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Welcome to the MET Community Hub, connecting you to the social infrastructure of UBC’s Master of Educational Technology (MET) virtual community.

Alumni and current students are warmly invited to join any of the MET social media channels that are part of the MET Community. The MET Community is developed and managed by MET Community members, students, faculty and alumni. It comprises a collection of channels where MET students, faculty and alumni can share ideas, stories, and questions in the name of a supportive educational technologists group. It offers you access to a valuable professional and academic network, and spaces to share ideas, resources and advice.

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Latest Posts from MET Community Tech & Education Bloggers

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Helen DeWaard

Five Flames 4 Learning

Bicycles for the Mind

And that’s what a computer is to me. What a computer is to me is it’s the most remarkable tool that we’ve ever come up with, and it’s the equivalent of a bicycle for our minds.” ~ Steve Jobs From Popova, … Continue reading

Noan Fresnoux

The Leap Academy

Moumita Chakraborty

Blank Slate Chronicles

Of Witchcraft and Wizardry

This year is making up for the three and a half decades that I lived through when nothing really happened.

The post Of Witchcraft and Wizardry appeared first on Blank Slate Chronicles.

Cari Wilson

This & That – Tuesday’s Technology Tips

Coding and Computational Thinking Have Not Disappeared!

Remember a number of years ago when the government realized that computational thinking and basic coding were future-ready skills, and they poured a bunch of money into coding in education? Yep, me, too! It was an exciting time! Lots of great grass-roots organizations like Hackergal and Kids Code Jeunesse got funding to help them grow …

Erica Hargreave

Erica’s Speaking Site

Online Course Activity Break #5: Combining Mindfulness with a Lesson in Video SEO

Here is the fifth activity break that I've added to my online courses in an effort to make them healthier places to study with reminders to be active in the real world. This activity break is focused on on-the-go mindfulness, while demonstrating video SEO. Feel free to use it and modify it for your own needs.

The post Online Course Activity Break #5: Combining Mindfulness with a Lesson in Video SEO appeared first on Erica Hargreave.

Ahimsa Media Blog

Animated Storytelling Online Summer Camp!

This summer we aim to hone in on the endless imagination and creativity of youth as we teach them animated storytelling in this online summer camp. Together we will enter the exciting world of interactive digital storytelling by creating animated books and stop motion videos.

The post Animated Storytelling Online Summer Camp! appeared first on Ahimsa Media.

StoryToGo Blog

OE Global 2020 : A Case for Virtual and Open Conferences to Bring People Together to Share Ideas

The OE Global 2020 Conference makes a case for virtual and open conferences to bring people together to share ideas with their impressive stats from their 2020 conference with 75% first attendees from 43 countries. Hosting virtually made the conference accessible to more attendees in a way that it has not been before.

The post OE Global 2020 : A Case for Virtual and Open Conferences to Bring People Together to Share Ideas appeared first on StoryToGo.

Tannis Morgan

Explorations in the Ed Tech World

Alternative credential stacking

This is Part 2 that follows Alternative credentials – micro-credentials, stackable credentials, and digital badges The key to understanding alternative credentials isn’t so much the technology or the badging, it’s actually the pathways to or from HEI or to or from industry/professions. In other words, do they lead to something and is this something recognized? This is where stacking comes in. Stackable credentials are composed of a sequence of credentials that stack or accumulate towards an additional credential.  According to Ganzglass (2014) they serve “to build up an individual’s qualifications and help them to move along a career pathway or up a career ladder to different and potentially higher-paying jobs.” (p.2). Stacking can refer to micro-credentials, digital credentials or badges, or already established HEI credentials such as certificates, degrees and diplomas. Characteristics of stackable credentials include, but are not limited to the following: They constitute industry recognized credentials They articulate to a higher-level credential in the same occupational area They may be offered by an HEI or other type of organisation as long as they articulate to a higher credential recognized in that jurisdiction (Wilson, 2016, p.2) Additionally, Crampton (n.d.) notes: each credential in the “stack” should be of short duration  each should have labor market value by themselves  However, as we will below, stacking has spawned a variety of types that may contradict some of these characteristics. Types Vertical  Also called progression stacking by Bailey and Belfield, 2017) – refers to short-term certificates that lead to a higher-level degree or credential.  Examples: vertical stacking of 30 credit certificates towards a degree post-graduate certificates that lead towards a graduate degree within the same institution credentials that lead towards an external professional designation Supplemental (or complementary) Refers to stacking that supplements earned degrees for upskilling purposes. For example, supplementing a bachelor’s degree with a certificate in a more marketable occupational area; supplementing an individual’s job skills with a new skill as responsibilities grow or change (Bailey and Belfield, 2017). Example: post-degree non-credit certificates that make your degree more marketable Independent Refers to an accumulation of a series of compatible short-term credentials to level up skills or to improve labour market opportunities. In this case stacking does not lead to a higher credential but constitutes an accumulation of related or unrelated short-term credentials (ibid). Example: earning badges from LinkedIn Learning to add to your profile Latticed  Refers to horizontal pathways where a core set of courses can be applied to several certificates within an organization. Portability and recognizability The portability of alternative credential stacking is also a characteristic, because it is really answering the question: Does HEI care about and recognize the alternative credential you earned in industry? Does industry care about and recognize your alternative credential earned in HEI? Unsurprisingly, most of the stacking examples above occur within an organization and within an HEI, and in some cases, don’t really appear to be very “alternative”. So what does it look like in the other direction? There are a couple of examples to point to: 1. Industry-provided badge curriculum – Hubspot Students can take certifications and receive badges via Hubspot, but instructors/education partners can freely access and adapt the Hubspot curriculum for use in their courses. 2. Industry-embedded certifications – IBM and Northeastern University Individuals with an IBM-issued badge receive graduate credit upon enrolling in select Northeastern professional Masters degree programs.  3. Industry standalone with preferential pricing for students at institutions (supplementary) – Society of Wine Educators The badge certifications add value to the badge by clearly connecting it to current employment opportunities via the badging platform.  Institutions can have a preferential rate for their students who are supplementing their education with these certifications. But like HEI, aside from the examples above, industry credentials seem to stay within the organization and aren’t necessarily recognizable by HEI. As noted in the previous post, PLAR, transfer credit systems, and industry/HEI/professional association collaboration are key to making alternative credentials more portable and recognizable, and there is much more work to do in this area. However, this being tackled in a number of ways, and I’ll just point to a few examples. In Europe, a project is underway to develop “mechanisms for the assessment and certification of learning outcomes achieved through OER” based on UNESCO and European Commission recommendations.  It outlines several challenges that are being addressed via a recognition framework for micro-credentials, and a meta-data standard and credentials clearinghouse to help facilitate the operations of the framework.   Building on the above, the ECCOE – European Credit Clearinghouse for Opening up Education – h/t to Deborah Arnold for sharing that with me and letting me know that this is one of her projects. The New Zealand Qualifications Authority (NZQA) is often cited for its introduction of micro-credentials to its regulated training and education system. When NZQA approves a micro-credential, it is published on a micro-credential register. The process invites industry, community and employers to work with the HEI to develop micro-credentials. Services such as Credential Engine could speed up the ability for organisations to recognize a credential by collecting credential data and making it transparent and comparable.    Another note about designing for equity The point of my previous post was the importance of considering equity in the design of alternative credentials. This includes: a) more research and monitoring as to whether alternative credentials are serving all kinds of students and not just the ones who have the time, money, privilege to supplement their education; b) ensuring that shorter term credentials don’t create a two tiered system that doesn’t result in less advantaged students gaining employment benefits from completing short term credentials. For example, from a student cost perspective, at the moment the main advantage of some vertically alternative credentials is that they distribute the cost of higher ed over smaller payments, but in some cases they may actually be more expensive than a regular HEI credit bearing course. So there is a fair amount of scrutiny that needs to be applied to how we talk about the advantages of some types of alternative credentials.

OER in Other Languages

Tajik Persian: Readings in History, Culture and Society

Tajik Persian: Readings in History, Culture and Society seeks to help students develop reading proficiency in Tajik at advanced level through authentic texts written for native speakers and provides them glimpses into the history, culture and society of Tajikistan without losing its focus on cultural aspects of the country—an aspect that constitutes a core component […]

Yvonne Dawydiak

Scarfe Digital Sandbox – UBC Teacher Education Tech Integration Resource

Place-Based Learning in a Pandemic

Hybrid Approaches to Facilitating High-Impact Experiences With the global pandemic, teachers are being challenged to teach online, face-to-face or both. The current situation, in addition to shifting practices in education over the past decade or more, causes us to wonder: How can we virtually facilitate high-impact, place-based learning experiences with our students? What practices might […]