This poster describes the design and structure of an online professional development course in e-... more This poster describes the design and structure of an online professional development course in e-learning for university teachers. It presents the nature of the course and identifies some of the problems and issues of trying to switch academic staff on to professional development in the area of e-learning based on the experiences within a diverse, multicampus university community. The intention is to convey some of the key principles required when designing an engaging and sustainable professional development programme, which promotes personal skills at the same time as seeding longer-term pedagogical change.
This publication is the second report in a series of reports part of the Assessment of Transversa... more This publication is the second report in a series of reports part of the Assessment of Transversal<br> Skills in Science, Technology, Engineering and Mathematics (ATS STEM) project. The report is<br> the result of an analysis of country responses to a survey launched in 2019, recording government<br> responses to STEM policies and initiatives aimed at STEM education. The report is written within<br> the framework of the ATS STEM project. The project is funded by Erasmus+ (Call reference:<br> EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and<br> Youth led by high-level public authorities) and is an innovative policy experimentation project being conducted across 8 EU<br> countries and involving a partner network of 12 educational institutions.
European Journal of Open, Distance and E-learning,, 2020
While digital technology in some form now permeates most conventional campus-based courses the tr... more While digital technology in some form now permeates most conventional campus-based courses the truth is that textbooks remain a fixture of the higher education landscape. Moreover, rising textbook costs are an often unspoken reality of the student learning experience, particularly in North America. Less is know about the costs and usage of textbooks in Europe and more specifically the emergence and potential impact of openly licensed digital books. This study seeks to address this gap in the literature, with a particular focus on the Irish higher education context. Framed around five overarching research questions the research aims to (a) complete an environmental scan and national baseline survey of open digital textbooks Ireland; and (b) undertake a micro-level institutional case study of current practice around the use of textbooks and adoption of open digital textbooks more particularly. The wider objective of this line of research is to help inform and eventually develop or at least pilot an Irish open digital textbook initiative. Although the study is still at an early stage in the research process a critical perspective anchors and guides the work as we seek to better understand the transformative advantages of open digital textbooks. Put another way the longer-term intention is to go beyond efforts to merely replace traditional print-based textbooks with cheaper and more accessible open digital learning resources, as we wish to challenge the basic conception of the student as the audience of such materials.
Micro-credentials are the latest shiny new thing attracting educators' increasing attention. Inde... more Micro-credentials are the latest shiny new thing attracting educators' increasing attention. Indeed, 2021 may become known as the year of micro-credentials. On the surface, the micro-credentialling movement offers great promise in helping to redesign and even reimagine more future-fit and complementary credential frameworks to enhance employability, continuous professional development, and the goal of a thriving learning society. But is there a danger that the micro-credential may be a wolf in sheep's clothing?
This article explores the use and potential of hackathons as a pedagogical and curricular innovat... more This article explores the use and potential of hackathons as a pedagogical and curricular innovation for developing student knowledge and important transversal skills through real-world challenges. It briefly reviews the literature on hackathon formats in higher education and then reports two innovative case studies: Hack4Change and DigiEduHack. Firstly, the paper documents the efficacy of a large hackathon event series which was run on-campus over 5-days in an Irish University as part of an enterprise module. Secondly, it reports the experience of a unique online hackathon event hosted across a number of countries as teams develop solutions to hack educational problems. Following a description of each hackathon event and the design of the learning experience, the paper shares a number of reflections and valuable lessons for Chinese educators thinking about adapting this model to their own teaching contexts, especially when exploring new online and hybrid approaches. Although there is no recipe to hosting a successful hackathon, we conclude that when carefully designed with clearly defined learning outcomes they provide an innovative and pedagogically engaging way to develop more creative students, enterprising mind-sets and future work-ready graduates for tomorrow's world, today.
This paper explores some of the major trends shaping the future of online learning. It asks, what... more This paper explores some of the major trends shaping the future of online learning. It asks, what might the future look like? While the paper does not set out to predict the future as the authors do not have a crystal ball, it does endeavour to provide a bigger picture helicopter view of the online learning field. It responds to the tendency to overlook the research literature during the Covid-19 pandemic and aims to help keep the future of online learning in the political spotlight. The paper establishes that defining online learning is not a straightforward task and widespread differences exist in the global use of the term. A critical multifocal perspective is then adopted to identify five macro-level trends which help to frame the analysis from different angles and viewpoints. The discussion covers much ground and draws on a wide range of literature to illustrate how the digital education ecosystem is simultaneously converging, getting larger in scale, more open and closed, and is growing in diversity. Inherent tensions across these contradictory trends demonstrate how online learning needs to be understood in terms of wider societal change forces. Accordingly, the helicopter analysis attempts to steer a path between wider social issues, the language of opportunity, and the need for deeper criticality. Throughout the paper, there is the spirit of hope as educators have considerable agency to help shape possible, probable, and preferred online learning futures.
The COVID-19 crisis has given rise to the question, what are the main trends in online learning? ... more The COVID-19 crisis has given rise to the question, what are the main trends in online learning? What might the future look like? While predicting the future is best left to those who appear to have a crystal ball, the need for big picture helicopter thinking has never been more apparent as online learning remains under the spotlight. This paper responds to this challenge and the tendency to overlook the field's rich history during the pandemic. It establishes that defining online learning is not a straightforward task, and there are widespread differences in using the term. A multifocal perspective is then adopted to identify seven macro-level trends, which help frame the analysis and enable the discussion to zoom in and out from different angles and viewpoints. The discussion covers much ground and draws on a wide range of literature to illustrate how the digital education ecosystem is simultaneously converging, getting larger in scale, more open and closed, and is growing in diversity. Inherent tensions across these contradictory trends, along with concerns about the growth, influence and sustainability of the EdTech industry, demonstrate how online learning is part of a wider social practice. Thus, the trend analysis endeavours to balance the language of opportunity with the need for deeper criticality. Woven throughout the paper is the spirit of hope and the crucial role that educators play in helping to shape and reshape possible, probable, and preferred futures.
This article offers a global overview of the burgeoning field of micro-credentials and their rela... more This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are microcredentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
The experience during the COVID-19 pandemic has taught us that learning how to learn online is no... more The experience during the COVID-19 pandemic has taught us that learning how to learn online is now a crucial life skill and cannot be left to chance. Readiness for online learning, irrespective of the delivery mode–hybrid, blended or fully online–is essential if students are to get the most out of their studies. Moreover, an early investment in student readiness for online learning is likely to contribute to successful completion and reap longer term benefits supporting lifelong learners to thrive in today’s rapidly changing digital world. The key point is that this world is becoming increasingly complex, digitally mediated and requires an investment in a learning society. For a learner to successfully and continually navigate their way through a plethora of existing and new digital tools and online experiences, they need a well-developed and nuanced learning compass. Prior to the COVID crisis it was well established that online learners have particular needs throughout the study lifecycle and that early support and development opportunities are crucial to their success. This report documents how the literature on student readiness for online learning informed the response to the COVID crisis. It presents the findings of a systematic literature review focused on the concept of student readiness. The review is based on an analysis of international research on the rapid pivot to online learning appearing in major publication databases during the height of the pandemic. This topic is of great interest, with new publications emerging almost every month following the cut off period of the study (e.g., Cheon, Cheng & Cho, 2021; Power et al., 2022). The review is therefore an assessment of where this literature can be situated, and what lessons can be gleaned from it at the time in which the work was undertaken. Wherever possible the research team has continued to engage with the literature and several publications which fall outside of the review parameters are woven into the discussion in later sections to contextualise the findings in the wider field. The report starts with a brief overview of the pre-existing literature on student readiness for online learning before introducing the specific research questions and describing the search methodology. Several key findings arising from the analysis of literature are presented, followed by a discussion of the need to add a stronger contextual understanding to the concept as well as greater focus on the learner voice and the meaning of readiness from this perspective. The report concludes with an annotated bibliography of the 40 publications identified through the research, which includes an assessment of the methodological quality of the work, how the conception of student readiness is defined and other critical insights. This study is part of the DigiTeL Pro Strategic Partnership funded by the European Commission’s Extraordinary Erasmus+ Coronavirus Response Grant. The project led by the European Association of Distance Teaching Universities (EADTU) has seven university partners: KU Leuven (Belgium); Fédération Interuniversitaire de l'enseignement à Distance (France); Universita Telematica Internationale (Italy); Open Universiteit (The Netherlands); TU Delft (The Netherlands); Universitat Oberta de Catalunya (Spain); and Dublin City University (Ireland). This report is authored by the DCU team. The project team brings together a group of experienced online educators well-known for their research and innovation in new models of digital education. The main purpose of this report is to learn from the COVID-19 experience in order to add to the collective new knowledge arising from the research community, with a strong emphasis on the student online learning experience.
Micro-credentials are the latest shiny new thing attracting the
attention of politicians, policy-... more Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to ‘unbox’ the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of -the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today’s rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning.
Fully online and hybrid study programmes have emerged at a rapid rate across higher education. Ho... more Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID-19 pandemic has led to public concerns over the quality of digital study programmes. As a result, public authorities across the OECD have started to reflect on how to embed the quality assurance (QA) of digital education into their existing QA frameworks for higher education. This Working Paper aims to assist policy makers as they seek to adapt their higher education QA systems to digital education by:
• Reviewing the advice and guidance provided by international and regional quality assurance organisations; • Analysing the standards and indicators for digital higher education developed by QA agencies; • Identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and • Discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning.
Significant challenges face traditional distance education. The conventional 'pack and post' mode... more Significant challenges face traditional distance education. The conventional 'pack and post' model of distance education is under serious threat along with the performance of distance education providers as governments and funding bodies increasingly scrutinize retention, progression and completion rates. The objective of the current study was to contribute to the enhancement of services and resources available for first-time distance learners in the future. The study was framed around Design-based Research involving a mixed method approach over three phases. The third phase was the major component of the study, which involved gathering the lived experiences of 20 first-time distance learners, in their own words, using weekly video diaries for data collection. The research proposed seven key takeaways, alongside seven guiding principles aimed at distance education providers wanting to enhance the success of distance learners in the future.
With the exception of the Commonwealth Coat of Arms, all logos, any material owned by a third par... more With the exception of the Commonwealth Coat of Arms, all logos, any material owned by a third party, protected by a trademark or where otherwise noted, all material presented in this document is published under the terms of the Creative Commons Attribution 3.0 Australia (CC BY 3.
December 13, 2006 A Review of the Literature on Portfolios and Electronic Portfolios A Review of ... more December 13, 2006 A Review of the Literature on Portfolios and Electronic Portfolios A Review of the Literature on Portfolios and Electronic Portfolios (. pdf)... after a quick overview of benefits, functions, and successful criteria of portfolios, the report explores their use in teacher education, medicine, and nursing. The second half of the report explores eportfolios (the section on benefits is quite thorough). A good introduction to the subject. I'm starting to wonder if eportfolio development should be an explicit task, or something that is ...
The Massive Open Online Course (MOOC) movement is the latest " big thing " in Open and Distance L... more The Massive Open Online Course (MOOC) movement is the latest " big thing " in Open and Distance Learning (ODL). MOOCs offer both opportunities and threats that are extensively discussed in the literature, including the potential of opening up education for all at a global scale.
This practice report discusses the development of the Head Start Online MOOC. This initiative tar... more This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre-entry socialisation course. A small pilot of Head Start Online ran over five weeks with 150 people enrolled and 50 going on to receive a certificate of completion. The feedback received, albeit limited by the numbers of respondents, indicates that a course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners.
Dublin City University (DCU) was granted the status of “University of Sanctuary” in December 2016... more Dublin City University (DCU) was granted the status of “University of Sanctuary” in December 2016. Fifteen scholarships were granted to refugees and asylum seekers; one provided by each of the five DCU faculties and the remaining ten provided by DCU’s online education platform, DCU Connected. This paper will report on the journey undertaken by a team within DCU’s National Institute for Digital Learning as they put in place the framework needed to support these scholars and the related research study which explores the nature of the transition experiences of University of Sanctuary Scholars to online distance learning. A longitudinal qualitative study is designed to seek a greater understanding of these learners’ experiences in the early stages of the study lifecycle, and of how their transition into higher education can be facilitated to enhance student success. The data collection technique is semi-structured online interviews conducted annually, and the first round of interviews has recently been conducted. The data-led analytical approach for this study is Braun and Clarke’s (2006) six phases of thematic analysis. The next phase of the research project involves the analysis of the first phase of interview data and the generation of preliminary findings.
This practice report discusses the development of the Head Start Online MOOC. This initiative tar... more This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre-entry socialisation course. A small pilot of Head Start Online ran over five weeks with 150 people enrolled and 50 going on to receive a certificate of completion. The feedback received, albeit limited by the numbers of respondents, indicates that a course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners. Please cite this article as: Brunton, J., Brown, M., Costello, E., & Farrell, O. (2018). Pre-induction supports for flexible learners: The Head Start Online MOOC pilot. A Practice Report. Student Success. Advance online publication. doi: 10.5204/ssj.v10i1.434 This practice report has been accepted for publication in Student Success. Please see the Editorial Policies under the 'About' section of the Journal website for further information. Student Success: A journal exploring the experiences of students in tertiary education This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
What role should governments play in supporting a strategic response to the Massive Online Course... more What role should governments play in supporting a strategic response to the Massive Online Course (MOOC) movement? This paper describes the growth of MOOCs in Europe as part of the wider Open Education movement and then reports on the Irish experience as a case study to discuss whether or not a more formal policy response is required to harness the potential of new models of online learning. By tracing the history of several first generation Irish initiatives the case study illustrates how in the absence of formal policy different institutions chose to respond to MOOCs. The relatively slow and disconnected response of government agencies and policy-makers is then discussed in the context of a number of high-level policy initiatives. Set against the backdrop of a lack of serious national policy engagement in the development of MOOCs, and Open Education more generally, the paper offers a valuable insider's perspective into the thinking that has shaped and influenced MOOC initiatives at one Irish University. It reports how this thinking has evolved with the emergence of second-generation MOOC initiatives, which increasingly blur boundaries between formal and non-formal learning. Finally, the paper reflects on the original question and argues that governments have a key role if new models of online learning are to realise the promise of increasing access to, and the level of participation in, flexible lifelong learning.
Proceedings of the European Distance and E-Learning Network 2018 Annual Conference
Introduction This paper reports a work in progress to investigate the current and intended future... more Introduction This paper reports a work in progress to investigate the current and intended future use of open digital textbooks in Irish higher education. It begins by establishing that open digital textbooks, as a subset of the wider Open Educational Resources (OER) movement, have not featured prominently in Irish higher education policy texts. A brief synthesis of the macro-level literature reveals the strong North American influence driving innovations in open digital textbooks over the past decade, particularly in response to increasing concerns about rising costs. At the meso-level the research problem is framed by a gap in the literature and lack of information more generally about textbook use in Irish higher education, although more specifically the study aims to establish current and intended future usage of open digital textbooks. Five research questions that guide the study are then outlined along with the methodology for the first two parallel work packages: (a) an environmental scan and national baseline survey of open digital textbooks in the Irish higher education sector; and (b) a micro-level institutional case study of current practice around the use of textbooks and adoption of open digital textbooks more particularly. The final work package aspires to develop an open digital textbook initiative based on findings from earlier phases and the international literature. While the study is still at an early stage a critical perspective underpins the research as we seek to better understand the potential transformative advantages of open digital textbooks over and above the use of more conventional learning resources.
This poster describes the design and structure of an online professional development course in e-... more This poster describes the design and structure of an online professional development course in e-learning for university teachers. It presents the nature of the course and identifies some of the problems and issues of trying to switch academic staff on to professional development in the area of e-learning based on the experiences within a diverse, multicampus university community. The intention is to convey some of the key principles required when designing an engaging and sustainable professional development programme, which promotes personal skills at the same time as seeding longer-term pedagogical change.
This publication is the second report in a series of reports part of the Assessment of Transversa... more This publication is the second report in a series of reports part of the Assessment of Transversal<br> Skills in Science, Technology, Engineering and Mathematics (ATS STEM) project. The report is<br> the result of an analysis of country responses to a survey launched in 2019, recording government<br> responses to STEM policies and initiatives aimed at STEM education. The report is written within<br> the framework of the ATS STEM project. The project is funded by Erasmus+ (Call reference:<br> EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and<br> Youth led by high-level public authorities) and is an innovative policy experimentation project being conducted across 8 EU<br> countries and involving a partner network of 12 educational institutions.
European Journal of Open, Distance and E-learning,, 2020
While digital technology in some form now permeates most conventional campus-based courses the tr... more While digital technology in some form now permeates most conventional campus-based courses the truth is that textbooks remain a fixture of the higher education landscape. Moreover, rising textbook costs are an often unspoken reality of the student learning experience, particularly in North America. Less is know about the costs and usage of textbooks in Europe and more specifically the emergence and potential impact of openly licensed digital books. This study seeks to address this gap in the literature, with a particular focus on the Irish higher education context. Framed around five overarching research questions the research aims to (a) complete an environmental scan and national baseline survey of open digital textbooks Ireland; and (b) undertake a micro-level institutional case study of current practice around the use of textbooks and adoption of open digital textbooks more particularly. The wider objective of this line of research is to help inform and eventually develop or at least pilot an Irish open digital textbook initiative. Although the study is still at an early stage in the research process a critical perspective anchors and guides the work as we seek to better understand the transformative advantages of open digital textbooks. Put another way the longer-term intention is to go beyond efforts to merely replace traditional print-based textbooks with cheaper and more accessible open digital learning resources, as we wish to challenge the basic conception of the student as the audience of such materials.
Micro-credentials are the latest shiny new thing attracting educators' increasing attention. Inde... more Micro-credentials are the latest shiny new thing attracting educators' increasing attention. Indeed, 2021 may become known as the year of micro-credentials. On the surface, the micro-credentialling movement offers great promise in helping to redesign and even reimagine more future-fit and complementary credential frameworks to enhance employability, continuous professional development, and the goal of a thriving learning society. But is there a danger that the micro-credential may be a wolf in sheep's clothing?
This article explores the use and potential of hackathons as a pedagogical and curricular innovat... more This article explores the use and potential of hackathons as a pedagogical and curricular innovation for developing student knowledge and important transversal skills through real-world challenges. It briefly reviews the literature on hackathon formats in higher education and then reports two innovative case studies: Hack4Change and DigiEduHack. Firstly, the paper documents the efficacy of a large hackathon event series which was run on-campus over 5-days in an Irish University as part of an enterprise module. Secondly, it reports the experience of a unique online hackathon event hosted across a number of countries as teams develop solutions to hack educational problems. Following a description of each hackathon event and the design of the learning experience, the paper shares a number of reflections and valuable lessons for Chinese educators thinking about adapting this model to their own teaching contexts, especially when exploring new online and hybrid approaches. Although there is no recipe to hosting a successful hackathon, we conclude that when carefully designed with clearly defined learning outcomes they provide an innovative and pedagogically engaging way to develop more creative students, enterprising mind-sets and future work-ready graduates for tomorrow's world, today.
This paper explores some of the major trends shaping the future of online learning. It asks, what... more This paper explores some of the major trends shaping the future of online learning. It asks, what might the future look like? While the paper does not set out to predict the future as the authors do not have a crystal ball, it does endeavour to provide a bigger picture helicopter view of the online learning field. It responds to the tendency to overlook the research literature during the Covid-19 pandemic and aims to help keep the future of online learning in the political spotlight. The paper establishes that defining online learning is not a straightforward task and widespread differences exist in the global use of the term. A critical multifocal perspective is then adopted to identify five macro-level trends which help to frame the analysis from different angles and viewpoints. The discussion covers much ground and draws on a wide range of literature to illustrate how the digital education ecosystem is simultaneously converging, getting larger in scale, more open and closed, and is growing in diversity. Inherent tensions across these contradictory trends demonstrate how online learning needs to be understood in terms of wider societal change forces. Accordingly, the helicopter analysis attempts to steer a path between wider social issues, the language of opportunity, and the need for deeper criticality. Throughout the paper, there is the spirit of hope as educators have considerable agency to help shape possible, probable, and preferred online learning futures.
The COVID-19 crisis has given rise to the question, what are the main trends in online learning? ... more The COVID-19 crisis has given rise to the question, what are the main trends in online learning? What might the future look like? While predicting the future is best left to those who appear to have a crystal ball, the need for big picture helicopter thinking has never been more apparent as online learning remains under the spotlight. This paper responds to this challenge and the tendency to overlook the field's rich history during the pandemic. It establishes that defining online learning is not a straightforward task, and there are widespread differences in using the term. A multifocal perspective is then adopted to identify seven macro-level trends, which help frame the analysis and enable the discussion to zoom in and out from different angles and viewpoints. The discussion covers much ground and draws on a wide range of literature to illustrate how the digital education ecosystem is simultaneously converging, getting larger in scale, more open and closed, and is growing in diversity. Inherent tensions across these contradictory trends, along with concerns about the growth, influence and sustainability of the EdTech industry, demonstrate how online learning is part of a wider social practice. Thus, the trend analysis endeavours to balance the language of opportunity with the need for deeper criticality. Woven throughout the paper is the spirit of hope and the crucial role that educators play in helping to shape and reshape possible, probable, and preferred futures.
This article offers a global overview of the burgeoning field of micro-credentials and their rela... more This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are microcredentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
The experience during the COVID-19 pandemic has taught us that learning how to learn online is no... more The experience during the COVID-19 pandemic has taught us that learning how to learn online is now a crucial life skill and cannot be left to chance. Readiness for online learning, irrespective of the delivery mode–hybrid, blended or fully online–is essential if students are to get the most out of their studies. Moreover, an early investment in student readiness for online learning is likely to contribute to successful completion and reap longer term benefits supporting lifelong learners to thrive in today’s rapidly changing digital world. The key point is that this world is becoming increasingly complex, digitally mediated and requires an investment in a learning society. For a learner to successfully and continually navigate their way through a plethora of existing and new digital tools and online experiences, they need a well-developed and nuanced learning compass. Prior to the COVID crisis it was well established that online learners have particular needs throughout the study lifecycle and that early support and development opportunities are crucial to their success. This report documents how the literature on student readiness for online learning informed the response to the COVID crisis. It presents the findings of a systematic literature review focused on the concept of student readiness. The review is based on an analysis of international research on the rapid pivot to online learning appearing in major publication databases during the height of the pandemic. This topic is of great interest, with new publications emerging almost every month following the cut off period of the study (e.g., Cheon, Cheng & Cho, 2021; Power et al., 2022). The review is therefore an assessment of where this literature can be situated, and what lessons can be gleaned from it at the time in which the work was undertaken. Wherever possible the research team has continued to engage with the literature and several publications which fall outside of the review parameters are woven into the discussion in later sections to contextualise the findings in the wider field. The report starts with a brief overview of the pre-existing literature on student readiness for online learning before introducing the specific research questions and describing the search methodology. Several key findings arising from the analysis of literature are presented, followed by a discussion of the need to add a stronger contextual understanding to the concept as well as greater focus on the learner voice and the meaning of readiness from this perspective. The report concludes with an annotated bibliography of the 40 publications identified through the research, which includes an assessment of the methodological quality of the work, how the conception of student readiness is defined and other critical insights. This study is part of the DigiTeL Pro Strategic Partnership funded by the European Commission’s Extraordinary Erasmus+ Coronavirus Response Grant. The project led by the European Association of Distance Teaching Universities (EADTU) has seven university partners: KU Leuven (Belgium); Fédération Interuniversitaire de l'enseignement à Distance (France); Universita Telematica Internationale (Italy); Open Universiteit (The Netherlands); TU Delft (The Netherlands); Universitat Oberta de Catalunya (Spain); and Dublin City University (Ireland). This report is authored by the DCU team. The project team brings together a group of experienced online educators well-known for their research and innovation in new models of digital education. The main purpose of this report is to learn from the COVID-19 experience in order to add to the collective new knowledge arising from the research community, with a strong emphasis on the student online learning experience.
Micro-credentials are the latest shiny new thing attracting the
attention of politicians, policy-... more Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to ‘unbox’ the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of -the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today’s rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning.
Fully online and hybrid study programmes have emerged at a rapid rate across higher education. Ho... more Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID-19 pandemic has led to public concerns over the quality of digital study programmes. As a result, public authorities across the OECD have started to reflect on how to embed the quality assurance (QA) of digital education into their existing QA frameworks for higher education. This Working Paper aims to assist policy makers as they seek to adapt their higher education QA systems to digital education by:
• Reviewing the advice and guidance provided by international and regional quality assurance organisations; • Analysing the standards and indicators for digital higher education developed by QA agencies; • Identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and • Discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning.
Significant challenges face traditional distance education. The conventional 'pack and post' mode... more Significant challenges face traditional distance education. The conventional 'pack and post' model of distance education is under serious threat along with the performance of distance education providers as governments and funding bodies increasingly scrutinize retention, progression and completion rates. The objective of the current study was to contribute to the enhancement of services and resources available for first-time distance learners in the future. The study was framed around Design-based Research involving a mixed method approach over three phases. The third phase was the major component of the study, which involved gathering the lived experiences of 20 first-time distance learners, in their own words, using weekly video diaries for data collection. The research proposed seven key takeaways, alongside seven guiding principles aimed at distance education providers wanting to enhance the success of distance learners in the future.
With the exception of the Commonwealth Coat of Arms, all logos, any material owned by a third par... more With the exception of the Commonwealth Coat of Arms, all logos, any material owned by a third party, protected by a trademark or where otherwise noted, all material presented in this document is published under the terms of the Creative Commons Attribution 3.0 Australia (CC BY 3.
December 13, 2006 A Review of the Literature on Portfolios and Electronic Portfolios A Review of ... more December 13, 2006 A Review of the Literature on Portfolios and Electronic Portfolios A Review of the Literature on Portfolios and Electronic Portfolios (. pdf)... after a quick overview of benefits, functions, and successful criteria of portfolios, the report explores their use in teacher education, medicine, and nursing. The second half of the report explores eportfolios (the section on benefits is quite thorough). A good introduction to the subject. I'm starting to wonder if eportfolio development should be an explicit task, or something that is ...
The Massive Open Online Course (MOOC) movement is the latest " big thing " in Open and Distance L... more The Massive Open Online Course (MOOC) movement is the latest " big thing " in Open and Distance Learning (ODL). MOOCs offer both opportunities and threats that are extensively discussed in the literature, including the potential of opening up education for all at a global scale.
This practice report discusses the development of the Head Start Online MOOC. This initiative tar... more This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre-entry socialisation course. A small pilot of Head Start Online ran over five weeks with 150 people enrolled and 50 going on to receive a certificate of completion. The feedback received, albeit limited by the numbers of respondents, indicates that a course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners.
Dublin City University (DCU) was granted the status of “University of Sanctuary” in December 2016... more Dublin City University (DCU) was granted the status of “University of Sanctuary” in December 2016. Fifteen scholarships were granted to refugees and asylum seekers; one provided by each of the five DCU faculties and the remaining ten provided by DCU’s online education platform, DCU Connected. This paper will report on the journey undertaken by a team within DCU’s National Institute for Digital Learning as they put in place the framework needed to support these scholars and the related research study which explores the nature of the transition experiences of University of Sanctuary Scholars to online distance learning. A longitudinal qualitative study is designed to seek a greater understanding of these learners’ experiences in the early stages of the study lifecycle, and of how their transition into higher education can be facilitated to enhance student success. The data collection technique is semi-structured online interviews conducted annually, and the first round of interviews has recently been conducted. The data-led analytical approach for this study is Braun and Clarke’s (2006) six phases of thematic analysis. The next phase of the research project involves the analysis of the first phase of interview data and the generation of preliminary findings.
This practice report discusses the development of the Head Start Online MOOC. This initiative tar... more This practice report discusses the development of the Head Start Online MOOC. This initiative targeted flexible learners, defined as adults engaged in part-time or online distance learning, during the initial stages of the study life-cycle. Drawing on the literature, the experiences of major international Online and Distance Learning (ODL) providers, and a set of overarching design principles, the MOOC (Massive open online course) was developed with a suite of digital readiness tools at its heart. These tools were combined with other supporting materials in order to deliver a comprehensive pre-entry socialisation course. A small pilot of Head Start Online ran over five weeks with 150 people enrolled and 50 going on to receive a certificate of completion. The feedback received, albeit limited by the numbers of respondents, indicates that a course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners. Please cite this article as: Brunton, J., Brown, M., Costello, E., & Farrell, O. (2018). Pre-induction supports for flexible learners: The Head Start Online MOOC pilot. A Practice Report. Student Success. Advance online publication. doi: 10.5204/ssj.v10i1.434 This practice report has been accepted for publication in Student Success. Please see the Editorial Policies under the 'About' section of the Journal website for further information. Student Success: A journal exploring the experiences of students in tertiary education This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
What role should governments play in supporting a strategic response to the Massive Online Course... more What role should governments play in supporting a strategic response to the Massive Online Course (MOOC) movement? This paper describes the growth of MOOCs in Europe as part of the wider Open Education movement and then reports on the Irish experience as a case study to discuss whether or not a more formal policy response is required to harness the potential of new models of online learning. By tracing the history of several first generation Irish initiatives the case study illustrates how in the absence of formal policy different institutions chose to respond to MOOCs. The relatively slow and disconnected response of government agencies and policy-makers is then discussed in the context of a number of high-level policy initiatives. Set against the backdrop of a lack of serious national policy engagement in the development of MOOCs, and Open Education more generally, the paper offers a valuable insider's perspective into the thinking that has shaped and influenced MOOC initiatives at one Irish University. It reports how this thinking has evolved with the emergence of second-generation MOOC initiatives, which increasingly blur boundaries between formal and non-formal learning. Finally, the paper reflects on the original question and argues that governments have a key role if new models of online learning are to realise the promise of increasing access to, and the level of participation in, flexible lifelong learning.
Proceedings of the European Distance and E-Learning Network 2018 Annual Conference
Introduction This paper reports a work in progress to investigate the current and intended future... more Introduction This paper reports a work in progress to investigate the current and intended future use of open digital textbooks in Irish higher education. It begins by establishing that open digital textbooks, as a subset of the wider Open Educational Resources (OER) movement, have not featured prominently in Irish higher education policy texts. A brief synthesis of the macro-level literature reveals the strong North American influence driving innovations in open digital textbooks over the past decade, particularly in response to increasing concerns about rising costs. At the meso-level the research problem is framed by a gap in the literature and lack of information more generally about textbook use in Irish higher education, although more specifically the study aims to establish current and intended future usage of open digital textbooks. Five research questions that guide the study are then outlined along with the methodology for the first two parallel work packages: (a) an environmental scan and national baseline survey of open digital textbooks in the Irish higher education sector; and (b) a micro-level institutional case study of current practice around the use of textbooks and adoption of open digital textbooks more particularly. The final work package aspires to develop an open digital textbook initiative based on findings from earlier phases and the international literature. While the study is still at an early stage a critical perspective underpins the research as we seek to better understand the potential transformative advantages of open digital textbooks over and above the use of more conventional learning resources.
This chapter tells the story of digital learning at Dublin City University (DCU) in The Republic ... more This chapter tells the story of digital learning at Dublin City University (DCU) in The Republic of Ireland. It begins with the establishment in 1982 of the National Distance Education Centre and continues through to the end of 2020, the year of the “great onlining” of higher education. The story traces how one Irish university has evolved from early days of a traditional “pack and post” model of distance education to now offering a rich 21st century digital learning experience. The role of the National Institute for Digital Learning (NIDL) hosted by DCU is central to this story, as learning transformation through new technology is at the heart of our institutional culture. After briefly introducing DCU, including the relevant policy context and digital learning environment, we report how the NIDL’s significant leadership is helping to reimagine and reshape higher education in the digital-era. Drawing on the DCU experience along with recent lessons from the COVID-19 crisis, the chapter argues that learning online is not the same as learning in a physical classroom; it requires a new set of skills and capabilities to master. However, more than ever, learning how to learn online and through new digital technologies is now an important life skill, which all students need to develop—irrespective of where they learn. In the future, we expect new models of digital learning will become an even more prominent feature of the global higher education landscape. To illustrate this point, the chapter describes several future-focused initiatives at DCU, which also demonstrate the value of strategic partnerships and some of the challenges and opportunities facing colleges and universities in such rapidly changing times. Our central message is that transforming lives and societies through new digital models of higher education is not something for the faith hearted; it requires vision and bold leadership that places the new digitally connected world at the heart of thinking and planning as we create better futures—for all.
Handbook of Open, Distance and Digital Education., 2022
This chapter reflects on the challenges and opportunities of leading educational change in today'... more This chapter reflects on the challenges and opportunities of leading educational change in today's digitally connected world. It offers personal insights and critical reflections on learning leadership framed by a wide-angle, multifocal lens that helps zoom in and out to visualize preferred futures. Before outlining a collection of leadership touchstones and critical questions for guiding institutional transformation and then reporting their application in the practice of digital education, the chapter begins by illustrating how the new learning ecology is complex and entangled in competing images of the future. Efforts by educational leaders to build agile and sustainable transformative organizational cultures need to be guided by a clear sense of direction and anchored in a living institutional mission. The role of the National Institute for Digital Learning (NIDL) hosted at Dublin City University (DCU) in Ireland is central to this story, as harnessing the transformative potential of new digital technology is at the heart of its change M. Brown (*)
A basic tenet of this chapter is that the MOOC (massive open online course) movement is part of w... more A basic tenet of this chapter is that the MOOC (massive open online course) movement is part of wider social practice. The movement is not on an independent trajectory, but rather entwined within a complex constellation of social, technological and educational change. This perspective recognizes that “[an] educational change is neither natural nor normal, constant nor common as it involves a deepervstruggle over who will win control of the curriculum” ([1], p. 25). In this context,vthe term curriculum is used to define: (i) why, (ii) what, (iii) when, (iv) where,v(v) how, and (vi) with whom to learn. Thus forecasts and predictions of the futurevof HE (higher education) influenced by MOOCs are inherently political images that have their roots in much deeper ideological battles. The current language ofvcrisis, disruption, democratization and re‑imagination in the age of the MOOCsvreflects a kaleidoscope of competing and coexisting perspectives with different images of the past, present and future. In order to critically read these images and help shape our preferred learning futures, a type of double vision is required, combining both political and pedagogical perspectives.
Rising textbook costs have been highlighted as an issue for students in higher education (HE), pa... more Rising textbook costs have been highlighted as an issue for students in higher education (HE), particularly in North America. Less is known about the costs and forms in which books are available to students in higher education in Europe and specifically in Ireland. This is despite significant moves towards openly licensed books as a potential response via established open access publishing platforms. This research sought to address a gap in the scholarly understanding of textbook usage and the potential of open alternatives in Ireland. We present the results of an analysis of the accessibility, cost and licensing of textbooks in Ireland taking one higher education institution as a case study. We report here on the findings of phases one and two of this study, including the retail prices of over 500 books, the formats they are available in and those that are in the public domain. The next phase of this study involved the design of research instruments to use with staff and students as participants in research. These instruments were designed, with reference to the research literature on Open Education Resources (OER), such as Wiley's 5 Rs of OER, to examine the current usage and perception of educational textbooks with the overarching aim of determining the relevance of digital open textbooks in the Irish context.
This report provides a state-of-the-art review of the burgeoning literature in the field of micro... more This report provides a state-of-the-art review of the burgeoning literature in the field of micro-credentials and their relationship to lifelong learning, employability, the changing nature of work, new models of digital education and many other related drivers. It provides a comprehensive account of the field, including policy texts, academic publications and relevant grey literature along with a detailed interpretative analysis of the rapidly evolving global micro-credential landscape, with particular relevance to the European context. Anchored in a number of guiding assumptions, the brief and research objective was to investigate what the literature currently says about micro-credentials. To achieve this objective, the literature review and ensuing discussion is structured around 10 research questions: (1) What is the problem that micro-credentials are seeking to address? (2) What are the underlying drivers and attractors of the micro-credential movement? (3) How are micro-credentials being positioned within the credential ecology? (4) How are different stakeholders responding to the micro-credentialing movement? (5) What are the main benefits arising from the development of micro-credentials? (6) What are the benefits of adopting a European-wide approach to micro-credentials? (7) What are the major barriers for the successful implementation of micro-credentials? (8) What are the major enablers for the successful implementation of micro-credentials? (9) What evidence is there that further development of micro-credentials will contribute to a more future-fit education system? (10) What evidence is there that further investment on micro-credentials will lead to tangible individual and societal benefits? The methodology is described in detail, including the search strategy, sample selection, inclusion and exclusion criteria and data extraction template. The findings based on a sample of n=148 selected publications worldwide and then a secondary analysis of n=45 publications deemed to be of high relevance are presented in two parts. In the first part, a descriptive analysis of the literature provides an overview of the type, focus and distribution of publications along with how they generally support micro-credential development. Geographically, approximately half of publications arise from North America, where more recently there has been a growing body of literature coming out of Canada. Australia is the most prolific region from Asia-Pacific. From a European perspective, approximately half of the literature related to individual countries and the remainder gave a cross-European perspective. This section is followed by an interpretative analysis of the literature which is structured around five thematic sections ‘why?’, ‘what?’, ‘who?’, ‘how?’ and ‘where?’ of micro-credentials. A diverse range of drivers and attractors associated with the micro-credentialing movement were identified in the literature but employability and life-long learning-related drivers were most prevalent. The analysis also shows that micro-credentials can be defined and positioned in a number of different ways depending on the context and particular drivers. Many different actors and stakeholders have a vested interest in micro-credentials, although educators have been the main focus of empirical studies to date. Accordingly, the literature reveals that more attention needs to be given to understanding the full range of stakeholder concerns, perspectives and requirements as part of a better connected credential ecosystem. While the literature suggests that there are many different ways in which micro-credentials can be implemented, and they are not new, sole institutional initiatives arising from universities and those offered by major MOOC platforms appear to be most prevalent. There are many other short courses and industry training initiatives that could be deemed to fit the definition of a micro-credential, but higher education institutions appear to be leading current developments. Notably, there are relatively few examples of the successful implementation of micro-credentials even in more mature policy environments and co-constructed initiatives between higher education institutions and industry partners are rare. An overview of three countries from three global regions is provided within a broader social systems critique.
The report then provides a synthesis of the key lessons and takeaways from the literature and shifts attention to the future. It critically reflects on the research questions and finishes with a number of recommendations for the European context. The importance of asking the right people the right questions is highlighted along with the need to design a more connected credential ecosystem. Such an ecosystem requires increased education of key stakeholders and a stronger community of practice. Both the national Governments and the European Commission have an important role to play. There is also an urgent need for more macro-level evidence for policy-makers on the private and public benefits of credentials that currently fall outside of the scope of data collection. Overall, the literature review identified many gaps in our knowledge and demonstrated the dearth of quality research on the development of micro-credentials. Finally, we conclude that increasingly leading universities, quality assurance agencies, and government policy-makers are giving more serious attention to new recognition frameworks and digital models of higher education. While the global micro-credential landscape is currently disconnected across national boundaries, the report concludes that in the European context more clarity and coherence will emerge as governments in partnership with the European Commission work to align new credentialing developments with existing national qualification frameworks. We argue for three major pillars in understanding and furthering micro-credentials, encompassing systems of recognition and regulation, a focus on identifying and servicing demand for micro-credentials, and the generation of valued learning and life outcomes. These three pillars are in turn operationalised into 10 specific recommendations (see Table 1.1).
The micro-credentialing movement provides opportunities for European governments, higher education institutions and industry partners to work together to harness new digital models of education beyond the pandemic, while being aware of the limitations of same. The question is: will micro-credentials catalyse the further modernisation and connect up the credential ecology for today’s rapidly changing world or will they flounder? The answer to this question depends to a great extent on what we do next to shape the way micro-credentials are positioned in the current credential ecology. This state-of-the-art literature review provides evidence of the need for a call to action if the potential of micro-credentials is to be realised in the future. To quote from Beverley Oliver's keynote address at the Quality Insights Conference on 23 February 2021:
By 2025, depending on how we proceed, micro-credentials will be seen as a fad that disappointed us, or a key step towards reimagining lifelong learning for thriving and surviving (Quality Assurance Agency, 2021, p.2)
“If you want to go fast go alone, if you want to go far, go together.”
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Papers by Mark Brown
This report documents how the literature on student readiness for online learning informed the response to the COVID crisis. It presents the findings of a systematic literature review focused on the concept of student readiness. The review is based on an analysis of international research on the rapid pivot to online learning appearing in major publication databases during the height of the pandemic. This topic is of great interest, with new publications emerging almost every month following the cut off period of the study (e.g., Cheon, Cheng & Cho, 2021; Power et al., 2022). The review is therefore an assessment of where this literature can be situated, and what lessons can be gleaned from it at the time in which the work was undertaken. Wherever possible the research team has continued to engage with the literature and several publications which fall outside of the review parameters are woven into the discussion in later sections to contextualise the findings in the wider field. The report starts with a brief overview of the pre-existing literature on student readiness for online learning before introducing the specific research questions and describing the search methodology. Several key findings arising from the analysis of literature are presented, followed by a discussion of the need to add a stronger contextual understanding to the concept as well as greater focus on the learner voice and the meaning of readiness from this perspective. The report concludes with an annotated bibliography of the 40 publications identified through the research, which includes an assessment of the methodological quality of the work, how the conception of student readiness is defined and other critical insights.
This study is part of the DigiTeL Pro Strategic Partnership funded by the European Commission’s Extraordinary Erasmus+ Coronavirus Response Grant. The project led by the European Association of Distance Teaching Universities (EADTU) has seven university partners: KU Leuven (Belgium); Fédération Interuniversitaire de l'enseignement à Distance (France); Universita Telematica Internationale (Italy); Open Universiteit (The Netherlands); TU Delft (The Netherlands); Universitat Oberta de Catalunya (Spain); and Dublin City University (Ireland). This report is authored by the DCU team. The project team brings together a group of experienced online educators well-known for their research and innovation in new models of digital education. The main purpose of this report is to learn from the COVID-19 experience in order to add to the collective new knowledge arising from the research community, with a strong emphasis on the student online learning experience.
attention of politicians, policy-makers and educational leaders.
This paper endeavours to ‘unbox’ the micro-credential by peeling
away inherent tensions in competing definitions and underlying
drivers. It reports the tripartite methodology adopted for a state-of
-the-art literature review which offers an inside, upside and downside
view on the micro-credential. Selected findings illustrate how
the growth of the micro-credential needs to be understood in
a wider socio-cultural context. The micro-credential movement is
part of a complex credential ecology steeped in history, politics
and cultural norms. In response to major societal and technological
change forces, the paper invites debate on what counts as
valued skill and knowledge in today’s rapidly changing digital
society. It challenges existing business models for higher and
further education and the traditional status of the university
degree. Therefore, the micro-credential is not just another passing
educational fad, as it brings into question much bigger issues
concerning employability, the changing nature of work and new
models of life-long learning.
• Reviewing the advice and guidance provided by international and regional quality assurance organisations;
• Analysing the standards and indicators for digital higher education developed by QA agencies;
• Identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and
• Discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning.
This report documents how the literature on student readiness for online learning informed the response to the COVID crisis. It presents the findings of a systematic literature review focused on the concept of student readiness. The review is based on an analysis of international research on the rapid pivot to online learning appearing in major publication databases during the height of the pandemic. This topic is of great interest, with new publications emerging almost every month following the cut off period of the study (e.g., Cheon, Cheng & Cho, 2021; Power et al., 2022). The review is therefore an assessment of where this literature can be situated, and what lessons can be gleaned from it at the time in which the work was undertaken. Wherever possible the research team has continued to engage with the literature and several publications which fall outside of the review parameters are woven into the discussion in later sections to contextualise the findings in the wider field. The report starts with a brief overview of the pre-existing literature on student readiness for online learning before introducing the specific research questions and describing the search methodology. Several key findings arising from the analysis of literature are presented, followed by a discussion of the need to add a stronger contextual understanding to the concept as well as greater focus on the learner voice and the meaning of readiness from this perspective. The report concludes with an annotated bibliography of the 40 publications identified through the research, which includes an assessment of the methodological quality of the work, how the conception of student readiness is defined and other critical insights.
This study is part of the DigiTeL Pro Strategic Partnership funded by the European Commission’s Extraordinary Erasmus+ Coronavirus Response Grant. The project led by the European Association of Distance Teaching Universities (EADTU) has seven university partners: KU Leuven (Belgium); Fédération Interuniversitaire de l'enseignement à Distance (France); Universita Telematica Internationale (Italy); Open Universiteit (The Netherlands); TU Delft (The Netherlands); Universitat Oberta de Catalunya (Spain); and Dublin City University (Ireland). This report is authored by the DCU team. The project team brings together a group of experienced online educators well-known for their research and innovation in new models of digital education. The main purpose of this report is to learn from the COVID-19 experience in order to add to the collective new knowledge arising from the research community, with a strong emphasis on the student online learning experience.
attention of politicians, policy-makers and educational leaders.
This paper endeavours to ‘unbox’ the micro-credential by peeling
away inherent tensions in competing definitions and underlying
drivers. It reports the tripartite methodology adopted for a state-of
-the-art literature review which offers an inside, upside and downside
view on the micro-credential. Selected findings illustrate how
the growth of the micro-credential needs to be understood in
a wider socio-cultural context. The micro-credential movement is
part of a complex credential ecology steeped in history, politics
and cultural norms. In response to major societal and technological
change forces, the paper invites debate on what counts as
valued skill and knowledge in today’s rapidly changing digital
society. It challenges existing business models for higher and
further education and the traditional status of the university
degree. Therefore, the micro-credential is not just another passing
educational fad, as it brings into question much bigger issues
concerning employability, the changing nature of work and new
models of life-long learning.
• Reviewing the advice and guidance provided by international and regional quality assurance organisations;
• Analysing the standards and indicators for digital higher education developed by QA agencies;
• Identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and
• Discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning.
culture. After briefly introducing DCU, including the relevant policy context and digital learning environment, we report how the NIDL’s significant leadership is helping to reimagine and reshape higher education in the digital-era. Drawing on the DCU experience along with recent lessons
from the COVID-19 crisis, the chapter argues that learning online is not the same as learning in a physical classroom; it requires a new set of skills and capabilities to master. However, more than ever, learning how to learn online and through new digital technologies is now an important life skill, which all students need to develop—irrespective of where they learn. In the future,
we expect new models of digital learning will become an even more prominent feature of the global higher education landscape. To illustrate this point, the chapter describes several future-focused initiatives at DCU, which also demonstrate the value of strategic partnerships and some of the challenges and opportunities facing colleges and universities in such rapidly changing times. Our central message is that transforming lives and societies through new digital models of higher education is not something for the faith hearted; it requires vision and bold leadership that places the new digitally connected world at the heart of thinking and planning as we create better
futures—for all.
trajectory, but rather entwined within a complex constellation of social, technological and educational change. This perspective recognizes that “[an] educational
change is neither natural nor normal, constant nor common as it involves a deepervstruggle over who will win control of the curriculum” ([1], p. 25). In this context,vthe term curriculum is used to define: (i) why, (ii) what, (iii) when, (iv) where,v(v) how, and (vi) with whom to learn. Thus forecasts and predictions of the futurevof HE (higher education) influenced by MOOCs are inherently political images
that have their roots in much deeper ideological battles. The current language ofvcrisis, disruption, democratization and re‑imagination in the age of the MOOCsvreflects a kaleidoscope of competing and coexisting perspectives with different images of the past, present and future. In order to critically read these images and help shape our preferred learning futures, a type of double vision is required, combining both political and pedagogical perspectives.
Anchored in a number of guiding assumptions, the brief and research objective was to investigate what the literature currently says about micro-credentials. To achieve this objective, the literature review and ensuing discussion is structured around 10 research questions: (1) What is the problem that micro-credentials are seeking to address? (2) What are the underlying drivers and attractors of the micro-credential movement? (3) How are micro-credentials being positioned within the credential ecology? (4) How are different stakeholders responding to the micro-credentialing movement? (5) What are the main benefits arising from the development of micro-credentials? (6) What are the benefits of adopting a European-wide approach to micro-credentials? (7) What are the major barriers for the successful implementation of micro-credentials? (8) What are the major enablers for the successful implementation of micro-credentials? (9) What evidence is there that further development of micro-credentials will contribute to a more future-fit education system? (10) What evidence is there that further investment on micro-credentials will lead to tangible individual and societal benefits?
The methodology is described in detail, including the search strategy, sample selection, inclusion and exclusion criteria and data extraction template. The findings based on a sample of n=148 selected publications worldwide and then a secondary analysis of n=45 publications deemed to be of high relevance are presented in two parts. In the first part, a descriptive analysis of the literature provides an overview of the type, focus and distribution of publications along with how they generally support micro-credential development. Geographically, approximately half of publications arise from North America, where more recently there has been a growing body of literature coming out of Canada. Australia is the most prolific region from Asia-Pacific. From a European perspective, approximately half of the literature related to individual countries and the remainder gave a cross-European perspective.
This section is followed by an interpretative analysis of the literature which is structured around five thematic sections ‘why?’, ‘what?’, ‘who?’, ‘how?’ and ‘where?’ of micro-credentials. A diverse range of drivers and attractors associated with the micro-credentialing movement were identified in the literature but employability and life-long learning-related drivers were most prevalent. The analysis also shows that micro-credentials can be defined and positioned in a number of different ways depending on the context and particular drivers. Many different actors and stakeholders have a vested interest in micro-credentials, although educators have been the main focus of empirical studies to date. Accordingly, the literature reveals that more attention needs to be given to understanding the full range of stakeholder concerns, perspectives and requirements as part of a better connected credential ecosystem. While the literature suggests that there are many different ways in which micro-credentials can be implemented, and they are not new, sole institutional initiatives arising from universities and those offered by major MOOC platforms appear to be most prevalent. There are many other short courses and industry training initiatives that could be deemed to fit the definition of a micro-credential, but higher education institutions appear to be leading current developments. Notably, there are relatively few examples of the successful implementation of micro-credentials even in more mature policy environments and co-constructed initiatives between higher education institutions and industry partners are rare. An overview of three countries from three global regions is provided within a broader social systems critique.
The report then provides a synthesis of the key lessons and takeaways from the literature and shifts attention to the future. It critically reflects on the research questions and finishes with a number of recommendations for the European context. The importance of asking the right people the right questions is highlighted along with the need to design a more connected credential ecosystem. Such an ecosystem requires increased education of key stakeholders and a stronger community of practice. Both the national Governments and the European Commission have an important role to play. There is also an urgent need for more macro-level evidence for policy-makers on the private and public benefits of credentials that currently fall outside of the scope of data collection. Overall, the literature review identified many gaps in our knowledge and demonstrated the dearth of quality research on the development of micro-credentials.
Finally, we conclude that increasingly leading universities, quality assurance agencies, and government policy-makers are giving more serious attention to new recognition frameworks and digital models of higher education. While the global micro-credential landscape is currently disconnected across national boundaries, the report concludes that in the European context more clarity and coherence will emerge as governments in partnership with the European Commission work to align new credentialing developments with existing national qualification frameworks. We argue for three major pillars in understanding and furthering micro-credentials, encompassing systems of recognition and regulation, a focus on identifying and servicing demand for micro-credentials, and the generation of valued learning and life outcomes. These three pillars are in turn operationalised into 10 specific recommendations (see Table 1.1).
The micro-credentialing movement provides opportunities for European governments, higher education institutions and industry partners to work together to harness new digital models of education beyond the pandemic, while being aware of the limitations of same. The question is: will micro-credentials catalyse the further modernisation and connect up the credential ecology for today’s rapidly changing world or will they flounder? The answer to this question depends to a great extent on what we do next to shape the way micro-credentials are positioned in the current credential ecology. This state-of-the-art literature review provides evidence of the need for a call to action if the potential of micro-credentials is to be realised in the future. To quote from Beverley Oliver's keynote address at the Quality Insights Conference on 23 February 2021:
By 2025, depending on how we proceed, micro-credentials will be seen as a fad that disappointed us, or a key step towards reimagining lifelong learning for thriving and surviving (Quality Assurance Agency, 2021, p.2)
“If you want to go fast go alone, if you want to go far, go together.”