Acknowledging All Learning: Alternative, Micro, and Open Credentials

West, Richard E.; Newby, Timothy J.; Cheng, Zui; Erickson, Alyssa; Clements, Kyle

doi:10.1007/978-3-030-36119-8_27

Cited by 8 publications

(2 citation statements)

References 60 publications

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“…In fact, no Australian jurisdiction has any minimum requirement for the science PD of primary teachers (ACT-TQI, 2022;AITSL, 2017;NESA, 2017;QCT, 2022;TRBNT, 2022;TRBSA, 2022;TRBT, 2022;TRBWA, 2022;VIT, 2022). Universities could expand their roles in researching and providing science PD opportunities and support to primary science education through structured PD programs (Aubusson et al, 2019;Hume, 2012), Professional Learning Networks (Ralls et al, 2020Stevenson et al, 2019) and short-form micro credentials (Miller & Jorre de St Jorrre, 2022;West et al, 2020). In a macro-sense, such initiatives would be mutually beneficial ways of offering support where need has been identified in ways that bridge historic school-university divides (Anagnostopoulos et al, 2007;Deehan et al, 2020;Holbert et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Australian teachers’ views on how primary science education can be improved

Deehan

MacDonald

2023

Aust. Educ. Res.

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Teachers are crucial to bridging the theory-praxis divide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the confines of specific professional development programs. This paper aims to explore Australian primary teachers’ beliefs about how primary science education could be improved. A sample of 165 primary educators responded to an open-ended digital survey prompt. The results showed that teachers viewed themselves and their colleagues as central to the improvement of primary science education as evidenced by the most prominent themes of Professional Development (47.27%), Funding-Resources (37.58%), Classroom Practice (21.82%) and Personal-Teacher Improvement (21.21%). Curiously, university did not feature strongly, suggesting the participants may hold neutral views regarding the impact of universities on primary science education. The findings should serve as a catalyst for future research and engagement with primary teachers. Universities could expand their roles in building relationships with and providing accessible professional development to a group of primary teachers who, quite rightly, view themselves as key to improving primary science education.

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Section: Discussionmentioning

confidence: 99%

Australian teachers’ views on how primary science education can be improved

Deehan

MacDonald

2023

Aust. Educ. Res.

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“…The need for alternative credentialing that documents lifelong learning completed online, in face-to-face and in blended modalities, in so-called semi-formal or informal ways, is growing (Janzow, 2014 cited by West et al, 2020). Alternative credentialing also allows to credit so-called transversal valued skills and knowledge that are known under the 21 st century skills-set (Rios et al, 2020;WorldEconomicForum, 2016) but are not credited for in so-called formal systems (Finkelstein, Knight, & Manning, 2013 cited by Mathur et al, 2018).…”

Section: Assessing Open Educationmentioning

confidence: 99%

Enhancing the Design of a Supply Chain Network Framework for Open Education

Class

Favre

Soulikhan

et al. 2022

Communications in Computer and Information Science

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This article addresses the problem of education in the knowledge society. More precisely it suggests to conceptualize Open Education as a supply chain in the form of a network of responsible citizens, switching roles and participating meaningfully in any education endeavour. It results in co-designing learning paths and creating common goods in the form of knowledge commons. These insights are gathered through a reflection conducted with a method of scholarship of teaching and learning, a theoretical framework of value creation (Wenger-Trayner & Wenger-Trayner, 2020) and epistemologies of absences and emersions (Santos, 2016), and a case study (Favre, 2021).

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