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The Changing View of the Learning Landscape

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Reflecting upon a recent interaction with a colleague where the use of technology in education was challenged, I am left considering whether the viewpoint has legitimacy, or whether the view of ‘how it has always been’ is seen through rose coloured glasses. Downes  (2017) suggests that societal change is gradual but change to individuals is abrupt and confronting; is how we respond to such change the main contributor to our opinion on this topic? The challenger referenced how, in their substantial teaching experience, they have witnessed many new ideas that have turned out to be nothing more than whims. This discussion will examine the social, cultural and economic impact of the digital age on tertiary education as well as reflect upon the changing architecture of participating afforded by digital technologies.  Source:  http://www.chan6es.com/uploads/5/0/4/8/5048463/4172686_orig.png It is important to first acknowledge the change that has occurred in educat...
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Badges or Bust!

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The idea of ‘badges’ (or micro-credentialing) in the educational context is touted as a way to acknowledge achievements, skill development and knowledge retention at a more regular interval than traditional reporting structures and their associated timelines (Educause, 2018). When micro-credentialing was first mentioned in around 2010, it was initially considered somewhat trivial however over recent years, badges have been re-imagined as an effective tool in encouraging students to expand and verify their interests, information sharing, competencies and achievements (Obvious Choice, 2018). The proposal being considered here is whether the idea of ‘badges’ can be effectively implemented to improve student engagement and learning outcomes in a secondary school setting. Before we get too deep into the world of micro-credentialing, let us first take a close look at the setting I am working with. A secondary state school with approximately 800 student enrollments. Low socioeconomic, ...
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