Revealing Hidden Proficiencies: An Intersectional Journey into Learners' Realities with Micro-Credentials.
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| Title: | Revealing Hidden Proficiencies: An Intersectional Journey into Learners' Realities with Micro-Credentials. |
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| Authors: | Fennelly-Atkinson, Rita1 (AUTHOR) ratkinson@digitalpromise.org, Pakhira, Deblina1 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. May2024, Vol. 68 Issue 3, p561-572. 12p. |
| Subject Terms: | Intersectionality, Badges |
| Abstract: | Intersectionality and positionality can be used to examine how various aspects of identity are analyzed in the context of learners' lived experiences. When examining how learners are recognized for their skills and competencies, there are several ways in which education and credentials can be leveraged. Autoethnographies were used to examine the lived experience of how the authors used micro-credentials and digital badges to verify skills that were unrecognized in traditional contexts. Lessons from these lived experiences will be derived from a co-reflection process. Further, these lessons will be used to provide suggestions for how learning ecologies can be designed to support historically and systematically excluded learners with ways to have their skills recognized and verified. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Intersectionality and positionality can be used to examine how various aspects of identity are analyzed in the context of learners' lived experiences. When examining how learners are recognized for their skills and competencies, there are several ways in which education and credentials can be leveraged. Autoethnographies were used to examine the lived experience of how the authors used micro-credentials and digital badges to verify skills that were unrecognized in traditional contexts. Lessons from these lived experiences will be derived from a co-reflection process. Further, these lessons will be used to provide suggestions for how learning ecologies can be designed to support historically and systematically excluded learners with ways to have their skills recognized and verified. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-024-00956-z |
