Tag: learning

Reimagining assessment practices using AI tools

Posted on May 5, 2023May 5, 2023 by Doug Belshaw

Last week, I replied to someone who was concerned that AI tools such as ChatGPT meant students might not learn to ‘think for themselves’. When I responded that, as a parent and former teacher, I would hope that this means reimagining assessment practices, they asked what I meant. I explained, and they said they hadn’t thought about it like that.

So I thought I’d quickly capture the points I made in that thread so I can easily refer to them again in future.

If we zoom out and think about what we’re doing when we’re trying to help people learn things, then we need to know:

Where learners are currently at in terms of their current knowledge and skills
Where we want them to be at in terms of those knowledge and skills
What they’re interested in learning and how they’re interested in doing so

The third of these is usually sacrificed for the sake of efficiency (think: large classrooms). However, the crux of learning is feedback, and the more personalised the better. I’ve been using ChatGPT with my son for revision purposes, and it can be used as an excellent tutor, giving precise feedback.

So when we’re talking about reimagining assessment practices, we’re really talking about personalising learning in a way that allows individuals to achieve their own goals, as well as those that society wants them to achieve.

Right now, we’re augmenting an existing system using new tools. Hence the worry about exams and essays. But once we go back to what we’re trying to achieve here, we’ll realise that AI and other new technologies allow us to personalise learning and provide tighter feedback loops. Which was the point all along! 😄

Open Recognition + Critical Pedagogy = empowerment, dialogue, and inclusion

Posted on March 30, 2023March 30, 2023 by Doug Belshaw

Midjourney prompt: "Paolo Freire in conversation | illustration | charcoal on white paper | balding | grey bushy beard | serious face | large retro spectacles --aspect 3:2"

At the crossroads of education, social justice, and personal development stands critical pedagogy, a concept associated with the Brazilian educator and philosopher Paolo Freire. His conviction was that education should be egalitarian, democratic, and transformative; his work has had an outsize impact on my educational philosophy. Critical pedagogy emphasises the significance of dialogue, critical thinking, and active participation. The further I delve into the world of of Open Recognition, the clearer the links with Freire, both in essence and practice.

In Pedagogy of the Oppressed, Freire states that:

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

Open Recognition, like critical pedagogy, is about empowering individuals to take ownership of their personal and professional development. The approach not only foregrounds knowledge, skills, and understanding, but also behaviours, relationships, and experiences.

Freire believed that through open and honest conversations, individuals could challenge existing power structures, question assumptions, and engage in transformative learning experiences. Similarly, Open Recognition offers a way for individuals to engage in meaningful conversations about their skills, experiences, and aspirations — using language and approaches that make sense to them.

In facilitating dialogue over power dynamics, Open Recognition nurtures a sense of community and belonging. It empowers individuals to share their stories and learn from one another, and this exchange of ideas and experiences not only contributes to personal growth but also fosters a sense of collective responsibility and solidarity

Critical pedagogy is grounded in the belief that education should be a vehicle for social change and empowerment. Open Recognition aligns with this vision by providing ways for individuals make meaningful contributions to their communities, challenge the status quo, and actively participate in shaping their own futures.

So it’s fair to say that Open Recognition and critical pedagogy share a common goal: the empowerment and transformation of individuals through dialogue, inclusion, and active participation. By explicitly embracing the principles of critical pedagogy, it’s my belief that Open Recognition can help create a more inclusive and equitable world.

If you’re interested in Open Recognition, critical pedagogy, and doing something different than the status quo, I’d highly suggest joining badges.community!

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

Posted on March 28, 2023March 28, 2023 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.