[LINK] Fwd: Microcredentials

[Roger Clarke]

For clarity only:

Roger:
> ... speaking to only the minority of people who
> *should* be in the room ...

Tom:
> "Speaking"? "Room"? These microcredentials are usually entirely
online. In many cases have no live person speaking, just some video
recordings to watch. ANU procedures say that at least a third of the
student's study time must be "contact". It can be online, but it can't
be just watching a recording.

People have used 'space' to include the virtual since the 1980s, and I
assumed that 'room' has been long since virtualised as well.

If not, please substitute 'space' or other expression.

Agreed:  'meatspace' (or 'meetspace', as the term's spelling seems to be
gravitating towards) and 'virtual space' each have their advantages, and
learning and teaching design needs to use them as complements.

But I have serious doubts about the replaying of pre-recorded video plus
pre-programmed structured tests as an effective delivery medium for
education on topics that involve much intellectual content.

(Mid-level tech skills on structured topics, and ritualised 'OH&S/WHS' /
'understanding bullying and harassment' / etc., maybe ok.  But not even
first-aid or fire warden training, thank you very much!).


More substantively, I still don't detect anything resembling
'foundations first' or 'pre-requisite requirements' or 'core'.

Without those, each unit of study floats in a void, and a great deal of
its content gets lost, misunderstood, misapplied.


-------- Forwarded Message --------
Subject: Re: [LINK] Microcredentials
Date: Thu, 31 Mar 2022 08:31:41 +1100
From: Tom Worthington <tom.worthington at tomw.net.au>
To: link at anu.edu.au

On 30/3/22 09:51, Roger Clarke wrote:

> I'm adding to Tom's points, not disagreeing at all ...

Please disagree, I consider it a complement.

> So how does the 'micro-credential' world address the need for 
> 'foundations', 'coherence' and 'cumulative knowledge'?

My preference would be using an e-portfolio. The student would be given
a template listing all the skills and knowledge required to graduate.
When the student had filled in evidence of everything required, and
someone has ticked all the boxes to say each item meets the standard
required, a qualification would be awarded. As evidence students could
use formal courses, project work, or work experience. The student and
staff would be trained in how to do this.
https://blog.highereducationwhisperer.com/2020/08/online-assessment-with-portfolios-in.html

> What approach is taken in the micro-credential fairyland to 
> pre-requisites?

Universities usually happy to accept people with relevant work
experience, in place of qualifications, for graduate programs,
especially sub-degree ones.

> ... dumbing-down of the unit content and presentation trying to reach
> the lowest-common-denominator student ...

The micro-credentials are supposed to meet the same assessment and
quality standards as larger qualifications. ANU's Micro-credentials
Procedure takes this approach:
https://policies.anu.edu.au/ppl/document/ANUP_5972718

> ... real target-students utterly frustrated by the superficiality...

Don't hold back Roger, tell us what you really think. ;-)

> ... speaking to only the minority of people who 
> *should* be in the room ...

"Speaking"? "Room"? These microcredentials are usually entirely online.
In many cases have no live person speaking, just some video recordings
to watch. ANU procedures say that at least a third of the student's
study time must be "contact". It can be online, but it can't be just
watching a recording.

> ... I think the micro-credential notion is justabout the silliest idea
> I've heard in 55 years of involvement with post-secondary ed. ...

Bit harsh: what about MOOCs? They are much sillier. No doubt I will get
taken to task for that comment by Stephen Downes, co-creator of the
MOOC, in his OLDaily publication.
https://www.downes.ca/archive/22/03_28_news_OLDaily.htm


-- 
Tom Worthington, http://www.tomw.net.au
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