Digital Pedagogy Toolbox: Integrating Digital Literacy Practices

I recently wrote for BCcampus as a part of their "Digital Pedagogy Toolbox Series". In my article, I explored how educators and learners can develop digital competencies and skills by using the B.C. Post-Secondary Digital Literacy Framework as a roadmap. The framework includes eight thematic competencies within digital literacy: 1) ethical and legal; 2) technology; 3) information literacy; 4) digital scholarship; 5) communication and collaboration; 6) creation and curation; 7) digital well-being; and 8) community-based learning.

What #DigitalLiteracy was 20 years ago is certainly not the same today. Today, as learners, educators, and digital citizens, we are not just consumers of digital content, we are also creators, curators, and contributors and along the way, we are all leaving our digital footprints behind.

#DigitalCompetencies that underline digital literacy involve a deeper understanding of how to use digital tools and technologies in various contexts, adapt to new digital environments, and critically evaluate digital information.

As Educators, integrating digital literacy into every aspect of the learning journey is not just a pedagogical choice; it’s an ethical imperative.

Digital Pedagogy Toolbox: Integrating Digital Literacy Practices

https://bccampus.ca/2023/11/15/digital-pedagogy-toolbox-integrating-digital-literacy-practices/

Activity vs. Performance Measures in Training Evaluation

Image by Gerd Altmann from Pixabay

Organizations are looking to invest in employee training and ongoing development. To make sure these learning and development investments are effective, it is important to evaluate and measure their impact. But which metrics should you be keeping track of? Which measures offer a clearer understanding of training impacts? 

Evaluating the impact of training initiatives can be done using activity measures and performance measures.

Activity measures focus on the "process of learning" and include different aspects of the learning journey. These measures help assess learner participation in various activities such as training completion time, attendance records, and allocated time for specific activities during training, etc. For example, when measuring the impact of software training, activity measures may include tracking how many users participated in the program, what percentage completed it successfully, and how much time was dedicated to working on the software during the training.

Performance measures focus on the "outcome of learning" and help assess how well learners can apply their knowledge to real-world tasks and situations. Job performance, customer satisfaction, and test scores are some examples of the types of measures that can be included in this category. For example, when measuring the impact of software training, performance measures can include the number of errors made by software users, the scores on a test of software proficiency, and customer satisfaction with the work produced by users of the software.

Activity measures are good for assessing initial engagement and training completion while performance measures provide a better picture of how well employees are applying their newly acquired skills.

However, there are challenges in using performance measures. For example, it is difficult to identify performance measures that are directly related to the training and that accurately reflect the desired outcomes. Collecting and analyzing performance data is also costly and time-consuming. Most importantly, it is challenging to isolate the impact of the training and identify if any changes to the performance were directly due to the learning or training initiative, as opposed to other factors such as changes in the work environment. While it is good to plan the evaluation of learning and training projects using performance measures, using performance measures may not be applicable or cost-effective for every kind of training.

The combination of activity measures and performance measures is usually the best option for gathering significant and valuable data. However, what makes up the appropriate combination of these measures may differ according to the particular training or learning approach and intended results.

Navigating Generative AI Citations in Your Writing

There has been much conversation about how generative AI should be cited in written work. I recently wrote an article for BCcampus and leveraged ChatGPT for one of the sections specifically to assist in building on my key ideas and in generating some of the scenarios. 

There were no existing author-writing guidelines or policies at BCcampus that permitted or prohibited the use of AI tools (at the time of writing the article). But as the author, it was important for me to be ethical and transparent about my writing work and take full accountability and responsibility for my ideas. And I was supported and encouraged by the team at BCcampus to do so.

Based on my limited research on how AI is cited in scientific writing, I wanted to acknowledge the use of ChatGPT as a ‘method’ of research used for a specific section. I also referred to Canada’s Guide on the use of Generative AI and the “FASTER” principles.

This is the reference that I crafted and we decided to include it in the section for which ChatGPT was leveraged:

My intent in including this paragraph was to promote the responsible, transparent, and ethical use of AI in my writing. Some may find this useful; some may find it unnecessary or something that can be omitted or perhaps even ignored.

What do you think of this reference? Do you use ChatGPT for your work? How are you including it in the reference? What are some guidelines and principles you are following in using it fairly and transparently?

PS: If you are interested in reading the article I wrote, you can find it here: 
https://bccampus.ca/2023/11/15/digital-pedagogy-toolbox-integrating-digital-literacy-practices/

The article highlights how educators and learners can develop digital competencies and skills by using the B.C. Post-Secondary Digital Literacy Framework as a roadmap. It explore the key facets of digital literacy in the context of the Digital Literacy Framework with a scenario that highlights practical strategies for how digital literacy can be implemented into every aspect of the learning journey by educators and learners. ChatGPT was used to assist in building on my key ideas and generating some of the digital literacy application scenarios.

The BCcampus Open Education Team has since released its guidelines on leveraging generative AI tools for OER content creation. 

#ChatGPT #AIEthics #AIGuidelines #AIForWork #Writing #ArticleWriting #CitingAI #AIReference

Celebrating Collaborative Excellence: A Journey with IEEE 1484.20.2 Recommended Practice for Defining Competencies

gratitude: the feeling or quality of being grateful; thankful

That's the feeling that came over me when I received this beautiful acknowledgment from the IEEE team a few days ago!

Certificate of Appreciation Awarded by IEEE to Taruna Goel 

The IEEE 1484.20.2 Recommended Practice for Defining Competencies standard was published last year and was a culmination of 3 years of work led by Eric Shepherd who was supported by a strong executive team Steven Forth Linda Steedman Dennis Green Jennifer Rogers and a committed working group that included myself and many others.
 
As a competency nerd, I enjoyed being in the company of passionate, motivated, knowledgeable people who were all volunteering their time and whose single-minded goal was to discuss and document best practices for defining competencies: What makes a competency? What must be included in a definition of competency? What makes a good competency statement, etc.
 
In reflecting on this achievement, it's important to recognize that my contribution was just one piece of the puzzle. The collaborative spirit of the team and each person volunteering their time and expertise made this project truly remarkable. I feel humbled that I got to play a small role in this big project!
 
#gratitude #competency #ieee #HR #learning #CompetencyDefinitions
#IEEEStandards #CompetencyStandards #CompetencyFrameworks #Volunteering #VoluntaryWork

Competency-Based Pathways for Recognition of Skills

 

“Canadian experience is another term for racism and discrimination.” 

– Survey respondent

A series of consultations and public engagement were conducted earlier this year with more than 1,450 people representing internationally trained professionals, educational institutions, immigrant-serving organizations, business associations, health-care associations, regulatory authorities, and members of the public. The objective of this engagement was to gather feedback on the Canadian international credential recognition process for internationally trained professionals. Over the next decade, 387,000 newcomers are expected to enter the B.C. workforce, filling 38% of job openings.

The results of this engagement were shared in a report released by the Ministry of Post-Secondary Education and Future Skills in July that identified several priorities to improve credential recognition and identified 8 themes:

• Theme 1: Streamlining complex processes and shortening timelines
• Theme 2: Improving the accessibility, consistency, and transparency of information about the licensure process and requirements
• Theme 3: Exploring alternative pathways for credential recognition
• Theme 4: Exploring more flexible approaches to demonstrate language proficiency
• Theme 5: Introducing performance standards for data and reporting
• Theme 6: Increasing financial and other supports for internationally trained professionals and regulatory authorities
• Theme 7: Improving coordination between government and regulatory authorities at the provincial and federal levels
• Theme 8: Strengthening collaboration between regulatory authorities, educational institutions, employers, and immigrant serving organizations to support licensure and integration

Each of the themes is described in detail in the report.

I work in the areas of competency development and competency-based assessment and specialize in designing alternative pathways using recognition of prior learning, knowledge, and skills. Given my background and expertise, I can say that theme 3 is perhaps one of the most critical pieces of the puzzle in improving the credentialing process. This theme recognizes the need to adapt to the changing landscape of skills and qualifications, especially in a world where individuals may have gained their knowledge and expertise through other non-traditional means.

For Theme 3, the report highlights how the feedback from virtual roundtable discussions and online surveys indicated that the current Canadian work experience prerequisites are ineffective in recognizing international experience and are perceived as biased against internationally trained professionals. They recognized the complexity of having just one route to licensure given the diverse pool of applicants with varying backgrounds. Overall, regulatory bodies involved in the discussions expressed support for transitioning away from uniform Canadian work experience prerequisites in favor of an approach that assesses competencies.

The report concludes that "There is a strong need for alternative, competency-based pathways to demonstrate skills and knowledge."

Competency-based pathways are approaches that focus on the demonstration of specific skills and knowledge rather than traditional and formal measures such as time spent in a classroom or the completion of a course or curriculum. Using competency-based pathways and by recognizing prior learning acquired through non-formal approaches, internationally trained professionals can feel more empowered to prove their competence and readiness for a particular job role. With competency-based pathways, the emphasis is on the demonstration of knowledge and skills through portfolios, assessments, interviews, projects, and real-world applications rather than traditional exams or coursework. Competencies can also be stacked to build qualifications and certifications progressively therefore making the process more flexible and adaptable to the current needs.

Overall, Theme 3 highlights the importance of reevaluating and modernizing the recognition of skills and qualifications to better align with the realities of the modern workforce. By exploring and implementing competency-based alternative pathways for credential recognition, the province (and the country) can utilize a more inclusive and flexible approach to credential recognition, benefiting both individuals seeking to utilize their skills and the broader community and economy.

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As a result of this engagement, the Premier of British Columbia, David Eby, recently made an announcement about introducing legislation this fall to help regulatory bodies improve the credential recognition process and make it easier for people to use their skills to work in B.C. Upcoming legislation will outline new responsibilities for professional regulatory bodies under the core themes of accountability, fairness, transparency, and efficiency.

References:

Press Release: https://news.gov.bc.ca/releases/2023PSFS0055-001564

Report on credential recognition: https://engage.gov.bc.ca/app/uploads/sites/121/2023/07/What-We-Heard-Report-International-Credential-Recognition-2023-07-24.pdf

 

Always Assume Competence

 What do these words mean to you?

I work in the areas of recognition of prior learning (RPL) and prior learning assessment & recognition (PLAR), and to me, this phrase is the core philosophy around which the idea of prior learning & recognition is built. As much as this phrase speaks about staying away from assuming inability, it says so much more about choosing inclusivity.

Image by Gerd Altmann from Pixabay

Assuming competence means giving people the benefit of the doubt and starting with the supposition that they possess the underlying skills and knowledge required for a particular qualification or credential. It reflects a learner-centered and inclusive approach where we acknowledge the diverse backgrounds and experiences of learners, including those with non-traditional learning paths.

Needless to say, we don't want to award qualifications or credentials to individuals who may not meet the required standard as it can undermine the credibility of the RPL program. So, the best way to do this is "to assume competence, and then assess for evidence of that competence."

Designing effective and efficient RPL programs means striking a balance between assuming competence and assessing competence. We have to balance the idea of maintaining high standards and the idea of recognizing prior learning and existing competencies. Rather than starting with an assumption of incompetence, a more constructive approach is to begin with an open mindset that acknowledges the diverse backgrounds, experiences, and skills of learners. We then complement this mindset by designing valid, reliable, fair, and rigorous assessment processes that evaluate competence objectively, without bias.

As an RPL practitioner, I often recommend to my clients to use a combination of methods, including self-assessments, exams, interviews, portfolio assessments, skills tests, and evidence-based assessments, to make informed judgments about the individual's capabilities.

And I recommend that they always begin by assuming competence. 

Ancora Imparo - I’m Still Learning

This summer, my family and I enjoyed a beautiful vacation exploring some of the vibrant art and culture of France and Italy. We saw the work of some of the most important painters, sculptors, and architects who have left an incredible mark on history.

Michelangelo was considered the greatest living artist in his lifetime and we were thrilled to see his masterpieces, including the Doni Madonna, the statue of “David”, The Bearded Slave, and the ceiling of the Sistine Chapel (not pictured).

Ancora imparo or "I’m still learning" were (supposedly) the parting words of Michelangelo who died at the age of 88. One might imagine that at 88, one has everything figured out. What more might be left to learn? However, these two words encapsulate a profound philosophy that no matter how skilled or accomplished one becomes, there is always more to learn. That, at 88, Michelangelo expressed his eagerness to learn and remain open to new experiences and ideas is incredibly inspiring!

These are the joys of learning, of loving what you do, of being an amateur.

Canadian Citizenship Ceremony - more than a piece of paper

Photo by: Taruna Goel

In this blog post, I pause the usual learning and development-related content to reflect on the importance of something that marked a big life change for me and reinforced my sense of identity - my Canadian Citizenship Ceremony.

The federal government of Canada has recommended a proposed change to the Oath of Citizenship that will allow individuals to self-administer the citizenship oath via online means instead of being physically required to do so before a citizenship judge. This proposed change undervalues the meaning of citizenship. To understand why I think so, let me take you back to my experience of the Canadian Citizenship Ceremony and what it continues to mean to me. 

I immigrated to Canada with my family. It took 7 years from the day we officially submitted an application to actually hold the citizenship certificate. It was a long and challenging journey and there were many ups and downs along the way. So, when the day came to be dressed in red, hold the Canadian flag, listen to the immigration story of our presiding Citizenship Judge, take the oath, and recite O Canada, it meant the world to us! Standing in that room with 100 or so other people, who all came from diverse backgrounds, we felt one as Canadian citizens. The sense of camaraderie and community during the ceremony was powerful. The in-person ceremony was a culmination of a long and challenging process and a reflection of our shared values with other fellow Canadians. We felt a deep sense of integration one can only get by being with other people. On that day, as much as we belonged to Canada, Canada belonged to us.

But it wasn't just a proud moment for us; that feeling of civic participation and deep engagement was also felt by others in the room who had come to witness and celebrate the occasion for their friends and family. In the absence of any immediate family, we invited our chosen family - my colleagues from work - who were deeply involved in and supported us in our 7 year-citizenship journey. Having been born in Canada, they never got a chance to take a citizenship test, take an oath, and 'become' citizens. Watching us go through the ceremony made them emotional and I am guessing they valued their by-birth citizenship a little more that day. Having people who cheered for us and were present in person to witness this transformative event of our lives made it even more meaningful and cherished. Later that year, we were fortunate to attend the citizenship ceremony of a close family member and relive those emotional moments as we welcomed them as fellow citizens.

It was a big milestone in our lives to become citizens of the country we chose and the in-person oath ceremony brought a sense of relief and a feeling of accomplishment. To mark this defining moment, we celebrate our citizenship anniversary every year with friends and family. This year, we are celebrating our 8th #Canaversary and the 12th year of being in Canada! 

All of this to say, while virtual citizenship ceremonies may be required due to certain circumstances, in-person ceremonies hold a unique and lasting significance that virtual events can never replicate. The solemnity of the event and the shared experience with other new citizens make in-person ceremonies an invaluable tradition. Citizenship ceremonies often become stories that people recount to their children, grandchildren, and friends as a part of a vivid recollection of a key chapter that holds deep meaning and importance. Those 90 minutes of an in-person ceremony make for a lifetime of memories. 

I understand that there is a need to focus on administration and processing efficiencies and explore flexible options but it cannot and should not be done at the expense of the meaning of citizenship. 

A citizenship ceremony is more than just a piece of paper; it becomes a core memory of a person's life and an integral part of their personal narrative. 

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I have signed the following petition to the House of Commons to abandon plans to permit self-administration of the citizenship oath and revert to in-person ceremonies as the default. I encourage others in my network, especially immigrants, Permanent Residents, and fellow Canadians to consider signing it.

https://petitions.ourcommons.ca/en/Petition/Details?Petition=e-4511

Reference:

As per Canada Gazette, Part I, Volume 157, Number 8: Regulations Amending the Citizenship Regulations (Oath of Citizenship) : “Each year, thousands of individuals apply for Canadian citizenship. Increased demand, in-person and paper-based processing, and other factors, such as constraints during COVID-19, have contributed to rising inventories of citizenship applications, resulting in processing times well beyond the published service standard of 12 months. On January 31, 2022, the Minister of Citizenship and Immigration (the Minister) announced that the Department would begin pursuing the necessary changes to allow for self-administration of the Oath of Citizenship. Under the regulatory scenario, clients who opt to take the Oath digitally via a secure online solution without the presence of an authorized individual would save up to three months of processing time, becoming new citizens faster than those who opt to take the Oath at a citizenship ceremony. While ceremonies take approximately 90 minutes, swearing or affirming in this manner via the secure online solution is expected to take significantly less time.”

RPL and Interdisciplinary Competence

Recently, I came across an insightful article by Colleen Knechtel about interdisciplinary competencies required for innovation and how such competencies can be implemented to foster innovation.

#InterdisciplinaryCompetence means being able to work well in different areas of study. It includes combining knowledge, methods, and ideas from different fields to solve complex problems. Interdisciplinary competence is more than just knowing one subject. It's about working together, communicating, and thinking critically across different subjects. It means seeing how different areas are connected and using that to understand things better. And who doesn't need these competencies at work?

What I found most insightful was that the first strategy that Colleen mentions for implementing interdisciplinary competencies is recognizing prior knowledge and skills. I work across a range of occupations and industries where I design and implement RPL programs and have found this to be true.

#Recognition of prior learning (#RPL) can help in developing interdisciplinary competence by acknowledging and valuing an individual's existing knowledge, skills, and competencies acquired through non-formal or informal learning experiences. It allows them to recognize their transferable skills like critical thinking, problem-solving, communication, teamwork, and adaptability, which are important for interdisciplinary work.

I believe that RPL also helps individuals become more self-reflective and adopt a growth mindset. And this type of thinking provides a pathway for individuals to transition into interdisciplinary fields or roles where they can get credits or exemptions based on what they already know and receive opportunities for further education or professional development.

    

Image by Lukas Moos from Pixabay