I read Mike Caulfield's article on the web as a garden (e.g. wikis) and as a stream (e.g. Blogs, Twitter). It resonated strongly with my reading on Zettelkästen (German for 'index catalogue'). This post places the two concepts together or side by side to see how they fit.
Another possibility is that neither the stream nor the garden won the Web. What won was the index card. Look at many many different sites and what you see is index cards posted on the screen as though it was a cork board. This is what Facebook looks like (if you squint) and also what federated wikis look like. Each index card typically has an image, a key idea and a set of inbound or outbound links, with further actions (e.g. 'like' or 'retweet').
The Web is already made up of re-usable chunks. It's just that the infrastructure of the Web doesn't yet know they're re-usable. Instead of re-inventing the wheel we can learn from the rich history (mostly in German) of index card based systems for efficiently creating knowledge out of information.
A cautionary note about the blockchain hype. During the year that we have been working on this project, blockchain-based certification systems have become a hot topic (type the term into Google and see for yourself). Needless to say, much of the rhetoric has been exaggerated (and the same is true for some of the criticism). One important takeaway for us has been that the blockchain is a lot more complicated than most people make it out to be. Building applications on top of it–which is what we did–is getting easier, but there are still very few people who deeply understand its inner workings (and we don’t consider ourselves part of that group). The blockchain is not a simple solution that will fix everything that is wrong with today’s credentials. But it does offer some possibilities for improving the system we have today–and that’s what we are excited to explore. (Source)
When very smart people are challenged to explain a technology (or any concept) what does it signal? Often explanations are couched in "it's really quite simple", with blockchains, the opposite.
As silly as they might seem, Nosek said the badges served a well-established purpose, by giving researchers a visible means to communicate information about their identities, beliefs, values and behaviors. People use such signaling all the time — think bumper stickers and hipster beards. Badges give scientists a way to signal that they care about research transparency, Nosek said.
And it appears that psychologists are eager to engage in such signaling. In an analysis published in PLOS Biology on Thursday, Nosek’s team reports that since Psychological Science adopted the badges, data sharing has risen nearly tenfold in papers it publishes, reaching nearly 40 percent of all papers published in the first half of 2015. (The team assessed a total of 838 papers from the journal.) (Source)
Note that badges are applied to the papers, not to the individual.
The badges are tools for nudging good behavior, not ends in themselves. The ultimate aim is for researchers to routinely provide public access to their data and the materials underlying their work. “Once such sharing becomes normative, the badges program can be retired, having served its purpose,” Eich said. Psychological Science is just one of six journals that have adopted the badges, including the American Journal of Political Science, which recently came on board. “A big barrier to data sharing is that everyone thinks that it’s hard and no one does it,” Nosek said, adding that the new analysis undermines those claims. “A lot of people said it’s not going to work. Maybe the data will convince them.”
Contributing web resources using the appropriate licensing to give others credit.
Making web resources available under an open license.
Advocating for the web as an open and public resource. (Source)
The Mozilla Web Literacy (Link) and their general collection of Teaching Activities (Link) offer an menu of activities related to understand the web.
Built on the Mozilla Tools (Link) the activities are less a pathway, but more of a menu of activities individuals can choose, plus wrappers of Teaching Kits for those that might be running sessions with the activities.
All of them are geared towards producing something that does get published in the open, as a demonstration of a literacy or web skill, and individuals thus end up with a portfolio of some sorts.
In terms of a pedagogy, the learner choice modality parallels the idea of the DS106 Open Assignment Bank (Link) which has been transformed into a WordPress Theme github used in a variety of contexts to create "banks" of activities that can also have responses completed connected as examples.
Candidates should know Blender's history, how it became open source, and what being open source means to Blender's development and documentation. With a portfolio/reel submission consisting of stills, animations, and/or .blend files, candidates should exhibit proficiency in 7 of these core areas (Source)
Proficiency is demonstrated in a submitted portfolio for the "Blender Foundation Certified Trainer" (BFCT) (Link) .
It's not clear how first portion of knowing "Blender's history, how it became open source, and what being open source means to Blender's development and documentation" is assessed. Evidence of teaching skill submitted via one written example and one video example.
Review is by a committee thus how this material is reviewed is unknown.
Also requested is proof of teaching experience being teaching, training, or "community experience"
includes forum assistance on blender forums, IRC support, community workshops, or updates to the Blender documentation wiki
The Linux Foundation's free online "course" in Open Compliance (Link) has all the standard hallmarks of instructional design- objectives, a clear structure, an ability to navigate freely, use of audio, visual, and text.
While delivered via a web browser, the experience is no difference from inserting a CD-ROM into the tray in the mid-1990s. The "evaluation" was a true / false series of questions.
I was able to score a 90% after skipping the content.
Certified Candidates (“Certificants”) receive a Certificate ID number and a pdf copy of a Certificate indicating successful completion of the requirements necessary to achieve the Certification indicated on the Certificate. This Certificate may also be downloaded anytime from a Certificant's account on My Portal while Certification is active. (Source)
Linux Foundation certifications are managed, stored in a secure portal, referenced by unique ID, which might mean it can be verified? The portal allow downloads of an official PDF, as well as badges.
Upon launching an Exam, Candidates will be presented with an Exam console, which is composed of three sections:
Help Center Panel (left) – houses chat box to allow communication with the Proctor and buttons to Show Testing Rules, End Exam, Refresh Exam Window, and Reset Console.
Refresh Exam Window refreshes the Linux Server Terminal panel furthest to right without reloading the entire webpage,
Reset Console resets the HTML terminal application and flushes all firewall settings on the Candidate's server.
Content Panel (center) – contains Exam objectives (the exam questions, tasks, etc.), describes the point value of an objective, and displays a countdown timer for the Exam at the top.
Linux Server Terminal (right) – panel that displays the terminal of a Linux server (right). Please see below list of instructions for the terminal.
Candidates will need to perform the list of Exam objectives by executing command-line tasks on the Linux server terminal. Proctors will be able to see the Candidate's desktop and view the Candidate through the webcam. (Source)
The Linux Foundation certification is structured around performing tasks, with facilities for proctor observation. Being a technical oriented task, the assessment lends itself to automated processes.
It is also time-based (2 hours).
The RedHat certification (Link) seems to run in a similar fashion - proctored exams from a special testing station.
Red Hat’s certification program is consistent, reliable, and trusted. Exams are hands-on, making them better indicators of your proficiency. Each exam tests your ability to perform actual IT tasks just as you will on the job.
With expanded testing locations around the world, Red Hat Individual Exams can help you prove your skills and prepare for a global marketplace. You can take Red Hat certification exams as an individual exam on a secure, personal testing station at a Red Hat or Red Hat partner location.
Red Hat Individual Exams allow you to schedule an exam at a time and location that is convenient for you. Prepare at your own pace and take your exam on a testing station near you.
The Linux Foundation is the nonprofit consortium dedicated to fostering the growth of Linux. Founded in 2000, The Linux Foundation sponsors the work of Linux creator Linus Torvalds and is supported by leading technology companies and developers from around the world. (Source)
It Does Not Hurt To Have The Top Penguin Onboard
There is a distinct advantage in having the leading figures, organizations in the field aligned with a training program.