 Thank you for joining. We have 50 participants right now, and I'm very Delighted to present the first session of the micro he final conference So what we will be do today is Quite an ambitious program for the next one and a half hours I will give you a short introduction to the micro credentials Topic in addition to the keynote speech that you just heard from Anthony, then Manuel do it all will explain the Curious curiosity driven education approach of the code university and Then we will go into workshops We will have four workshops And For 50 participants we can try We discussed this it whether we would do random distribution of into workshops or Selection selection is not so easy in zoom. So Workshop one is the changing role of university teachers for learning and assessment Workshop two is the value of digital credentials for assessment and recognition in higher education Workshop three is expectations in the future of micro credentials And workshop four is what do students and employers really want After those workshops, we will have a short results sharing Session and then That's the end of the session So what I'd like to ask you now is to choose your workshop that you are interested to participate in and the instruction is that You go to the participant list you activate the participant list at the bottom of your zoom window or screen You go to the participant list you who were over your name and Then you have a menu that says more Rename and then you rename you put the number of the workshop that you want to Participate in in front of your name. So I will be in workshop for please put a four in front of your name And then Alistair will assign you to the workshops So we have another 20 minutes until the workshop starts. So I hope you can do it. So please Start now. I will introduce the speakers for today So I am coordinating the micro he project I'm a researcher at the hub where we have one which is a university that integrates academic studies and workplace training within the curriculum I'm a to dark is a colleague of me then we will We have Manuel dola who is an economist and edupreneur He's co-founder and president of code a university of applied sciences in Berlin with study programs related to Visual project development and an innovative learning concept based on curiosity and entrepreneurship Elena trepele is an associate professor at the Otters Magnus University in Lithuania Mateo Jerry is an instructional designer and researcher at foundation a polytechnic code in Milano in Italy and Laura Palacena is a graphic designer and learning e-learning developer also at foundation a polytechnic or demilado So I See some names are being some numbers are being added So the micro he conference track has two more sessions at two o'clock central European time on technology powering the future of micro credentials and At four o'clock on the impacts of micro credentials on institutional processes I'll give you a short overview of the micro he project. So The micro he project is Investigating the potential of micro credentials to transform the European Higher education landscape from the perspective of policy technology pedagogy and institutional strategy we are eight partners from all across Europe and The components you heard already in the keynote speech so Learning credential is a documented statement made about a person's learning by another person or institution The micro credential is a sub unit of a credential a short learning program leading to a micro credential Typically has a workload of between 25 and 30 300 hours or one and 10 easy to ask most higher education institutions are only beginning to adapt to the trend of unbundling of education and Micro credentials institutions are lacking practical practical already existing examples of short learning programs and micro credentials institutional chain of command is often missing for short learning programs rules are unclear a business model is missing and Flexibility personalization and recognition are critical when using short learning programs to respond to the demands of the labor market what we did we developed a micro he metadata standard, but you don't even need to bother Because it's already retired It's been Consumed in the new Europe has learning model in the European digital credentials Infrastructure so they have taken up what we have developed. We developed the macro credentials standard on the basis of Esco Esco is the multilingual classification of European skills competences qualifications and occupations and After we developed this metadata standard We realized that technology actually is the easy part getting institutional processes for issuing and recognizing micro credentials right and using harmonized vocabularies is even more challenging than creating a data standard and One strength of micro he that is in Contact both with DG education youth and sports and culture from which we receive our funding and with DG employment Social affairs and inclusion which is responsible for Esco and your past. So we are in at the intersection of different Parts of the European Commission with our work There are high expectations relating to Micro credentials. So Those are statements from a Delphi study that we did Micro credentials will decrease skills mismatch and enhance employability and contribute to better career planning They will enhance student motivation. They The underlying metadata on skills and competences Will enable learners to express learning outcomes beyond mere participation certificates Micro credentials contribute to the well-being of society are helping students to prepare for jobs that do not exist yet and They help and typically anticipating future needs. So the participants of our Delphi study very much emphasized the The goal of the social development goal for ensure inclusive and equitable quality education and promote life-long learning opportunities for all We realized that Developing a micro credential strategy both for offering online or blended a short learning programs to students and the wider public and For recognizing micro credentials will be key to a successful implementation of the European universities idea and in fact one of The members of our consortium is now exactly implementing the micro credentials Strategy in their European universities consortium ECI you you'll hear about it in the Session at four o'clock That was the short project overview now to our specific question in this workshop The dilemmas students love flexible learning pathways and new the new possibilities that MOOCs and micro credentials bring about they will take Unlanding for granted students expect their university to recognize micro credentials and to open up their sometimes rigid curricula but H EIS are Reluctant to change. So how can Higher education institutions strike a balance between flesh flexibility and rigidness and guarantee that an awarded degree means high academic and professional standards so students expect From micro credentials more focused content more practical learning experiences more updated information more personalized learning More open access to knowledge more flexibility in planning their studies But open learning recognition is quite tricky. So on the left side, you see the traditional Erasmus exchange setting and on the right side with virtual student mobility and Learning opportunities that do not always come from quality assured higher education institutions, but from other outlets as well You see that it's much more much trickier. We have a lack of trust and transparency And So the idea is to Give the right information to the right people so that they can prepare so students want to display accumulate accumulate transfer credentials using a learning passport or some similar tool Higher education institutions need sufficient Information about a credential to make an informed and consistent decision on recognizing open learning as a CTS credits towards a degree program and Open education providers Need to know which information they should provide and which formal requirements exist regarding work load learning outcomes assessment idea verification Eq that f level and other things and Why are we doing this because? The future labor market will demand the t-shaped professional so the The Students will or the graduates will need the In-depth Qualification in their field so they have a bachelor or ma in chemistry and The masters maybe but they will also need the ability to act successfully across disciplines context and systems so One example is Industry 4.0 automated production. So we don't need only an engineer who is An excellent Electric engineer, but they also need to know have a systemic thinking need to have understanding of other fields and so our vision is that Micro credentials are generating value for the learner for the graduate as well as for the employer so we will still have At the core the University program and degree the Bachelor of Engineering, but this will be supplemented with a pre-internship maybe interest-driven Micro-credential on artificial artificial intelligence Part of the bachelor is actually of often an internship with or without ECTS So there might be some more internships and then the student might want to choose specific short learning programs for these the skills development that They are interested in and then they will do a master's program maybe and All this is to prepare them for jobs In the future that do not even exist today And all this is is happening at the we call this a strategic triangle So higher education institutions are on one side the world of work and on top are the students or employees and These three Aspects have to be considered Now I to conclude on my presentation. I have a quote by Maria stitchy Damiani and she is in the workshop as well. Hello, Maria We had a In October micro credentials digital credentials masterclass on an invitation only and I have a quote from her. She says We should consider adding a new section on micro credentials to the European standards and guidelines Just like a new section was added in Paris for 20 degrees Why not think about half a page on micro credentials on the basis of the European standards? We need to add a supplement to the micro credential Which would indicate the learning outcomes the level the number of credits the quality assurance and the teaching and learning approaches Then we would be fully aligned with the European higher education area this common standard would facilitate micro potential adoption so so far from from me I Would like to give instructions to those who have joined late so Let me see can I I go back to this slide We have four workshops and Please indicate which workshop you want to participate in by going on the participant list you activated on the bottom of your screen And then put the number of the workshop that you want to participate in in front of new your name by renaming Okay so that's All I wanted to say and then I would like to hand over to Manuel doldover who is Founder of code University And he will tell us about their Novel approach to University education Manuel the floor is yours Thank you very much often and thanks again for inviting me and giving me a chance to collaborate here It's it's really interesting because you were the reason for me to think about micro credentials Again and more extensively. I mean I've tried to follow these discussions, but Because you invited me I realized how much this whole Discussion and the development has to do with with code and what code is and what we're trying to be So before I dig deeper into that let me quickly Tell you a little bit about code in general very quickly We are a private University of Applied Sciences in Germany founded in 2017. So we are very young still We now have 350 students from 65 different countries So we are a very very diverse community But apart from German students, there's no really no other prominent country. So they're really from all over the world We are going to take in our fourth generation of students this year Probably then growing to a community of roughly 500 a little bit about 500 students And they're enrolled in three study programs Which is software engineering interaction design and product management all three undergraduate programs In addition to that we offer not only offer but we kind of force our students to attend courses in what we call our science technology and society program Which is our way of confronting students with The difficult relationship between technology and society and the impact technology has on society We want them to to think critically to make critical judgments and to learn to have an informed opinion about the world to be able to to yeah to act on this and Maybe let me take a step back and talk about why we're doing this which brings me then to to the topic of Micro-credentials and how we have interpreted this this approach and incorporated it into our learning concept When we started founding code, we thought it would be a good idea to actually Ask people what they would expect of a graduate from a modern university these days and we talked to HR people We talked to founders. We talked to managers. We talked to entrepreneurs and we always Expected them to be quite specific in What they would be looking for in the code graduate But the answer we got most of the time was Well, we can tell you what we're looking for today But if you are asking about the future like 10 or even 15 years into the future, we have no idea To be honest, we don't even know if our company or business model will still exist Let alone what technologies will be important to us what methods will use so We can't help you and We kept digging and in the end what we what we ended up with was a bunch of not very surprising T human traits and capabilities competencies that many of you will recognize as part of the Discussion about 21st century skills like the ability to creatively solve problems the ability to Collaborate and communicate in teams because you're not solving these problems the meaningful ones on your own and in teams means in interdisciplinary and interdisciplinary and international teams the ability to to Have something like not just critical thinking because most of the time thinking is not enough you have to have the ability to come to a judgment and then act on it which also requires an entrepreneurial mindset and Behind all that is the the drive to keep on learning throughout your entire life basically Hopefully driven by your own curiosity. That's why as Jochen mentioned What we are trying to to offer to our students is a curiosity driven educational concept and this is Where it's where it's getting interesting for our discussion because we said one thing that was really clear to us when we Try to implement our learning concept and carve out the details was that it wouldn't matter Where students learned or how students learn the things they they learned But just that they could Demonstrate that they had a certain competency and competency for us means it's not enough to just know things You have to know things and you have to be able to apply them Apply them in a meaningful way So that actually means for code we had to solve the problem of how to recognize Things that people had learned before they even came to code no matter where they learned them. So Of course, there's a there's a system in higher education in Europe where you can Recognize credits that people have acquired at other universities But the more challenging part especially if you talk about subjects like soft engineering is all those people who are basically self-taught Who learned most of the things they have the competencies they have on their own or on the job or in other? informal settings So so we said this is a key element of code that we don't force students to to be present in a classroom But give them a chance to recognize the things they've learned Wherever and however they've learned them And that had a huge impact on the way we do assessments. So basically we don't have any written tests We don't have any multiple choice tests Assessment at code is always basically a conversation between a professor early an expert and a student where the student Needs to demonstrate the knowledge and the competency they've acquired and how they applied them in a project or in a practical context That was for students who came to code But it also means that at code students can choose how they learn while they're studying So for example, it's not unusual for code students to plan ahead to go in an internship for a couple of months And before that sit down with a professor and talk about what they will be working on in this internship what they what technologies with methods what topics they will be concerned with and basically kind of Coming to an agreement with a professor on how to demonstrate the things they've learned So they can use their internship to acquire new competencies and then just need a certain setup For the to demonstrate to the professor that they've acquired this certain competence And that's how we can formally acknowledge these competencies and give the students the credits they've earned for it so in a way what we did with this Chance to recognize formally and informally acquired competencies and allowing students the freedom to choose What their learning strategy and the setup would be they prefer we've kind of created a sort of micro credential ecosystem within code That also includes the fact that students can choose Choose modules topics competencies they want to acquire from all three study programs So we're not forcing them to take a certain path We we are encouraging them to basically build up their own their individual competency profile Using competencies from all three study programs because again one of the results of these interviews We did in the beginning was there is no single perfect profile for any of these professions it's oftentimes that The people who have a profile that is in between Professions that can build bridges among professions are the most and most interesting ones So we wanted to encourage students to really look at themselves look at their own curiosity and find out What they wanted to learn and then create a system where they would get a lot of support from professors To actually learn the things they want to learn and also figure out How to how how to learn them in a way that is suited to their personality to their circumstances and to everything That is related to to them as learners So in a way we try to build a unit an educational institution that is not centered around the teachers as Most institutions are but centered around the learners the students and the professors the teachers Would more would not see them as as first and foremost as actually being teaching to students, but More supporting them on their individual learning journey, which also means Counseling them on which modules which competencies to add to their existing profile Maybe making them aware of gaps that they have in the profile all these things would be The responsibility of a professor at code who would sit down with a code student on a regular basis to actually have these kinds of discussions That doesn't mean that we're That we're not teaching but it's usually demands driven So our professors teach whenever they see the students need this kind of input What we're also doing is we are trying to include all the learning resources that are already out there and By the way, because the question came up in the chat We're doing everything in English that means we have a vast amount of learning resources that we can use that we can integrate into a learning concept where we don't need our professors to to give give a presentation the 150th presentation on some introductory topic because it's already out there and probably in a better quality that we can have so it's more like also giving students the ability to find meaningful and good learning resources and Integrate them into their learning So in a way as I said, we've created something like like a micro credential ecosystem students can choose Learning goals from all three study programs that includes the SDS program, which is Science as I said that the science technology and society program. It's not a study program of its own it is mandatory for students in all three study programs and It is basically to try to to help students acquire very basic competencies of learning how to write Scientifically how to think Scientifically how to develop an entrepreneurial mindset and a critical judgment ability so they can actually Make sense of the world connect the dots and then have a meaningful opinion and informed opinion on topics critical topics and especially in our case on topics related to the relationship of technology and then society in general and In this SDS program again It is the student who is in the driver's seat who has to decide How they want to demonstrate certain competencies how they want to acquire these competencies And also how they want to demonstrate them Whether they want to write an essay whether they want to give or teach to other students whether they Want to organize a conference whether they want to learn a specific task and then demonstrate that that is all up to the student and this also requires the student to Think a lot about themselves and what they want to do what they want to learn and how they want to shape their individual profile That also means that we've been struggling with a lot of things Because we often times we are confronted with students who come to us and They have already studied at other universities. They've successfully passed modules and courses they have some ECTS they bring along and We're sometimes struggling because on a formal level We would be required to just accept these credits And we do if the student insists we definitely do Do that but on the other hand we often see that the competencies the proficiency levels that students have acquired Doesn't really meet our standards because for most educational institutions that we've seen so far It is enough to know things and to just reproduce the knowledge in a written or in an oral way What we want to see is students being able to Actually apply the knowledge in a meaningful way and that's most of the time the missing part or it's the other way around that students Know how to do things but they're missing this reflective perspective on their own doing because they're self-taught So they're modeling through they're making things work, but they're not really aware of how these things work So we're in constant discussions with our students Hopefully in a way that that helps them learn and realize what's still missing on Why we on the one hand would probably be forced to recognize credits they bring from other universities But we would still encourage them to To go through another learning journey and see if they can maybe reach a higher Proficiency level that we would encourage them to do or that it is not enough for students to just be able to solve problems using technology as long as you're not able to reflect on the On how you do things the methodologies you're using because that again would be a requirement for continuous learning so This is where we are right now We've been trying to adapt based on our students feedback on our own experience the learning formats We are working with and and one key format that we've discovered is what we call a guild meeting that is basically students coming together and Talking about a certain subject So at the beginning of every semester students choose a topic They want to work on basically as their project and they form teams around this project Interdisciplinary teams from all three study programs and then they start working on a solution or trying to understand the problem They're they're working on and while doing that they will discover a lot of things that they don't know or they're not able to do or Maybe where they're not able to link the theoretical knowledge They have to the practical challenge facing and that's where they come together in these guild meetings to discuss these problems and challenges they're facing and that's really that they're struggling with with implementing Solutions or that they have something that works, but they don't really know why and This is again where the professor is more like a moderator than the teacher to make sure Students actually get some helpful feedback either from other students or from the professor to move on in their learning journey and With these Projects we we see a similar challenge as with the recognition of prior learning is that sometimes students are really happy with the success of their projects and Still fail an assessment because again We see that they're not really that they haven't reflected enough on the competencies They've acquired or they haven't acquired and that they Created an amazing outcome that there's actually something a prototype that's working and MVP is something that's gone live Even people who already have some customers with what they build or earning money But still the understanding of the methods and technologies. They've used is not enough for for what we're looking for and and I see a lot of Lot of these topics related to to challenges in this microcredential then general microcredential ecosystem that that John talked about and That that I think we will would all like to see so one thing is that how do I know which Which competency or proficiency level actually is behind some kind of credential Is there a way for me to easily find out whether this is actually the standard? I'm looking for Is one of the challenges that we see all the time Either for students as I said that bring these credentials from somewhere else or for students that acquire them within our own learning concept or learning system and Behind that is one of a very fundamental question that I would love to hear everybody's thoughts on and that is What is if we think about this credential thing as a kind of a universal? currency for For things you've learned for learning outcomes What is it that we're actually trying to measure and so again? This is something that we're struggling with at code Basically every day to really be very clear and precise to ourselves and to our students in What is how is how does successful learning actually look like and how do you measure that once you've accepted that? It's not just about the reproduction of knowledge. You just somehow scrammed in your head and now are able to reproduce So for us as I said, it's usually that we that we still ask students to go to a quick demonstration of Competencies they've acquired Even though of course we would accept any things we need to be formally are required to accept But most of the time one students are in this situation where they need to explain the competency They've acquired and demonstrate how they would Apply their theoretical knowledge to solve meaningful problems in practice. They realize that they're still something missing That means for us that assessments take up a lot of our time a lot of time and energy from our professors That's that's why I chose also this topic for for the workshop That I that I will be will be hosting after my talk and it is still something that I'm that I'm struggling with to if we think about code in the future because The more students we have the more energy our professor spent on assessing and the less time They actually have to consult students to support them to teach them and to work with them on an ongoing basis Maybe as a quick look into the future I don't one thing that that we've discovered for ourselves is that what we're doing is not really scalable So code is definitely not a model where we could say let's wrap this up to 10,000 students because Being in this community having this close relationship the individual professors were able to understand where you are in your learning journey Where you learn things being able to observe students on their learning journey is a very is a key element So so this is one thing and the other thing that we've not really been able to implement so far What would love to have more is peer-to-peer Assessments what we already have is peer learning a lot of students support each other because they're experts in some aspect And they teach other students or they learn from other students who are already already ahead of them But I'm still wondering is there a way to integrate forms of peer assessment to this idea of Having some kind of micro-credential ecosystem So it's not only the professor who can formally acknowledge Competencies that people have acquired but other people can can give each other these kinds of kinds of credentials in a meaningful way Of course while avoiding any kind of fraud or a deterioration of proficiency level expectations That's just one thing that that we are we're struggling with or That we're working on that we were trying to to find answers to and I'd love to hear everyone's perspective on especially the role of professors in this kind of of ecosystem where Maybe as a summary it shouldn't matter where students learn things it shouldn't matter how they learned them It shouldn't matter in which environment they've learned them as long as they were able to demonstrate The knowledge and the competency they have acquired In the setup that that we can provide Yeah, I hope this gives you an insight into into code and their learning system we're trying to build and also Build some some bridges to the discussions about micro-credentials in general and what they mean for for us as a very young university of applied sciences So trying to incorporate this curiosity driven learning concept And recognizing and focusing really focusing on learning outcomes and not on the time Students spend when they're learning when they're learning stuff and I'm happy to maybe Answer some some quick questions that that may have come up before we head over to the to the workshops Yes, thank you Manuel We have one raised hand Mohammed El Fati Could you please speak up unmute your microphone and pose your question Mohammed, okay, so We'll wait a few more moments in the meantime time I will Remind you of Schedule so we are perfectly on time 12 10 you Now go into the workshops workshops one to four For those who haven't done so please activate Wait Please put a name rename yourself and put a Number of the workshop that you want to participate in in front of your name Is Mohammed now ready to ask the question? I don't See it So then I suggest we go into the Workshops and we have 25 minutes for the workshops Before we go back Into the plenary and have a short results sharing session Alistair. Are we ready to go into the workshops? at the moment there are still about 12 people who have not put down a workshop number in front of their name and in just a few Seconds I'm going to put you randomly into a group so Last call otherwise you will be in a group At random in fact, I'm doing that now. Okay any other questions to Manuel while we're waiting So the teaching language question was answered so there was a Comment from Osila gets looks like the critical critical thinking subject in English colleges So that was referring to the science technology and society Part of the curriculum, right? Yeah, that's that's exactly where we got some inspiration for this There's actually study programs that are called science technology in society We sometimes also calls it call it like digital humanities Still trying to figure out what exactly it is, but we definitely have some inspiration from these Okay, we're ready for group work Okay, and What's gonna happen here? I'll just put my video on so you know who's talking what's gonna happen here was I'm gonna press You to go to your group rooms. You will go that you have to accept the group room invitation You'll get a little pop-up and they'll say do you want to go to group room number one or two or three or four? You just say yes and go there and we'll call you back in 25 minutes So here we go Just click and accept the offer Yeah, wait a minute Also the live Streaming Okay, so The we in our Workshop at least had a Not so surprisingly there were not so many voices voice contributions But we have the contributions on the Google sheet that we created Let's see from the other groups What results they have first Someone from the first workshop The role to change the role of university teachers for learning an assessment of Manuel Who would like to share? Yeah, I'd be happy to can I can I share my screen would you allow me to share my screen? That would be great Host disabled is a screen sharing hold on hold on hold on You should have I thought you were already enabled for that You should You are oh, no, no, you're gonna be co-host. Yep Yep, I'd forgotten to make you co-host off you go. Thank you. So we created a mirror board To collect ideas and talk about them So let's say we mostly managed to raise questions and Didn't find a lot of answers But that's just because most of these questions are very profound and have been discussed cast for quite a role So the questions that I that I started with is what's the most important role of a professor in this microcredential world? It's definitely a changing role But the question is what was it and I also started with mentioning that for us at code One of the challenges how do we make sure that the professors don't spend most of the time assessing students? because they come with new newly acquired competencies from everywhere and basically just want One the one the official approval so so to speak So one of the issues that was raised was how do we create? How do we make it easier for professors to accept this new model to accept it to build trust to maybe help them with a shift of Mindset that's necessary to not just say, you know what I haven't taught you So how should I know what you what you're capable of doing? How should I explain why should I accept something you've learned somewhere else? One of the participants mentioned that this might be specifically a German problem Which I can agree, but it's probably also a problem for other universities or other countries as well One thing that might help is that professor get an insight into how students actually arrived So maybe one thing that could be helpful is that if microcredentials not just show Basically the title of competency acquired But maybe also give insights into how the students arrived at that what the learning journey looked like Another participant mentioned that it might be helpful to have projects project outcomes Actual things you can look at where students applied the knowledge or the the competency they've they've been credited with the microcredential Then of course the question What about microcredentials for teachers is it also something that can That can demonstrate what what teachers have what area of expertise they have but also what what pedagogical Qualities they have and and competites that they've acquired. Is it something that only is important for students? But or could we use this also for teachers? And then there were some specific questions, of course the general question of interoperability How do we connect practices in this in the university landscape? So people actually accept these things and they connect to each other and then some some Remarks towards that it's easier to to hand out credentials to actually be aware of the Competency students have in smaller groups and how do we manage big groups? How do we maybe even integrate peer assessment? So it's not just the professor, but also other students. Is there a way to implement such a system? Yeah, these were the topics that that we discussed in the workshop Please if if I missed some of the the topics For all the other participants in workshop one, please unmute yourself and maybe share your thoughts that I missed right seems I Covered everything. Thanks Okay, so Elena on your workshop the value of digital credentials for assessment and recognition in higher education Could I be the last one? I'm just finalizing the slide. Thank you Lauer and Matteo on expectations on the future of micro credentials Yeah, sure it was a very interesting conversation and I can also again share some of the findings with all of you sec Okay, we use a pilot. I hope everybody of you is seeing now So our workshop was about Expectation of the main stakeholders of of the project and related to to the micro credentials and so We got back to our work done with the interviews with students higher education institutions in terms of teachers researchers dean record There's one employers and regulators. So we ask the participants that they have been very active to Say, what do they think in their experience? that students expect from micro credentials and same for the other three categories and Some of the findings are quite in line with with the findings of the the work we did with interviews months ago, especially for instance flexibility for students and The fact that learning has to be quality driven and so the micro credential can provide a proof of the value of such high quality learning. So that's that's something very important for them and Again the relationship between the the university and the labor market is very Important when dealing with micro potential for students because for them And they are a way to respond better to the needs of the labor markets and providing them for the jobs of tomorrow So this is again also with having updated learning that can be very quickly identified and in this small bits and Again ability to focus on competence development. And this is something that goes also with Employers so soft skills soft skills development and risk killing of Employers for instance is something that it's extremely important for companies and for students and also for regulators if we Talk about for instance unemployment so government governments are Obviously worried about the level of unemployment in Europe or in the world war nowadays. So Micro potential are seen as a way of maybe not solving issues, but Supporting to solve issues in the labor market in terms of skills mismatch upskilling risk killing and so on and Funnily enough the participants to our sessions were quite shy and and saying about expectation in the higher education institution Although most of the participants here are from such institutions, but After having been a bit pushy with them They say that maybe there they want some ability to control and control as you can see here with the emoticon It's something that worry. We don't like very much in academia But it's true that that this might be helpful, especially when dealing with institutional recognition and To speed up the process of Accepting students for instance from other institution for other countries and it's not written here but we in the chart someone else say that this helps also in reducing the bureaucratization of Anything that is related to mobility of students that this was another finding we had in in our research at through the interviews and I Don't know if there is something more to be add here So I can switch to the other finding that are Related to the future of micro potentials in terms of adoption For those that may have Read the report we've wrote for my review We ask it to the interviewers. How do they think microcredential adoption will look like in 2020 or so next year because we did it in 2019 or And but now we ask it to the participants to the workshop When do they think? Microcredential will be fully adopted and at least in European level. So most of people as you can see here from this red heart say that 2030 is the reasonable year for that and so in 10 years and so it was quite funny because when When we ask it to to our stakeholders in the in the interviews of micro he About about that Somebody say with a very negative attitude that nothing is going to change. It was 2019 and I don't know who was this guy or girl But something has changed and I'm sure that micro credentials and the lockdown have some Strong relationship as well that might be worth exploring Because the the future of education is changing very fast nowadays That's all from my workshop and I wish to thank very much all the participants and Michael The Laura Balacina that helped me in preparing it and in in managing it Okay. Thank you, Mateo so that Me now share our results So We said for a student next students expectations that the students in a driver's Seat they want to make their skills visible and validated through micro credentials But there was a voice that said they want to have valuable credentials and Nowadays they the most valuable credentials they get is still a university degree They want additional qualifications Online or robust assess assessment and ID verification is an issue But the technical systems are there and it's All solvable Those students want to take micro credentials and then be able to stack them into a formal qualification This is a question We said that a free-for-all will not be the solutions and but rather they will There will still be Requirements to get a certain degree So employers want to have employees that are t-shaped that are have deep Knowledge of their field but also universal knowledge future skills and Education institutions need to prepare students to be providers of services in the future not employees Flexibility is key so people will have to change jobs several times in their life and need a portfolio of different knowledge and skills and then As part of the European Digital Credentials infrastructure Infrastructure there will be a register of trusted education providers Accredited education providers in some way and they will have to prove that they have a trusted assessment methods This is all from our group and then I invite Elena to share from her group results Yes, just a second You should be seeing my slide We were discussing of the micro credentials and the Slice we cannot see them Okay Yeah, can you know can you see them now they're coming up just a second There's Bandwidth problem, I think so that's it's coming very very slowly All right Do you see them now? Nope. No here we are. Yes. Off you go. All right excellent. So We were discussing the Acceptance of digital badges at the universities how they're used I presented in my university case We researched the database Moodle to see how many digital badges were issued by our teachers for the students and Their metadata descriptions and found out that they're very poor descriptions having very limited information and After that research we worked out a standardized metadata template digital badges to be issued at the university by any teacher and I asked the experiences of other higher education establishments across Europe and We found out that in Poland in Latvia in Also Japan Ah Digital badges I'm not exactly trusted and used within the university setting, but They are Considered and being used In outside university, but university related professional development courses and so on so and they are Valued by the employers and by the learners themselves and We also Thought that digital badges could be More accepted by the universities if their metadata would be richer or more confirming to the high education quality requirements and In that case digital badges could more contribute to the assessment and recognition systems within higher education So Yes, this is our short Group feedback Stop sharing yes Maybe somebody from our group would like to add something all right Yeah, yes So, thank you very much So our time is up and I'd like to Give you just the information on the To consider to following micro he micro credentials sessions, can you see my screen? Yes, you should and Then I hand over to Alistair for closing the session. Thank you And thank you all for participating. It's over overwhelming and Really good It's really rewarding to have you all in this session and in the conference