MOOCs and Micro-credentials: Exploring Data Deserts
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The document discusses the growing trend of micro-credentials in higher education, highlighting various perspectives on their impact, accessibility, and potential risks. It raises concerns about the lack of consensus on definitions and the commercialization of education through unbundling curricula. Additionally, it emphasizes the need for further research on the relationship between micro-credentials and labor market outcomes.
MOOCs and Micro-credentials: Exploring Data Deserts
- 1. MOOCs and Micro-credentials: Exploring Data Deserts Professor Mark Brown Dublin City University 24th August 2021 Photo by Fabian Centeno on Unsplash @mbrownz
- 2. Where is the data? Photo by Giorgio Parravicini on Unsplash MOOCs
- 3. Photo by Aaron on Unsplash Are we at risk of building micro-credential sandcastles?
- 4. Photo by Aaron on Unsplash “As we enter the age of post- COVID digital learning I’ll keep considering micro-credentials. But, I’ll be prioritising making part-time and full-time online study ever more accessible, and carefully guiding students to and through proper degrees” (Prof. Merlin Crossley, 2021). Are we at risk of building micro-credential sandcastles?
- 5. Photo by Chaiyaporn Atakampeewong on Unsplash “Absolute catnip to politicians” (Usher, 2021)
- 6. Photo by Chaiyaporn Atakampeewong on Unsplash “The uptake of micro-credentials will support our Government’s plan to give Australians the skills they need to be job-ready”(Hon. Dan Tehan, MP, 2020). “Absolute catnip to politicians” (Usher, 2021) “We have the opportunity for Australian institutions to meet this market with greater use of online delivery or hybrid learning models at different price offerings. This could be in both full course and micro-credentials” (Hon. Alan Tudge, 2021).
- 7. Photo by Fabian Centeno on Unsplash
- 8. Photo by Fabian Centeno on Unsplash • Setting the policy context • Competing drivers and attractors • Insights from a state-of-the-art literature review Outline…
- 13. Poll conducted in March 2021 in Higher Education 4.0: Certifying Your Future
- 14. 1. Setting the policy context Photo by Fabian Centeno on Unsplash
- 15. Growth of micro-credentials evidenced by Google search traffic
- 20. Credit Bearing Non Credit Bearing Bundled Unbundled Credential Ecology Macro-credentials Formal Accredited Degrees Micro-credentials Formal & Semi Formal Accredited & Stackable Nano-credentials Informal & Non-Formal Digital Badges & Certificates Non-status Awards Semi-Formal Courses Non-Accredited (Brown et al., 2020)
- 21. (Presant, 2020)
- 22. (Selvaratnam & Sankey, 2020) https://www.acode.edu.au/pluginfile.php/8411/mod_resource/content/1/ACODE_MicroCreds_Whitepaper_2020.pdf Single Institution Model…
- 23. Level of interest in micro-credentials for employee training and development (The Australian Industry Group, 2021)
- 25. €20m DCU Futures… Prof. Mairéad Nic Giolla Mhichí Director, Micro-credentials Strategy and Innovation
- 26. €12m
- 27. 2021 Report launch in January 2021… €7m
- 31. “A micro-credential is a proof of learning outcomes that a learner has acquired after a short learning experience. These learning outcomes have been assessed against transparent standards”
- 32. "Despite an increasing volume of these new credentials, great uncertainty persists. Definitions and taxonomies to structure these new credentials have not been widely agreed. The extent of their offer remains uncertain, evidence of their impacts is scant, and the response of governments to these new offerings has not been systematically documented" (Kato, Galán-Muros & Weko, 2020, p.7).
- 33. 2. Competing drivers and attractors Photo by Fabian Centeno on Unsplash
- 37. (AACU, 2015)
- 41. 41 11.1%
- 43. 43 Pre COVID
- 46. 46 “The so-called ‘microcredentialing craze’ could be no more than a fad, marketing hype, or another case of ‘learning innovation theater.’ New Learning Economy
- 47. “Rather than presenting new opportunities for social inclusion and access to education, they contribute to the privatisation of education by unbundling the curriculum and blurring the line between public and private provision in higher education” (p.14).
- 48. “Just as degrees are not all created equal, short-term credentials are not all created equal” (Craig, 2021). D a n g e r o f s w e e p i n g g e n e r a l i z a t i o n s https://www.forbes.com/sites/ryancraig/2021/06/11/credentials-must-be-stackable-not-sleestak-able/
- 49. 3. Insights from a state-of-the-art literature review Photo by Fabian Centeno on Unsplash
- 50. Currently undertaking a major literature review on contract to European Commission
- 51. State-of-the-Art Literature Review on Micro-credentials
- 52. Methodology…
- 55. Inclusion / Exclusion Criteria… High Relevance…
- 58. MOOCs Employers
- 59. Report launch in March 2021…
- 61. What word best encapsulates your view?
- 63. 2021
- 66. Studying “...the relationship between MOOCs and labour market outcomes is an almost uncharted research area” (p.2).
- 67. (Hollands & Kazi, 2019) §
- 68. “Because alternative credentials are not identified in the educational attainment component of national labour force surveys or in international surveys of adult skills… evidence on their effects on earnings of large-scale populations is unavailable" (Kato, Galán-Muros & Weko, 2020, p.28).
- 69. OECD (2017) Education at a Glance Ireland Australia
- 70. Photo by Giorgio Parravicini on Unsplash Final remarks…
- 71. 2012 MCs MOOCs
- 73. Special Issue – Papers Due 31st August 2021
- 74. Go raibh maith agaibh! Thank you