Dr. Rory McGreal
September 11, 2024, 11am MT
http://www.cideresearch.ca/session/mcgreal-2024
The recognition and transfer of credits is becoming essential for students, as an increasing number of them are studying at different institutions, often at the same time online, in both traditional and unconventional settings. Micro-credentials can aid in this process by providing easily accessible and transparent evidence of skills or knowledge, certified by an authority, based on small units of learning. The development of Blockchain technology holds promise of becoming a useful enabler for supporting the storage and dissemination of micro-credentials on a global scale. Because of its immutability, Blockchain can be used to attest to students' accomplishments securely and privately under their control. Artificial Intelligence (AI) can facilitate the micro-credential assessment process as well as their maintenance and dissemination on the Blockchain.
This session will describe the important features of these three technologies for higher educational contexts, and suggest how they can work together to improve learning for students, administration for institutions, and ensure security for both.
Related chapter: Empowering Micro-credentials using Blockchain and Artificial Intelligence
Registration is not required; all are welcome. To join the session, go to:
http://www.cideresearch.ca/session/mcgreal-2024
The Commonwealth of Learning has released a report on OER policy development, prepared by Professor Rory McGreal, consultant for facilitating the development of a draft OER policy for St Augustine Campus of the University of the West Indies, Trinidad & Tobago. The report is now available here.
The University of the West Indies, St Augustine Campus (UWISTA), in a determined and focused fashion, has initiated a process to adopt a Policy statement on OER. This report contains an overview of the initiative, including the methodologies employed and the outcome achieved following the processes used in formulating a draft OER policy for consideration by the Campus authorities.
As OER continues to gain prominence as a catalyst for democratizing education, this report can highlight UWISTA's commitment to the cause of OER and could also serve as a resource for the wider academic community and policymakers interested in implementing a similar policy supporting open access to educational content. The description of the process conducted, and the draft Policy that emerged from the consultations can offer insights into the strategies employed and lessons learned.
Through this report, COL and readers can explore the UWISTA journey in OER policy development, with the hope that the experiences shared can contribute to a broader discourse on shaping OER policies in the wider Caribbean and beyond.
OER Policy Development at St Augustine Campus of the University of the West ...
On a Path to Open
Into the Open: Shared Stories of Open Educational Practices in Teacher Education
Scaffolding-informed design of open educational resources in Chinese secondary school mathematics: insights from multi-cycle formative evaluation
The Impact of OER’s Continuous Improvement Cycles on Students’ Performance: A Longitudinal Analysis of the RISE Framework
Are We Asking Too Much of OER? A Conversation on OER from OE Global 2023
The Fair Use/Fair Dealing Handbook
Teacher Education Lecturers' Views of Open Educational Resources: A Case of South African Universities
