“Jailbreaking the degree”

If you’re interested in micro-credentialing, capturing tacit/explicit knowledge and interests of potential team members,  and the future of tertiary education and lifelong learning – read on: Whilst listening to a podcast called “Disrupt Yourself”, I heard of a micro-credentialing platform called “Degreed” (David Blake #77). According to the Degreed site, the system works by individuals submitting statements, evidence and endorsement of their skills. The system awards a Skill Level Certification based on the evidence you…

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PowerPoint as a basic image editor

Love it, hate it, want to ignore it – PowerPoint is part of many people’s working and academic lives. But it’s not all bullet points, crappy clip art and watermarked images of authors who forget good digital citizenship. PowerPoint can also be used as a simple image creator and editor. Here is a video I created to help some students on a learning task — hoping it will be useful for you: As well, here…

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Students as Partners in Higher Education

I’ve been doing a lot of thinking around students having a say in the way they learn and the concept of students as consumers or customers. I read a scathing article about student experience surveys (SESs) on the Campus Review website  back in March and have started being far more aware of their impact. For instance, I’ve suggested that perhaps we don’t link every damned thing in an online course – that we teach students…

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Introduction to ePortfolios and Mahara

ePorfolios have been around for several years now, but it’s not safe to assume educators and students who have been asked to use them in past understand what they can do for them. I created a video based on workshops I conducted with UniSA students and have been told by colleagues that it is useful – so I’ll share it here.  The first 02:32 of the video discusses ePortfolios in general. Mahara – introduction and basics…

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Student Experience Surveys

I recently read an interesting Op Ed piece on why university student experience surveys are inherently flawed. A few sentences about designing learning stood out for me as I grapple with the balance between spoon feeding students and reducing their cognitive load. “It is patently counterproductive for students to struggle with understanding the curriculum, with the requirements of learning and assessment tasks, or with the reasons why they are being asked to do what they…

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