Disruption – micro-credentialing is on the horizon
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The webinar presented by Michelle Pedlow from Edith Cowan University discusses the shift towards micro-credentialing in higher education, emphasizing the need for flexible learning pathways amid changing job market demands due to Industry 4.0. It highlights the importance of soft skills and the potential obsolescence of traditional degrees, calling for a broader range of credentials recognized by the Australian Qualifications Framework. The document also explores global trends in micro-credentialing and the responses from various Australian universities to this evolving educational landscape.
Disruption – micro-credentialing is on the horizon
- 1. Edith Cowan University 2019 ePortfolios Webinar Series Disruption Micro-credentialing is on the horizon Presented by Michelle Pedlow Senior Learning Designer Edith Cowan University
- 2. Unbundling Disaggregating Badging Nano-credential MOOCs Short courses Micro-masters StackableProfessional credentials Soft skills Heutagogy Blockchain Industry 4.0
- 3. Setting the scene: Industry 4.0 is here. Our future jobs are changing. The Australian Qualifications Framework is currently under review. Higher education providers are offering more flexible pathways. ePortfolios can help to provide meaning to all of the madness.
- 5. Edith Cowan University Industry 4.0INDUSTRY 4.0 Industry 1.0 Industry 2.0 Industry 3.0 Industry 4.0
- 6. Within 6 years Source: Faethm data using their predictive platform, released 18 December 2018; data modelling employment in all industries, Australia November 2018 to November 2025. Numbers of workers based on ABS (2018) 6202.0 Labour Force Australia October 2018 reporting total employment of 12,665,800 workers.
- 7. Skills Higher cognitive skills • Advanced literacy and writing • Quantitative and statistical skills • Critical thinking and decision making • Project management • Complex information processing and interpretation • Creativity Social & emotional skills • Advanced communication and negotiation skills • Interpersonal skills and empathy • Leadership and managing others • Entrepreneurship and initiative- taking • Adaptability and continuous learning • Teaching and training others Technological Skills • Basic digital skills • Advanced IT skills and programming • Advanced data analysis and mathematical skills • Technology design, engineering, and maintenance • Scientific research and development Source: McKinsey Global Institute, Skills Shift Automation and the Future of the Workforce – Discussion Paper, May 2918
- 8. There is a gap Soft skill-intensive occupations will account for two-thirds of all jobs by 2030. Soft Skills for Business Success report, Deloitte Access Economics and DeakinCo., May 2017 Approximately 40% of existing university degrees will soon be obsolete and traditional undergraduate or postgraduate degrees could disappear within a decade. Future of jobs and its implications on Indian higher education, Ernst and Young, November 2016 Last year, the Bureau of Labor Statistics (USA) reported that 55 million people in the U.S. are “gig workers,” which is more than 35% of the entire U.S. workforce. That number is projected to jump to 43% by 2020. Forbes.com
- 9. Areas impacted by the AQF The AQF recognises: • Skills and knowledge are increasingly important. • Qualifications as well as experience, helps people get jobs. • The nature of work is changing. • The AQF believe that they should recognize new skills and learning methods. • A wider range of credentials could be included in the AQF. AQF Higher Education Vocational Education & Training Australian Government States and Territories Source: Review of the Australian Qualifications Framework, Discussion Paper, December 2018
- 10. Credentialing context – why go micro? External Influences • Workforce needs • Changing nature of work • 21st Century Skills • Soft skills gap • Standards based education • Participation/inclusion Pedagogical Frameworks • Graduate Attributes • Portfolio Pedagogy • Work Integrated Learning • Informal Learning Technology Enablers • Badges • MOOCs • Blockchain • AI & Analytics Source: Adapted from “The role of professional practice credentials in future proofing the workplace” presentation by Glenn Campbell from Deakin University at the National Summit on Micro-credentialing and Accreditation. 7 March 2019. • People need lifelong learning and flexible opportunities • Currency - Industry demanded evidence of competencies • Self-determined learners
- 11. What is happening globally? EdX: • EdX verified certificates available for a fee (require learners to verify their identity) • more than 85 global partners. Coursera: • complete individual courses of specializations • series of related courses followed by a peer-assessed capstone project. FutureLearn: • UK based equivalent of Udacity.
- 12. What is happening globally? LinkedIn Learning • Formerly Lynda.com • Massive open online courses • Direct-to-profile certification of course completion (LinkedIn badging) Udacity, with Google, Facebook and Salesforce as partners: • online university that delivers credentials endorsed by employers • fraction of the cost of traditional institutions. Swayam: • Initiated by the Government of India. • Primary through to postgraduate level.
- 13. Early Adopters in Australia RMIT launched their RMIT Creds product line. This is the result of a pilot study to create an innovative suite of micro- credentials developed with industry partners and which is open to all students. Curtin University offers a MicroMasters Program which is offered through the EdX platform Deakin University (through DeakinDigital and Deakin Hallmarks) has implemented a digital credentialing system and digital badging system TAFE NSW offers micro-credentials that are designed to help develop specific industry-recognised skills to address workplace and career progression needs Griffith University has established a policy on micro-credentialing which provides the framework for approval of university micro-credentials as well as micro-credentials undertaken in partnership with third parties UNSW Canberra is offering micro-credential postgraduate courses and is granting credit into them from specified professional education courses.
- 14. Considerations from the AQF • Long standing framework. • Credits and pathways policy. • Pathways into tertiary education including credit. • Optional credit points of reference system (signaling an exit outcome) • Funding for study? Where does HECS apply here? Could it be viewed as high attrition rates with students not completing a full degree? • Competency based training model. • Thinking about the entire education ecosystem – primary through to tertiary. • Links between the ATO, TEQSA, VET, RTO. • Student perception: • ATAR -> so much choice? Source: Presented by Prof Peter Noonan, AQF Chair at the National Summit on Micro-credentialing and Accreditation. 7 March 2019.
- 15. Considerations from TEQSA • Succeeding online is a challenge • Quality assurance in an online world • Disaggregation of qualifications: • Cross: • Institutional • Boarder • Discipline • Sector • Digital credentialing and fraud • Stakeholder trust/perception • Learning navigation • Who is responsible? Providers? Credentialers? The system which holds the credentialed piece of learning? • Mindful of stifling innovation and creativity. Source: Presented by Anthony McLaren, CEO TEQSA at the National Summit on Micro-credentialing and Accreditation. 7 March 2019.
- 16. Macro: Tasks, activities and assessments scaffolded across a whole course which build towards submission of a capstone portfolio. All build on each other to achieve a final outcome. ePortfolios Masters Year 1 - Sem 1 Unit 1 Unit 2 Unit 3 Year 1 - Sem 2 Unit 4 Unit 5 Unit 6 Year 2 - Sem 1 Unit 7 Unit 8 Unit 9 Year 2 - Sem 2 Unit 10 Unit 11 Unit 12 - Capstone
- 17. Micro: Tasks, activities and assessments are created within a single, unique micro-credential. Stand alone pieces of work – no links. ePortfolios Micro-cred Micro-cred Artefacts Reflections Video testimonial Badges Micro-cred Micro-cred Micro-cred Micro-cred Micro-cred Micro-cred Micro-cred Micro-cred Micro-cred Micro-cred Micro-cred
- 18. Final thoughts Consistency - meanings and terminology: • need a frame of reference, common language (people, systems and institutions). How will we get there? • Outcomes of the AQF Review. • Starting the conversation. What do we want it to look like? • Technical or disciplinary based disaggregation. • Soft skills premium add-ons alongside technical or disciplinary skills as key capabilities for graduates. • Badge collection throughout our current offering. • What does industry want? • More importantly, what do our students want?
Editor's Notes
- #3: Lots of different terms flying around Some institutions are already established in in the field such as Deakin. No frame of reference - AQF
- #6: Industry 4.0 is the Fourth Industrial Revolution. It enables advanced manufacturers to connect big data and analytics with automation and robotics, improving cost, productivity, profitability and operations. Digital technologies Industry 4.0 digital technologies represent new ways in which technology becomes embedded within societies. The Internet of Things (IoT) Also known as the Industrial Internet, the Internet of Things is the connection between physical devices, such as vehicles and appliances, and the communication between them. Big data and analytics Big data and analytics is the examination of large and varied datasets to uncover patterns, correlations, trends, preferences, and other useful information that can help organisations with business decisions. Software and system integration Integrating all physical and virtual components of an organisation’s system helps to create something that acts like a single system. Cybersecurity Cybersecurity is the protection of internet-connected systems from cyberattacks. Cloud computing The cloud refers to a network of remote servers hosted on the internet, compared with a local server or a personal computer. It's used to store, manage and process data. Additive manufacturing (3D printing) 3D printing joins or solidifies material under computer control to create a three-dimensional object, usually by successively adding material layer by layer. Autonomous robotics and assistive technologies Robot and other assistive technologies that performs behaviours or tasks with a high degree of autonomy. Augmented reality Augmented reaility is the technology that superimposes a computer-generated image on a user's view of the real world to provide a composite view. Virtual reality The computer-generated simulation of a three-dimensional image or environment that can be interacted with in a seemingly real or physical way by a person using special electronic equipment, such as a helmet with a screen inside or gloves fitted with sensors. Simulation Computer-led imitation of a situation or process. Source: https://www.statedevelopment.qld.gov.au/industry-development/industry-4-0-the-future-of-manufacturing.html
- #7: Professor Marcus Bowels: http://www.workingfutures.com.au/wp-content/uploads/2019/01/Future_Capablities_MasterMQU.pdf Source: Faethm data using their predictive platform, released 18 December 2018; data modelling employment in all industries, Australia November 2018 to November 2025. Numbers of workers based on ABS (2018) 6202.0 Labour Force Australia October 2018 reporting total employment of 12,665,800 workers. While job loss is of great concern, the belief that 40% of all jobs will be lost due to automation by 2016, causes anxiety but is substantially inaccurate. Using the Australian Bureau of Statistics data (6202.0 - Labour Force, Australia, October 2018) there were 12,665,800 employees in the Australian workforce in October 2018. Applying the data from Faethm for the future workforce, we have a much clearer idea of the job loss, job creation, and the skilling task Australia will face. The major debate has to focus on how we will transform the existing workforce capabilities to stay in work and assure the capabilities of all new graduates who can no longer rely on technical skills to access employment in occupations that may no longer exist.
- #8: McKinsey - The results of the executive survey we conducted reveal that almost all executives foresee a skill mismatch in the future, and the findings are largely consistent with our quantitative analysis
- #9: https://www.training.com.au/ab/ed/how-micro-credentials-can-benefit-you/ https://www.ey.com/Publication/vwLUAssets/ey-future-of-jobs-and-its-implication/$File/ey-future-of-jobs-and-its-implication.pdf Crowd sourcing example - The Collective Magazine If you’ve never heard the term, “gig work” is basically just a buzzy way of describing an independent contract or part-time job, like driving for Uber or freelance copywriting. https://www.forbes.com/sites/quora/2019/01/08/what-are-the-pros-and-cons-of-the-gig-economy/#7f4006051388 A Psychometrist is an individual who is highly trained in administering and scoring various tests that assess your neuropsychological functioning
- #10: The Australia Qualifications Framework is currently under review - - Not changed since 2011 The AQF was developed to promote transparency and linkages across the education sectors The AQF is widely used across Australia as a frame of reference Differences between the VET and higher education sectors are also evident in levels of funding and enrolments, exacerbated by the reputational damage to the VET sector flowing from the practices of some providers.
- #11: McKinsey global report on workforce skills – Skill shift automation and the future of the workforce – Discussion Paper, May 2018 Bite sized Personalised On demand Competency based Digital badge Stackable Blockchain technology for traceability Affordable
- #12: Digital credentialing: implications for the recognition of learning at borders EdX – founded by Harvard University and Massachusetts Institute of Technology in 2012 Coursera – Stanford Uni 2012 Electronic Database for Global Education (EDGE) developed by the American Association of Collegiate Registrars and Admissions Officers (AACRAO). EDGE has been a forerunner in the credentials industry in the United States of America, using an online format that allows for dynamic updates. The European equivalent is the ENIC-NARIC (European Network of Information Centres – National Academic Recognition Information Centres) Postsecondary Electronic Standards Council (PESC), based in Washington DC, is another important player in the world of digital credentials. New Zealand August 2018 – Micro-credentials system launched. Micro-credentials are new stand-alone education products intended to enable learners to access specific knowledge and skills in a cost-effective and time-efficient way. At a minimum, micro-credentials will be subject to the same requirements as training schemes or assessment standards and will also be required to: be 5 – 40 credits in size have strong evidence of need from employers, industry and/or community not duplicate current quality assured learning approved by NZQA be reviewed annually to confirm they continue to meet their intended purpose.
- #13: Digital credentialing: implications for the recognition of learning at borders EdX – founded by Harvard University and Massachusetts Institute of Technology in 2012 Coursera – Stanford Uni 2012 Electronic Database for Global Education (EDGE) developed by the American Association of Collegiate Registrars and Admissions Officers (AACRAO). EDGE has been a forerunner in the credentials industry in the United States of America, using an online format that allows for dynamic updates. The European equivalent is the ENIC-NARIC (European Network of Information Centres – National Academic Recognition Information Centres) Postsecondary Electronic Standards Council (PESC), based in Washington DC, is another important player in the world of digital credentials. New Zealand August 2018 – Micro-credentials system launched. Micro-credentials are new stand-alone education products intended to enable learners to access specific knowledge and skills in a cost-effective and time-efficient way. At a minimum, micro-credentials will be subject to the same requirements as training schemes or assessment standards and will also be required to: be 5 – 40 credits in size have strong evidence of need from employers, industry and/or community not duplicate current quality assured learning approved by NZQA be reviewed annually to confirm they continue to meet their intended purpose.
- #14: Deakin: Professional Practice Credentials: 22 industry verified micro-credentials. Professional Practice degrees: Masters degrees that combine coursework and credentials. Hallmarks: Awards in UG and PG courses that recognize outstanding achievement of workplace capabilities. FutureLearn: Free open courses, degrees, credential pathways and degree pathways. Five level capability framework developed with industry bodies Not degree qualifications by themselves – but their levels of achievement align with international skills and qualifications frameworks. Offered publicly at 3 levels but work with organizations at 5 levels.
- #15: AQF review considerations: Prof Peter Noonan, AQF Chair
- #16: Learning navigation - how do we ensure that the credentials a students collects are stackable, relevant, recognized? Anthony McLaren, CEO TEQSA
- #18: Artefacts – collected throughout the students journey. Reflections – applies meaning to the process and students are better able to articulate what they have learnt. Video testimony – guided questions to determine the learning journey. How what they learnt applies to their current work. Are able to explain why they undertook.
- #19: Final