This item introduces two major concepts to the badge ecosystem. The first is the idea of 'endorsement', which "promises to resolve recurring questions about the “credibility of badges” by providing third party validation that can be formal (like accreditation) or informal (“fits our purpose”). Endorsement can also strengthen collaboration, increase portability and encourage the development of meaningful badge ecosystems." The second is the idea of a 'recognition network' where issuers recognize each others' badges (and hence would allow each others' credentials to be stacked with their own).
First Monday has devoted this month's issue to the Emoji, from which I select two articles to highlight. This article describes how candidate emoji are propossed and approved by the Unicode Consortium. " Unicode’s codespace has 1,114,112 code points. While Unicode Standard 11 contains just over 137,300 characters, there are a finite number of code points." This has led over the years for the encoding not only of minority languages, but also for the inclusion of a wide set of cultural touchpoints in the unicode emoji specification itself. Additionally, there's a nice subtheme in this article where "political economy of communication focuses on how power manifests in these constitutive moments where specific arrangements of communication technologies are cemented."
First Monday has devoted this month's issue to the Emoji, from which I select two articles to highlight. This article looks at the blending of emoticons, emoji and stickers under the heading of 表情 - biaoqing - in Chinese culture. This is "an umbrella term that brings them together (along with other sort of images) in virtue of a popular understanding of their shared usage: ‘expressing emotion’, complementing and enriching the textual communications mediated by computing devices and digital media platforms." The article also describes the creation of unique or custom biaoqing, which suggests that this is an ongoing phenomenon.
Aaron Davis pulls together three links with a common theme: the idea that learning depends first on the learner wanting to learn, on motivation. This is for me an important ground for endorsing learner-led learning. The posts collected include a Dave Cormier post from 2014 on whether students care, Simon Sinek's book Start With Why, and Brad Gustafson on starting with people.
This short posts contains a number of links and references regarding microcredentials from a New Zealand perspective, including an Education Central NZ report on the rise of the micro-credential that "summarises the three pilots undertaken and some of the rationale in NZ adoption."
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