Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America

Autor/inn/en	Farias-Gaytan, Silvia; Ramirez-Montoya, Maria-Soledad; Aguaded, Ignacio
Titel	Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America
Quelle	In: Journal of Interactive Media in Education, 2023 (2023) 1, Artikel 6 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Farias-Gaytan, Silvia) ORCID (Ramirez-Montoya, Maria-Soledad) ORCID (Aguaded, Ignacio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	None
Schlagwörter	Credentials; Foreign Countries; Universities; Colleges; High Schools; Electronic Learning; Distance Education; Technology Uses in Education; Educational Change; Higher Education; Educational Technology; Educational Innovation; Educational Policy; Curriculum Design; Instructional Design; Student Records; Usability; Technology Integration; Affordances; Mexico + Suchen Sie Ihr Suchwort? Studienbuch; Ausland; University; Universität; College; Hochschule; Fachhochschule; High school; Oberschule; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Instructional innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerakte; Mexiko
Abstract	The dynamics of change in the work environment are becoming more dizzying, given that adopting new technologies generates new knowledge and jobs. This research analyzed a case study of a Mexican university implementing alternative credentials. The method was instrumental case study research, with exploratory and descriptive categories, applying three instruments: documentary analysis of alternative credential programs, a questionnaire, and interviews with the experts involved in designing and delivering alternative credentials. In this case, the implementation of alternative credentials coincided with the reference frameworks of the European Union and the province of Ontario, Canada. Their frameworks mention the vision and institutional mission of alternative credentialing for the value offered, its definition, operation, award processes, accreditation, and quality. The case provides data for interested higher education institutions, such as why to do it, the strategy to follow, the added value offered, the elements that define it and its design, the assessment process and assignment, the timing of accreditation, and where it is recognized. This research contributes recommendations for defining and managing alternative credentials to serve as a reference for other universities interested in incorporating technology-supported educational innovations. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01