making changes to our Student Information System
(SIS) to enhance and automate the process
• Issuing the micro-certification through BCDipoma
will ensure that the credential is verifiable and
shareable
• Students have control over their data and how they
share their micro-certification (Ownership)
137. Goals/Status
• Enhance awareness and verifiability of the program to
employers outside those currently participating
• This aspect of the project is not addressed until the later
stages of the pilot
• Further align the curriculum for improvement of existing
pathways (Extensibility)
• A Major Program Review (MPR) of the Warehousing Program
is planned for Spring 2020.
• The intent of the program review and revision is to create a
pathway from connect2SKILLS into the Warehousing program
138. First Certification to be Issued
• Plan to offer the first certification by the
end of March 2020
• Next cohort of graduates will be in
March
• In addition to their paper certificate,
they will receive a digital micro-
certification
139. Will Bouma
Parliamentary Assistant to Premier of Ontario, MPP Brantford-Brant
“Hey #BrantfordBrant, great to be at the
#Connect2Skills graduation ceremony tonight
@ConestogaC Brantford! Congrats to all the
Grads & thanks to @WorkforceGE for making
it happen & being a part of our future!!
#workingtogetherforyou
(https://twitter.com/WillBoumaBrant/status/1207080713138397184?s=20)
140. For more information on the
connect2SKILLS program go to:
https://www.connect2skills.com/
142. Sault College & Project Learning Tree Canada
• Sault College and Project Learning Tree Canada are developing
a series of e-learning modules that will focus on competencies
related to Indigenous Rights and Relationship Building in the
forestry sector.
• The first module is part of the eCampusOntario’s Micro-
Certification Pilot Program.
146. Relevancy and Extensibility
• Individuals and organizations who operate in the forest
sector need to understand and respect Indigenous rights
• A series of online modules will address the need for practical,
high-quality learning opportunities regarding Indigenous
rights and relationship building within Canada’s forest sector
• 4 - 6 online self-directed modules will be developed by Fall
2020
• 1st module will be rolled out by the end of March, will use
BCdiploma platform to issue micro-certification.
147. Targeted Outcomes for Pilot Course
• Discuss the rights of Indigenous Peoples in Canada
• Identify communities and relevant treaties within your operating area
• Describe responsibilities under Duty to Consult
• Determine who needs to be consulted
• Find relevant consultation protocols
• Craft a territorial acknowledgement
148. Summative Assessment for the Pilot Course
• To obtain a micro-certification, the learner will need to
complete a series of tasks based on their learning to
demonstrate achievement of the targeted outcomes.
149. Partner Endorsement: Working Together
PLT Canada
• Lead
development of
content
• Lead Project
Development
Team
• Endorse course
for micro-
certification
Project
Development Team
• Develop learning
objectives
• Develop
assessment(s)
• Develop content
Sault College
• Provide
instructional
design guidance
• Develop course(s)
• Host course(s)
• Issue micro-
certification
152. 152
Human-Centred Product Design
In Practice
https://www.youtube.com/watch?v=kIgfWuBp9mw
Anexample ofHuman-Centred Product
Designsthat MyantInc. teams already
create!
Garment-Based Neuro-Orthosis: Sam
Schmidt’s Story
SKIN Smart ClothingMyant.ca/ solutions.
154. 154
Human-Centred Product Design
Our Team
Kathryn Ellis, OCAD U Office Research + Innovation, Project Manager
Carolyn Hoessler, OCAD U Faculty of Curriculum Development Office, Micro-
credentialing, Curriculum Design
Karen Justl, OCAD U Faculty of Design, Instructional Design
Laura Lovell-Anderson, OCAD U Faculty of Design, Subject Matter Expert
Renn Scott, Myant Inc. Senior Director UX + ID, Industry Advisor
Evan Tapper, OCAD U Office of Continuing Studies, Project Consultant
Transdisciplinary Team
155. 155
Human-Centred Product Design
Our Process
Collaborative + Iterative
Weekly development team meetings with full team
Draw on established respected materials in design
Engage in collaborative iterative design to specify specific knowledge and skills to learn
and apply.
User profiles: professionals with own technical area seeking or working in teams on
Human-Centred Design; “Adult learners”; badge
Narrowing scope to be feasible; create five badges
Differentiating from other offering on campus.
Confirm assessments are credible and relevant, and specify expected level for achieving a
badge
User-testing in March; offer in May
156. 156
Micro-Credentialing Principles
OCAD University
Value for Individual
Value for OCAD U
Value for disciplinary + industry +
community context
Credible
Fair & Feasible
Clear Path
eCampus Ontario Principles & Framework
Relevant (Expertise, Industry Advisor, User testing
in March)
Verifiable (Open Badge standards)
Owned by Individual (Open Badge standards)
Extensibility (considering overall certificate)
Issuing body (OCAD University)
Specific competency (defined specific skills based
on established resources; Industry)
Aligned assessment (application)
Visible Evidence (Artifacts & process book; Open
Badge standards.)
Transcript-able (not at this time)
Partner endorsement (aim; designing with)
157. 157
Micro-Credentialing
Learning Curve
Clarifying who
are the expected
Learners
New
Trans-disciplinary
Team (each has a piece)
Planning for
how to keep
up-to-date in
an agile
context
Can there be
Pre-requisites for
later badges?
Accessing
readings digitally
& within copyright
Clarifying Scope
of one badge so it’s
credible & Feasible
Why Relevant &
What Matters
(big picture
intro)
Relevant Tone:
opportunities not
“solve problems” Specifying Evidence