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Reinventing the Fortress: using Open Recognition to enhance ‘standards’ and ‘rigour’

Posted on by Doug Belshaw
Midjourney-created image with prompt: "imposing fortress castle with guards, mountain range, wide angle, people in foreground holding bright lanterns, vivid colors, max rive, dan mumford, sylvain sarrailh, detailed artwork, 8k, 32k, lively rainbow, ultra realistic, beautiful lake, moon eclipse, ultra epic composition, hyperdetailed"

Imagine a formidable fortress standing tall. Long the bastion of formal education, it’s built upon the pillars of ‘standards’ and ‘rigour’. It has provided structure and stability to the learning landscape. These days, it’s being reinforced with smaller building blocks (‘microcredentials’) but the shape and size of the fortress largely remains the same.

However, as the winds of change begin to blow, a new force emerges from the horizon: Open Recognition. Far from seeking to topple the fortress, this powerful idea aims to harmonise with its foundations, creating a more inclusive and adaptive stronghold for learning.

Open Recognition is a movement that values diverse learning experiences and self-directed pathways. So, at first, it may appear to be in direct opposition to the fortress’s rigidity. However, upon closer inspection, rather than seeking to tear down the walls of standards and rigour, Open Recognition seeks to expand and reimagine them. This ensures that the fortress is inclusive: remaining relevant and accessible to all learners.

To create harmony between these seemingly conflicting forces, it’s important to first acknowledge that the fortress of standards and rigour does have its merits. It provides a solid framework for education, ensuring consistency and quality across the board. However, this approach can also be limiting, imposing barriers that prevent many learners from fully realising their potential.

Open Recognition brings flexibility and personalisation to the fortress. By validating the skills and competencies acquired through non-formal and informal learning experiences, Open Recognition allows the fortress to accommodate different sizes and shape of ‘room’, allowing the unique talents and aspirations of each individual to flourish

The key to harmonising these two forces lies in recognising their complementary nature. Open Recognition strengthens the fortress by expanding its boundaries, while standards and rigour provide the structural integrity that ensures the quality and credibility of the learning experiences within.

Educators and employers, as the guardians of the fortress, play a crucial role in fostering this harmony. By embracing Open Recognition, they can cultivate a more inclusive and dynamic learning ecosystem that values and supports diverse pathways to success. In doing so, they not only uphold the principles of standards and rigour but also enrich the fortress with the wealth of experiences and perspectives that Open Recognition brings.

As the fortress of standards and rigour harmonises with Open Recognition, it becomes a thriving stronghold of lifelong learning, identity, and opportunity. Far from crumbling under the weight of change, the fortress is invigorated by the union of these two powerful forces, ensuring its continued relevance and resilience in an ever-evolving world.

Climbing the Mountain of Assessment: Comparing Ungrading, Open Recognition, and RPL

Posted on by Doug Belshaw

Note: cross-posted at LinkedIn

Ungrading, Open Recognition, and Recognition of Prior Learning (RPL) are distinct yet related ways of improving the assessment of learning. At a time when assessment is in the spotlight due to advances in AI technologies, it’s worth exploring their similarities and differences — as well as how they can be used together.

Let’s explore this further using one of my favourite metaphors: walking in the mountains ⛰️

Ungrading is akin to focusing on the process of learning, rather than the outcome. It’s like a Sherpa guiding a climber up a mountain, emphasising the skills and knowledge developed along the way rather than simply reaching the summit. Through ungrading, educators can provide personalized feedback and support that allows students to reflect on and improve their learning journey.

Open Recognition, in contrast, is like providing multiple paths to the summit. It’s like creating a mountain range with different peaks, each representing a different set of skills or knowledge. This approach allows individuals to showcase their competencies and achievements in ways that are recognised across different contexts, such as earning badges that demonstrate their skills.

RPL is like mapping out the best route to the summit. It’s like a mountaineering guide who takes the time to understand each climber’s abilities and experiences, and then tailors a plan that meets their specific needs. Through recognising prior learning, individuals can receive credit for their existing knowledge and skills, and identify the most efficient and effective way to reach their goals.

So, in summary, while ungrading emphasises the process of learning, Open Recognition offers multiple paths to its recognition, and RPL focuses on customising the learning journey. By using (and potentially combining) these approaches to assessment, educators can improve the quality of learning and recognition in a variety of contexts.

Background image to Venn diagram by Jerry Zhang

Setting Sail with Digital Literacies: Preparing Students for the Evolving Digital Landscape

Posted on by Doug Belshaw

Note: cross-posted at LinkedIn

Boat sailing on sea with clouds and stars in the distance

In today’s rapidly evolving digital landscape, including the current moral panic around AI, it’s becoming increasingly important for educators to not only embrace technology but to actively integrate it into the learning experience. The concept of digital literacies, often mistaken as a mere proficiency in using digital tools, is in fact a multifaceted construct that extends far beyond basic technological skills.

Digital literacies are made up of skillsets, but also mindsets—ways of thinking about the world.

As educators, we must recognise that digital literacies encompass a wide range of abilities, including confidence, creativity, and communication. These skills empower learners to navigate the digital world responsibly, ethically, and with a sense of curiosity. In order to foster a generation of digitally-literate citizens, we must embrace a more holistic approach to teaching and learning.

Imagine the digital world as a vast, interconnected ocean. Digital literacies are the sails, rudder, and compass that guide our learners as they embark on their digital voyage. Without these essential tools, they would drift aimlessly, lost in the overwhelming waves of information.

To achieve this, we can start by incorporating digital literacies across the curriculum, encouraging students to explore, analyse, and create digital content in a meaningful way. We must also emphasise the importance of digital citizenship, teaching learners to respect the online community, engage in healthy online behaviours, and uphold the values of privacy and security.

By nurturing a culture of digital literacies, we are not only preparing our students for the challenges and opportunities of the digital world but also equipping them with the skills to thrive in an ever-changing, interconnected society. Through collaborative efforts and open-mindedness, we can reshape the educational landscape and cultivate a future that embraces the true potential of digital technology.

Remember, digital literacies are not just about using technology – they’re about understanding, adapting, and effectively engaging with the digital world around us. It’s time we take the necessary steps to ensure our learners are prepared for whatever the future holds, setting sail with confidence on their journey through the boundless digital ocean.

Image by Johannes Plenio

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