A new challenge is on the horizon for the education sector. The AQF is currently under review and the sector is rapidly trying to adapt to the changing needs of industry. Digital/Micro-credentialing and badges may be the answer. In this webinar session we will take a look at what is currently happening around the sector, discuss what the future workforce will look like and the types of learners that education providers will need to produce, what this all means to our current curricula and how ePortfolios could be a perfect tool to help facilitate the credentialing and badging process.
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
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.
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
Lots of different terms flying around
Some institutions are already established in in the field such as Deakin.
No frame of reference - AQF
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
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.
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
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
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.
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
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.
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.
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.
AQF review considerations:
Prof Peter Noonan, AQF Chair
Learning navigation - how do we ensure that the credentials a students collects are stackable, relevant, recognized?
Anthony McLaren, CEO TEQSA
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.