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Open Education Passports and Micro Credentials for refugees and migrants
1. Open Education Passports
and MicroCredentials for
refugees and migrants
Ildiko Mazar
Education Quality Institute
MOONLITE Multiplier Event – 23 November 2018
2. Education is a PublicGood
This means
Open Access to Educational Opportunities
Use of Open Educational Resources
Empowerement of Students through Open Educational Practices
3. MOONLITE’s mission
Improve educational offerings to refugees by boosting the
use of MOOCs to:
widen and improve the HEIs teaching for registered HEI students
create new educational pathways for refugees (serving society)
build entrepreneurial and language skills among those two groups
MOOCs do not automatically imply a better
access to the higher education system
4. What do HEIs
think and do?
The results of the 2016/2017 „Comparing institutional
MOOC strategies” survey, by D. Jansen and L.
Konings, found that:
40+% of European HEIs did (or is planning to) develop a
MOOC
36% of the institutions are developing MOOCs to be re-used
and/or are re-using existing MOOCs
74% (strongly) agree that HEIs should develop a policy to
open up their educational offer to those potentially left behind
63% of the respondents (strongly) agrees that it is essential
to offer formal (ECTS) credits in addition to informal
certificates
70% (strongly) agree that these formal (ECTS) credits should
be recognized in formal bachelor/master programmes
5. TheOEPass mission
Create a digital standard format for
documenting open education
credentials based on ECTS
https://oepass.eu
6. The MicroHE mission
Create a model blockchain
infrastructure for storing and
automatically verifying credentials
https://microcredentials.eu/
10. Who decides
about the
reputation of
a credential?
An
accreditation
agency
The (open)
education
provider
The learning
community
(through
endorsements)
The job
market and
employers
12. Credentials are still not digital
Limited Access to Underlying Information
Lack of (Technical) Standards for
Credential Information
Closed Standards for Security &Verification
No Aggregation of Credential Data
What’s
wrong with
(digital)
credentials?
14. The average
employer will
not research
applicants’
credentials
Source: Career Arc
If it costs an employer more to verify a credential then
to test the skills,
the credential is effectively worthless.
18. Closed
Credentials
expensive and time consuming to
acquire
hard to use and share
hinder Open Education by failing to
evidence flexible learning pathways
in a transparent manner
exclude the people who need them
most
can be abused by networks of
intermediaries
do not inform policy
21. Elements of aCredentialStatement
Certain elements of a credential statement are required for formal evaluation of open
educational opportunities and the underlying learning processes.
(Based on Nuffic, 2018 &Witthaus et al., 2016)
23. Quality of the Statement
The statement should:
Quality of the Medium
The medium should:
Distinct
● represent a specific and identifiable and measurable
experience, skill or fact
● be attributable to a single, identifiable person
● allow for the storage and display of the statement, as
well as any and all associated metadata
Authentic
contain enough information to:
● verify when, where and by whom it was issued
● trace and reproduce the conditions under which it was
issued
● be able to be issued for a limited period and be revocable
● only allow an issuer to create a certificate;
● not allow for any kind of tampering or editing
● be able to store or link to the information required to
verify
● display its validity status
Accessible
● be issued in a widely-spoken language or in a easy to read
graphical format
● be issued in a widely-used and/or open format
Exchangeable
● be modular, allowing for the credential to be subdivided
into smaller credentials or stacked into larger credentials
● be convertible into other types of credentials
● allow for relational links to be created between
credentials
● allow for credentials to be created out of other
credentials
Portable ● be owned by the learner
● allow for the user to physically possess the credential
in a place of their choosing
● easily shareable by the user
24. EUStandards
for
Qualifications
EU standards for qualifications
European Qualifications Framework: gives an indication as to
the level of various qualifications
European Diploma Supplement: provides a standardised
template to give additional information about a degree
European CreditTransfer System: allows for individual
learning units to be described in terms of knowledge, skills,
responsibility and autonomy
European Skill, Competences, Qualifications and
Occupations database provides a standard terminology
25. EUStandards
for
Qualifications
EU standards for qualifications
European Qualifications Framework: gives an indication as to
the level of various qualifications
Not for non-formal education or microcredentials
European Diploma Supplement: provides a standardised
template to give additional information about a degree
Only for degrees
European CreditTransfer System: allows for individual
learning units to be described in terms of knowledge, skills,
responsibility and autonomy
Only for Higher Education - not included fully in qualification
European Skill, Competences, Qualifications and
Occupations database provides a standard terminology
Not used by all the tools above
32. Elements of a
System for
Open
Educational
Credentials
User-Held
Credentials
Open
Standards
OpenTech
Stack
Independent
Verification
Open
Aggregation
33. Annual Meeting
of the Danube
Rectors'
Conference 7-9
Nov 2018
DanubiusYoung
ScientistAward
2018
36. THANK YOU FOR
YOUR ATTENTION
You can download this presentation at:
Ildiko Mazar
https://www.slideshare.net/ildikomazar
37. The European Commission support for the production of this publication does not constitute an endorsement of the
contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
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Notes de l'éditeur
From MOONLITE https://moonliteproject.eu/about/: With the help of credit-bearing MOOCs, students would be able to begin introducing themselves to their studies at their own pace, without needing to enroll the institutions, knowing that this credit would be eventually recognised towards their final degree, once they were able to access Higher Education more formally.
With the ever accelerating trend of unbundling HE a person’s learning outcomes and/or achievements cannot be credited to formal education to a full extent, and partly are acquired by non-formal, and even informal, learning.
These credentials are offered alongside typical (qualification) offerings – however differences between them are not made clear and some are also offered by other (non-accredited) education providers
Part of Digital Credentialing Ecosystem made possible by digital communications technologies establishing networks of interest through which people share information about what a learner knows and can do
„Digitised” credentials are not digital – a scanned document does not have the same value and validity as a truly digital credential
There are no technical standards – employers do simple keyword search
No Aggregation of Credential Data: no data available on what skills are driving the job market in Europe
It is possible to check the average hotel rating in any European country, but not the job market’s demand for skills and qualifications (or supply of skills and qualifications by education providers).
Until a comprehensive solution emerges:
Use learning outcomes in certificates
Use secure certificates
Stay away from proprietary certificate software