The Universal Micro-Credential Framework: The Role of Badges, Micro-Credentials, Skills Profiling, and Design Patterns in Developing Interdisciplinary Learning and Assessment Paths for Computing Education

IF 2.1 2区 工程技术 Q2 EDUCATION, SCIENTIFIC DISCIPLINES IEEE Transactions on Education Pub Date : 2024-12-12 DOI:10.1109/TE.2024.3486016
Rupert Ward;Sheryl Grant;Megan Workmon Larsen;Kate Giovacchini
{"title":"The Universal Micro-Credential Framework: The Role of Badges, Micro-Credentials, Skills Profiling, and Design Patterns in Developing Interdisciplinary Learning and Assessment Paths for Computing Education","authors":"Rupert Ward;Sheryl Grant;Megan Workmon Larsen;Kate Giovacchini","doi":"10.1109/TE.2024.3486016","DOIUrl":null,"url":null,"abstract":"The purpose of this article is to share worked examples of skills profiling within the universal micro-credential framework, a novel approach designed to further the enablement of 21st century skills which are defined here as a generalized series of competencies gained by a learner that enable them to self-reflect, self-regulate and self-optimize their capabilities within highly emergent contexts. This approach improves interdisciplinary learning and assessment paths for computing education by providing personalized learning and assessment options and by enabling curricula to better accommodate both internal and external interdisciplinary content. Through these worked examples, this article addresses potential solutions to fundamental and persistent structural issues in today’s learning-earning ecosystem. Most significant of these issues is what the authors refer to as a “capability-competency chasm,” a term used to describe an enduring gap that creates problematic deficits for learners as they transition between education and employment. At the core of the universal micro-credential framework is skills profiling, which can leverage micro-credential pathways and badge catalogues, both within the context of computing education in particular and across higher education in general. Accounting for the complexity of implementing system-wide redesign in highly variable higher-education contexts, this article also briefly references the role of design patterns to enable such implementation. Collectively, these flexible credentialing innovations offer a globally innovative solution to systemic challenges, explaining both the importance of addressing such challenges and the opportunities arising from them.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"67 6","pages":"897-906"},"PeriodicalIF":2.1000,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"IEEE Transactions on Education","FirstCategoryId":"5","ListUrlMain":"https://ieeexplore.ieee.org/document/10795485/","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

The purpose of this article is to share worked examples of skills profiling within the universal micro-credential framework, a novel approach designed to further the enablement of 21st century skills which are defined here as a generalized series of competencies gained by a learner that enable them to self-reflect, self-regulate and self-optimize their capabilities within highly emergent contexts. This approach improves interdisciplinary learning and assessment paths for computing education by providing personalized learning and assessment options and by enabling curricula to better accommodate both internal and external interdisciplinary content. Through these worked examples, this article addresses potential solutions to fundamental and persistent structural issues in today’s learning-earning ecosystem. Most significant of these issues is what the authors refer to as a “capability-competency chasm,” a term used to describe an enduring gap that creates problematic deficits for learners as they transition between education and employment. At the core of the universal micro-credential framework is skills profiling, which can leverage micro-credential pathways and badge catalogues, both within the context of computing education in particular and across higher education in general. Accounting for the complexity of implementing system-wide redesign in highly variable higher-education contexts, this article also briefly references the role of design patterns to enable such implementation. Collectively, these flexible credentialing innovations offer a globally innovative solution to systemic challenges, explaining both the importance of addressing such challenges and the opportunities arising from them.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
本文旨在分享通用微证书框架内的技能剖析实例,这是一种新颖的方法,旨在进一步提高 21 世纪技能的能力,这里的 21 世纪技能被定义为学习者获得的一系列通用能力,使他们能够在高度新兴的环境中进行自我反思、自我调节和自我优化。这种方法通过提供个性化的学习和评估选择,使课程更好地适应内部和外部的跨学科内容,从而改进了计算机教育的跨学科学习和评估路径。通过这些实例,本文探讨了解决当今学习-学习生态系统中长期存在的根本性结构问题的潜在方案。在这些问题中,最重要的是作者所提到的 "能力-胜任鸿沟",这个术语用来描述一种持久的差距,这种差距在学习者从教育过渡到就业的过程中造成了问题性缺陷。通用微证书框架的核心是技能剖析,它可以利用微证书途径和徽章目录,尤其是在计算机教育和整个高等教育中。考虑到在千变万化的高等教育环境中实施全系统重新设计的复杂性,本文还简要提及了设计模式的作用,以促成这种实施。总之,这些灵活的学历认证创新为应对系统性挑战提供了一个全球性的创新解决方案,既说明了应对这些挑战的重要性,也说明了由此带来的机遇。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
IEEE Transactions on Education
IEEE Transactions on Education 工程技术-工程:电子与电气
CiteScore
5.80
自引率
7.70%
发文量
90
审稿时长
1 months
期刊介绍: The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.
期刊最新文献
Table of Contents IEEE Transactions on Education Publication Information Guest Editorial Coding, Computational, Algorithmic, Design, Creative, and Critical Thinking in K–16 Education IEEE Transactions on Education Information for Authors The Universal Micro-Credential Framework: The Role of Badges, Micro-Credentials, Skills Profiling, and Design Patterns in Developing Interdisciplinary Learning and Assessment Paths for Computing Education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1