Micro-credentials remain a topic of debate and discussion across Europe, and DCU is hosting a forthcoming one-hour webinar next Wednesday, at 12pm (GMT), titled…
Building the blocks for a European Micro-Credential infrastructure: the next steps for ECIU & Europass.
The webinar will have two speakers, the first of whom, Padmasheela Kiiskilä, of Tampere University and the ECIU, will describe the perspectives of the ECIU, as a leading alliance of European universities within this domain. The second presenter, Anthony Camilleri, an Expert in Digitally Signed Credentials at NTT Data Europe, will discuss the broader landscape across Europe concerning micro-credential adoption. This event is an exciting opportunity to build upon momentum and discuss the key challenges facing institutions across the continent as they seek to engage in new forms of flexible learning. It’s also a good way to reflect on both what has been accomplished to date, but also the many steps that are still to come, in building a responsive and adaptable European micro-credential eco-system and infrastructure.
Following the release earlier in the week of our “good reads” for 2022 in the more general area of Digital Learning, we are pleased to share with you a separate collection of articles with a specific COVID-related focus. The list of articles below builds on the “good reads” we selected in 2020 and 2021. A wealth (mountain) of literature has been now been published on the response to the COVID-19 crisis and the 10 open-access articles we have selected this year provide major reviews or interesting perspectives on the pandemic experience. The articles are not ranked and appear in alphabetical order.
Top 10 Good COVID Reads
We trust you find this selection of articles useful in terms of reflecting on the educational implications of the COVID-19 crisis – if only for historical purposes.
Ajjawi, R., Fischer, J., Tai, J., Bearman, M., & Jorre de St Jorre, T. (2022). “Attending lectures in your pyjamas”: Student agency in constrained circumstances. Higher Education, https://doi.org/10.1007/s10734-022-00976-9
Bozkurt, A. (2022). Resilience, adaptability, and sustainability of higher education: A systematic mapping study on the impact of the Coronavirus (COVID-19) pandemic and the transition to the new normal. Journal of Learning for Development, 9(1), 1-16. https://doi.org/10.56059/jl4d.v9i1.590
Bozkurt, A., Karakaya, K., Turk, M., Karakaya, O., & Castellanos‐Reyes, D. (2022). The impact of COVID-19 on education: A meta-narrative review. TechTrends66, 883–896. https://doi.org/10.1007/s11528-022-00759-0
Houlden, S., & Veletsianos, G. (2022). A synthesis of surveys examining the impacts of COVID‑19 and emergency remote learning on students in Canada. Journal of Computing in Higher Education, 34, 820–843.https://doi.org/10.1007/s12528-022-09323-4
Joyce Hwee Ling Koh, J., & Daniel, B.K. (2022). Shifting online during COVID‑19: A systematic review of teaching and learning strategies and their outcomes. International Journal of Educational Technology in Higher Education, 19, 56. https://doi.org/10.1186/s41239-022-00361-7
Kerres, M., & Buchner, J. (2022). Education after the pandemic: What we have (not) learned about learning. Education Sciences, 12, 315. https://doi.org/10.3390/educsci12050315
Montiel, H., & Gomez-Zermeño, M. G. (2022). Rock the boat! Shaken by the COVID-19 Crisis: A Review on Teachers’ Competencies in ICT. Frontiers in Education. 6:770442. https://doi.org/10.3389/feduc.2021.770442
Stracke, C.M., Burgos, D., Santos-Hermosa, G., Bozkurt, A., Sharma, R.C., Swiatek Cassafieres, C., dos Santos, A.I., Mason, J., Ossiannilsson, E., Shon, J.G., et al. (2022). Responding to the initial challenge of the COVID-19 pandemic: Analysis of international responses and impact in school and higher education. Sustainability 14(3), 1876. https://doi.org/10.3390/su14031876
Sum, M., & Oancea, A. (2022). The use of technology in higher education teaching by academics during the COVID‑19 emergency remote teaching period: A systematic review. International Journal of Educational Technology in Higher Education, 19, 59. https://doi.org/10.1186/s41239-022-00364-4
Talib. A. M., Bettayeb, A., & Omer, R. (2022). Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review. Education and Information Technologies, 26, 6719–6746.https://doi.org/10.1007/s10639-021-10507-1
From the Closed Literature
The is the one article we have selected from a closed publication that also provides a useful meta-analysis of the literature.
Zhang, L., Carter, R.A., Qian, X., Yang, S., Rujimora, J., & Wen, S. (2022). Academia’s responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19. British Journal of Educational Technology, 53(3), 620-646. https://doi.org/10.1111/bjet.13191
Digital Learning Dispatches 