Here’s another post about micro-credentials that I enjoyed reading. Here are a few highlights.
“Badges, certifications, skill identifiers–you’ve probably seen micro-credentials in one digital form or another. But how do we know whether they actually matter in the real world?” How can we “get micro-credentials to the point where they’re valued as evidence of what adults have learned and can do.”
Here are a few of their suggestions.
- Keep time and autonomy sacred
- Badging platforms need to talk to one another
- Micro-credentialing should target the process, not just the end
I recommend reading the full post as it tackles many of the tougher issues around micro-credentialing.
I ran across this photo that I took during a classroom visit a couple of years ago. It’s funny and true.
“Given the growing ubiquity of [technology] in schools, as well as the increasing numbers of educators advocating for their use, it can seem as though education may have reached a tipping point when it comes to improving students’ 21st-century skills. According to the Partnership for 21st Century skills, these can be categorized as the 4Cs: Creativity, Critical Thinking, Communication, and Collaboration.” — Beth Holland
Beth goes on to share that she has started to worry about the growing presence of what she calls the Fake Cs.
“…Using technology in the classroom – and using it effectively – might require some slight adjustments on the part of the teacher to sustain the effort, creative problem-solving, and innovation required to actually improve learning through the use of technology. This occurs at the belief level–what teachers believe about technology, education, and their own abilities to manage technology.
“Looking at the characteristics of teachers that effectively use technology in the classroom, then, can be useful to create an “edtech” mindset–one that believes in purpose, adaptation, change, and meaningful planning.” — TeachThought
Click here to view the infographic of these seven characteristics.