Evaluating courses’ impact on diverse stakeholders can be immensely valuable as a means of identifying ways in which curriculum can better support learners’ personal and professional development and achieve wider societal aims. Yet, few empirical evaluation studies exist exploring the impact of microcredentials. This article reports a study intended to address that knowledge gap by examining the impact of microcredential courses provided by The Open University UK – one of the largest universities in Europe. A survey and narrative interviews were used to explore courses’ impact on learners’ knowledge, attitudes, behaviours and practices six months after the course ended. Analysis of the data, and the application of Wenger, Trayner and de Laat’s (2011) Value Creation Framework, suggests that microcredential courses do have impact, in multiple ways, even for those learners not completing their course. Areas of impact include the development of learners’ knowledge and skills, changed thinking about the subject studied, and impact at work and/or on everyday life. For some learners, study of a microcredential course also enables a career change or provides the confidence to go on to further study.
{"title":"‘People have Started Calling Me an Expert’: The Impact of Open University Microcredential Courses","authors":"K. Chandler, Leigh-Anne Perryman","doi":"10.5334/jime.804","DOIUrl":"https://doi.org/10.5334/jime.804","url":null,"abstract":"Evaluating courses’ impact on diverse stakeholders can be immensely valuable as a means of identifying ways in which curriculum can better support learners’ personal and professional development and achieve wider societal aims. Yet, few empirical evaluation studies exist exploring the impact of microcredentials. This article reports a study intended to address that knowledge gap by examining the impact of microcredential courses provided by The Open University UK – one of the largest universities in Europe. A survey and narrative interviews were used to explore courses’ impact on learners’ knowledge, attitudes, behaviours and practices six months after the course ended. Analysis of the data, and the application of Wenger, Trayner and de Laat’s (2011) Value Creation Framework, suggests that microcredential courses do have impact, in multiple ways, even for those learners not completing their course. Areas of impact include the development of learners’ knowledge and skills, changed thinking about the subject studied, and impact at work and/or on everyday life. For some learners, study of a microcredential course also enables a career change or provides the confidence to go on to further study.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70677081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rupert R. Ward, T. Crick, J. Davenport, Paulette Hanna, Alan Hayes, Alastair Irons, Keith Miller, Faron Moller, T. Prickett, J. Walters
Employers are increasingly selecting and developing employees based on skills rather than qualifications. Governments now have a growing focus on skilling, reskilling and upskilling the workforce through skills-based development rather than qualifications as a way of improving productivity. Both these changes are leading to a much stronger interest in digital badging and micro-credentialing that enables a more granular, skills-based development of learner-earners. This paper explores the use of an online skills profiling tool that can be used by designers, educators, researchers, employers and governments to understand how badges and micro-credentials can be incorporated within existing qualifications and how skills developed within learning can be compared and aligned to those sought in job roles. This work, and lessons learnt from the case study examples of computing-related degree programmes in the UK, also highlights exciting opportunities for educational providers to develop and accommodate personalised learning into existing formal education structures across a range of settings and contexts.
{"title":"Using Skills Profiling to Enable Badges and Micro-Credentials to be Incorporated into Higher Education Courses","authors":"Rupert R. Ward, T. Crick, J. Davenport, Paulette Hanna, Alan Hayes, Alastair Irons, Keith Miller, Faron Moller, T. Prickett, J. Walters","doi":"10.5334/jime.807","DOIUrl":"https://doi.org/10.5334/jime.807","url":null,"abstract":"Employers are increasingly selecting and developing employees based on skills rather than qualifications. Governments now have a growing focus on skilling, reskilling and upskilling the workforce through skills-based development rather than qualifications as a way of improving productivity. Both these changes are leading to a much stronger interest in digital badging and micro-credentialing that enables a more granular, skills-based development of learner-earners. This paper explores the use of an online skills profiling tool that can be used by designers, educators, researchers, employers and governments to understand how badges and micro-credentials can be incorporated within existing qualifications and how skills developed within learning can be compared and aligned to those sought in job roles. This work, and lessons learnt from the case study examples of computing-related degree programmes in the UK, also highlights exciting opportunities for educational providers to develop and accommodate personalised learning into existing formal education structures across a range of settings and contexts.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers’ ignorance, within the concept of ignorance epistemology, as they navigate their teaching roles in CML teaching, particularly in the EFL context. Through an open-ended questionnaire and interview, this study investigated how teachers assist students to establish the credibility of information and information sources through critical assessment. It also delved into the opportunities and challenges the teachers encounter in assisting students to be critical assessors of information and media sources. All these are critical since building CML aims to prepare students to be active members of today’s digital democratic world and to ease the media bubble effects of social media, which can lead to fake news or misinformation, polarization, and complex mediation between parties. Finally, ramifications and future study areas are highlighted to further the field of digital literacy. *
{"title":"Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes","authors":"Rida Afrilyasanti, Y. Basthomi, E. L. Zen","doi":"10.5334/jime.781","DOIUrl":"https://doi.org/10.5334/jime.781","url":null,"abstract":"The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers’ ignorance, within the concept of ignorance epistemology, as they navigate their teaching roles in CML teaching, particularly in the EFL context. Through an open-ended questionnaire and interview, this study investigated how teachers assist students to establish the credibility of information and information sources through critical assessment. It also delved into the opportunities and challenges the teachers encounter in assisting students to be critical assessors of information and media sources. All these are critical since building CML aims to prepare students to be active members of today’s digital democratic world and to ease the media bubble effects of social media, which can lead to fake news or misinformation, polarization, and complex mediation between parties. Finally, ramifications and future study areas are highlighted to further the field of digital literacy. *","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An Overview of Student Perceptions of Hybrid Flexible Learning at a London HEI","authors":"Michael Detyna, M. Koch","doi":"10.5334/jime.784","DOIUrl":"https://doi.org/10.5334/jime.784","url":null,"abstract":"","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Interacting through Blogs in Theatre/Drama Education: A Greek Case Study","authors":"Clio Fanouraki, Vassilis Zakopoulos","doi":"10.5334/jime.775","DOIUrl":"https://doi.org/10.5334/jime.775","url":null,"abstract":"","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Silvia Farias-Gaytan, M. Ramírez-Montoya, Ignacio Aguaded
{"title":"Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America","authors":"Silvia Farias-Gaytan, M. Ramírez-Montoya, Ignacio Aguaded","doi":"10.5334/jime.793","DOIUrl":"https://doi.org/10.5334/jime.793","url":null,"abstract":"","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Microcredentials: Why, what and how – Editorial","authors":"M. Weller","doi":"10.5334/jime.825","DOIUrl":"https://doi.org/10.5334/jime.825","url":null,"abstract":"","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. M. S. Ferreira, Márcio Silveira Lemgruber, Thiago Leite Cabrera
Although automation is not a novelty, high hopes are currently pinned on increasingly ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius’ didachography , a portmanteau coined in his 1657 Didactica Magna to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius’ time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, accepting that key aspects of what makes us human may always resist engineering.
{"title":"From Didachography to AI: Metaphors Teaching is Automated by","authors":"G. M. S. Ferreira, Márcio Silveira Lemgruber, Thiago Leite Cabrera","doi":"10.5334/jime.798","DOIUrl":"https://doi.org/10.5334/jime.798","url":null,"abstract":"Although automation is not a novelty, high hopes are currently pinned on increasingly ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius’ didachography , a portmanteau coined in his 1657 Didactica Magna to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius’ time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, accepting that key aspects of what makes us human may always resist engineering.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70676945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The integration of task-based language teaching (TBLT) and virtual learning environments (VLEs) has shown potential in improving students’ learning outcomes. However, mixed results suggest that further investigation is needed to determine the most effective use of mobile technology devices in language learning. This study aims to contribute to the growing body of literature on the effectiveness of VLEs by exploring the use of a Virtual Task-Based Language Learning Environment (VTLLE) in teacher preparation programmes, specifically using an iPad in Thailand. The study was conducted using a mixed-methods approach. First, a survey was administered to 523 student teachers, and the data was analysed using exploratory factor analysis to identify key factors for an effective VTLLE. Based on the survey results, a sample of 88 students from three Bangkok-based universities participated in a 12-week trial of the VTLLE. The results of the study revealed that there was a statistically significant difference between pre- and post-test scores for the use of Thai, English for communication, and digital technology for education for the students using the VTLLE. However, there was no statistically significant difference in academic performance between students who studied with an iPad and those who did not. These findings suggest that the VTLLE was effective in improving language learning outcomes, but that the specific device used did not significantly impact academic performance. The study provides important insight for educators and practitioners who aim to use VLEs in teacher preparation programmes. By identifying key factors for an effective VTLLE, the study offers practical recommendations for the design and implementation of technology-enhanced language learning environments.
{"title":"Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non- and Users of iPad","authors":"Watcharapol Wiboolyasarin","doi":"10.5334/jime.802","DOIUrl":"https://doi.org/10.5334/jime.802","url":null,"abstract":"The integration of task-based language teaching (TBLT) and virtual learning environments (VLEs) has shown potential in improving students’ learning outcomes. However, mixed results suggest that further investigation is needed to determine the most effective use of mobile technology devices in language learning. This study aims to contribute to the growing body of literature on the effectiveness of VLEs by exploring the use of a Virtual Task-Based Language Learning Environment (VTLLE) in teacher preparation programmes, specifically using an iPad in Thailand. The study was conducted using a mixed-methods approach. First, a survey was administered to 523 student teachers, and the data was analysed using exploratory factor analysis to identify key factors for an effective VTLLE. Based on the survey results, a sample of 88 students from three Bangkok-based universities participated in a 12-week trial of the VTLLE. The results of the study revealed that there was a statistically significant difference between pre- and post-test scores for the use of Thai, English for communication, and digital technology for education for the students using the VTLLE. However, there was no statistically significant difference in academic performance between students who studied with an iPad and those who did not. These findings suggest that the VTLLE was effective in improving language learning outcomes, but that the specific device used did not significantly impact academic performance. The study provides important insight for educators and practitioners who aim to use VLEs in teacher preparation programmes. By identifying key factors for an effective VTLLE, the study offers practical recommendations for the design and implementation of technology-enhanced language learning environments.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135601032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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