Open Digital Badges

2021 ◽  
pp. 1-14
Author(s):  
Daniel Piedra
Keyword(s):  
Secondary Education ◽  
Post Secondary Education ◽  
Digital Badges ◽  
Positive Role ◽  
Post Secondary ◽  
The World ◽  
Need To Evaluate ◽  
Pros And Cons ◽  
The Subject ◽  
To Come

This chapter examines the development and integration of open digital badges within today's post-secondary education landscape. Two of the more common models for open digital badges are presented: open digital badges for standalone skill validation as well as the use of open digital badges within post-secondary programs. In addition, some of the benefits and challenges of open digital badges are illustrated using examples of their usage throughout the world. The predominant research on the subject suggests that open digital badges will play a positive role in skill validation and credentialing in the years to come. Institutions will need to evaluate various models, pros and cons of each, and through proper consultation, select the structure which best suits their needs.

scholarly journals Expanding access to post-secondary education for youth with precarious legal status: a Ryerson University case-study

2021 ◽  
Author(s):  
Dayana A. Gonzalez Mateus
Keyword(s):  
Secondary Education ◽  
Legal Status ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Diversity And Inclusion ◽  
Road Map ◽  
The Subject ◽  
Equity Policy ◽  
Precarious Legal Status

Access to post-secondary education (PSE) for people with precarious legal status (PLS) is an understudied topic, particularly in the Canadian context, resulting in a substantial gap in the theoretical and practical understanding of the subject and a growing pool of wasted talent and deferred dreams. This paper explores the possibility of expanding access to PSE for students with PLS at Ryerson University, given the university’s unique commitment to equity, diversity and inclusion and its intention to be a City Builder. I propose an initiative that would admit academically qualified students into Ryerson, and put in place a tuition equity policy that would honour students’ residency in the province, thus waiving international fees. This paper is structured as a sort of “road-map” that could be utilized by other universities in Ontario interested in undertaking similar initiatives.

scholarly journals On Blind Men, Elephants, and Immersion Programs

2018 ◽  
Vol 9 ◽  
pp. 89-100
Author(s):  
Jérémie Séror
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Language Teaching ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Key Stakeholders ◽  
Immersion Programs ◽  
The World ◽  
Official Languages ◽  
The University

On the 11th and 12th of May 2017, the Official Languages and Bilingualism Institute at the University of Ottawa hosted the symposium: “Immersion in higher education: Where do we stand today?” This symposium was a wonderful opportunity to review the richness, complexity and plural dimensions associated to the concept of immersion. Indeed, the goal of the symposium was to not only mark the 10-year anniversary of the launch of the Régime d’immersion en français (RIF) at the University of Ottawa but also to bring together key stakeholders and specialists from various regions of Canada and the world to faire le point and review what has been accomplished in recent years when we refer to the application of content-based language teaching to the context of post-secondary education.

scholarly journals Expanding access to post-secondary education for youth with precarious legal status: a Ryerson University case-study

2021 ◽  
Author(s):  
Dayana A. Gonzalez Mateus
Keyword(s):  
Secondary Education ◽  
Legal Status ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Diversity And Inclusion ◽  
Road Map ◽  
The Subject ◽  
Equity Policy ◽  
Precarious Legal Status

Access to post-secondary education (PSE) for people with precarious legal status (PLS) is an understudied topic, particularly in the Canadian context, resulting in a substantial gap in the theoretical and practical understanding of the subject and a growing pool of wasted talent and deferred dreams. This paper explores the possibility of expanding access to PSE for students with PLS at Ryerson University, given the university’s unique commitment to equity, diversity and inclusion and its intention to be a City Builder. I propose an initiative that would admit academically qualified students into Ryerson, and put in place a tuition equity policy that would honour students’ residency in the province, thus waiving international fees. This paper is structured as a sort of “road-map” that could be utilized by other universities in Ontario interested in undertaking similar initiatives.

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