Accredible: Sharing Learning Experiences

I received an alert from Adam Brimo yesterday about Accredible.

On the Accredible Blog, the founders note:

Here at Accredible, we’ve been working hard to improve the way that credentials and certificates are generated across MOOCs, university courses also as wider learning by using peer-review and
reputational networks to determine and maintain quality.

Accredible propose that “by re-imagining the idea of the certificate to be more than just a statement, we can create a living portfolio of evidence that shows you have certain knowledge or skills. You can also get a much ‘higher resolution’ image of who a student is, what they can do and a list of evidence proving that”.

I am very attracted to the possibilities of “a living portfolio of evidence”. To date I have kept a very dispersed e-portfolio (and will continue to do so) but I see what Accredible has to offer as a game changer.

I think it will be an excellent resource for those who participate in Small or Massive Open Online Courses (particularly cSOOCs and cMOOCs). Some of the tools available to verify certificates in Accredible will help me extend my interest in identity and personal learning journeys.

OpenLearning will be using Accredible with their courses (hence the alert from Adam).

Here is my first attempt at using Accredible using the Introduction to Box’Tag SOOC as an example.

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Week 5 at the Introduction to Box’Tag SOOC

BT01Week 5 is the final week of the synchronous phase of the Introduction to Box’Tag Small Open Online Course (SOOC). As of this morning there are 131 participants in the course.

There were 25 participants at the start of this cSOOC. It has been interesting to see the course flourish as the participants approach Dunbar’s number, 150.

Thanks to Adam Brimo and his colleagues, the course will be available online as an asynchronous resource for the Box’Tag community.

This is the second SOOC in which I have participated. Both SOOCs have underscored for me the centrality of a community driver. In the Box’Tag SOOC, Paul Perkins has been a remarkable, vigilant, supportive and encouraging driver.

Allan Hahn has been a prime mover in the SOOC and he has played the role of mentor. This is a vital role in a SOOC too, I believe. Driving a community is very demanding and it is very helpful, and reassuring, to be able to come up for air during the day-to-day activities and talk with a mentor. Allan has addressed too some important philosophical questions about Box’Tag in the discussion forums in his gentle way.

I have really enjoyed meeting the Box’Tag community in this SOOC. Participation and profound engagement have bubbled away throughout the course. I have been delighted in the ways the community has explored and discussed the course content. I have a sense of belonging from the SOOC that is very powerful.

We have made limited use of social media to extend the reach of the SOOC. The OpenLearning platform remains the primary vehicle for the SOOC. There is a Facebook page for the Canberra PCYC, University of Canberra Research and Development of Box’Tag.

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I do think SOOCs need technology stewards too. In this SOOC, I have been monitoring activity on the OpenLearning platform but Adam Brimo and his colleagues have developed a powerful resource that requires little stewardship. It seems more like cheering from the sidelines.

I have a profound sense of service pervading this SOOC. A group of dedicated and passionate people have come together to share and in reading have come to know that they are not alone.

Small Open Online Communities

slide-1-638I had an opportunity to present some ideas about a cSOOC at the #ucsaffire Festival.

Shortly after presenting, I had a brief conversation with Danny Munnerley about the capital C in SOOC. Danny made the excellent point that C stands for Community rather than Course.

I am going to act on this excellent suggestion and think about longer-term aspects of open online opportunities. A few days earlier, Susan Blum wrote:

If our ultimate goal is to educate human beings, then we must focus not only on knowledge and information, discipline and surveillance as measured by tests, but also on non-academic pleasures, motivations, skills, and the full array of human engagement that sustains attention and meaning.

Whilst I was presenting, Paul Perkins, a friend facilitating the Introduction to Box’Tag cSOOC was welcoming another participant in the community:

On this SOOC: An Introduction to Box’Tag we have a number of experienced and exceptional coaches including, Professor Keith Lyons, Professor Allan Hahn – Keith and Allan have many years of experience working with elite athletes across a range of sports. Losh Mathews and Joe Leahy – Both have a wealth of experience in coaching boxing at the development stage and club level. Lewis Kiddy, who has just started as a coach and is coaching a junior program designed to improve agility, coordination, balance, while introducing young athletes to exploring skills and assisting with their overall personal development.

One of Australia’s best-ever athlete/boxer, Paul Miller – who won numerous National Championships and a Gold Medal at the 2002 Commonwealth Games is also on this course and it’s interesting to hear his thoughts on this emerging sport. We have Doctor Jason Berry, who is a skill acquisition specialist, David Briggs, a strength and conditioning coach who has worked in the pre-elite and elite level for a variety of sporting program and Sid Burgees – A fantastic coach with over 20 years of experience in rugby league and rugby union.
As for myself I have been fortunate to coach at every level of the sport of boxing, from club level through to International competition.

Apart from this course there a many other coaches who would like to be connected to learn and share their experiences, all it takes is a coming together of like-minded people who share a similar belief.

There are 103 participants in the online Box’Tag community at the moment. Following a brief conversation with Dean Groom at #ucsaffire, I am hopeful that this community might grow to include new members.

The OpenLearning platform for the cSOOC will continue to be available as a touchstone of and for the community.