Unboxing Micro-credentials: Certifying Your Future

 This webinar explores of the growth of the micro-credentialing movement in the context of new digital models of higher education and flexible approaches to continuing professional development. A panel of international educators known for their work in the area will share recent developments around the globe as they endeavour to “unbox” the lack of a common definition and identify some of the competing and co-existing drivers promoting new credential pathways for new times. The panel discussion aims to establish whether micro-credentials are just another passing fab or need to be taken seriously; and to what extent they will have a major disruptive impact on the existing credential ecology over the next three to five years. Some of the major challenges and opportunities associated with the emergence of micro-credentials will be explored in terms of future local, national and international developments. There will be a chance during the webinar for participants to ask questions and share their own views and experiences of the micro-credentialing movement. This is a unique opportunity for participants to learn more about global developments as micro-credentials attract increasing attention from governments and quality assurance agencies throughout Australasia and beyond.

Moderator: Professor Mark Brown

Panel Members: Professor Karen Nelson, Professor Mairead Nic Giolla Mhichil, Emeritus Professor Beverley Oliver and Professor Michael Sankey

Event Date/Time: Tuesday 3 November, 8:00pm (NZ) | 6:00pm (AET) | 8:00am (CET).

Access the the recorded webinar here.


Distance Education – Volume 41/4, 2020 

Key Focus/Theme: It is the worst—and the best—of times!

For many of us with affection for the machinery of conventional campus-based education, this is the worst of times. From Melbourne to Manchester, the COVID-19 pandemic has caused the disruption of entire education ecosystems. Economies and businesses that have thrived on the education industry are in turmoil, and many may never recover. Vanguards of the campus-based learning experience from Cambridge to Yale, which have thrived on their age-old traditions and reputations of small-group teaching and the campus-based experience, announced that they are locking up and taking their learning and teaching operations online. As a result, almost overnight, students have had to get used to learning online, and their parents have had to become tutors, while they themselves worked from home. Questions and criticisms about the veracity of distance education, and if it is as effective and efficient as the conventional classroom-based face-to-face educational experience, do not matter anymore. How should we respond to the crises that education is facing in the wake of COVID-19?

Event Date/Time: Wednesday 21 October, 10am, AEST.

Access the the recorded webinar here.


The Idea of Open Education: A Critical Review

Keynote: CIET (International Congress of Education and Technologies and Meeting of Researchers in Distance Education — 24th and 28th of August, 2020). Brasil.

Education is a public good. For without education there is no real freedom to be able to make informed decisions, to take advantage of learning opportunities and make meaningful choices that impact our daily lives. Education affords us the wherewithal to be able to compete equitably. Without being able to compete openly and fairly, there can be no real justice. So the more widely and openly accessible education is, the better are our chances for meeting goals such as those set by MDGS and SDGs. Particularly in relation to providing an inclusive and a high quality education and lifelong learning opportunities for all. Open Education is not a new concept, and it didn’t start in 2001 with MIT’s open courseware initiative. Open educational practice has a rich pedigree that goes back a long way to the emergence of independent study and distance education. See Naidu, S. (2016). The case for open educational practice. Distance Education, 37, 1–3. doi:10.1080/01587919.2016.1157010.

24th and 28th of August, 2020

Access the the recorded webinar here.

Open Educational Practices

Distance Education Across Critical Theoretical Landscapes

Distance education, as online learning as well as in other forms, was gaining in popularity before the COVID-19 outbreak but has increased dramatically in conjunction with orders to close educational institutions and learn remotely. Researchers and practitioners alike share responsibility for ensuring distance education practices now and in the future serve all the learners.

The purpose of this webinar is to examine critical perspectives in distance education, including but not limited to Critical Race Theories, Disability Studies, and Gender Studies (Feminisms/Womanisms/Genderqueer) and their intersections.

Come join authors from the Distance Education Vol. 41 No. 3 Special Issue on this topic. During this 90-minute gathering from around the globe, we will discuss criticality in distance education broadly and examine touchstones for quality research and teaching around democratization, encounters, and openness. Moderators will ask authors from the issue questions following the format of an academic panel followed by additional inquiries and discussion raised by participants.

Wednesday 26th August, 10.00AM (AEST).

Access the the recorded webinar here.


Som Naidu – Editor in Chief – DE Journal

Distance Education: Vol 41, No 1 – Taylor & Francis

Distance Education. 2018 Impact Factor. 1.729 Search in: Advanced search. Submit an article. New content alerts RSS. Subscribe. Citation search. Citation search. Current issue Browse list of issues Explore. The official journal of the Open and Distance Learning Association of Australia Inc. (ODLAA).

Access the the recorded webinar here.