The Future of Credentials?

Following the post on the future of work, was thinking about what implications this would have for education, and the most obvious connection between work and education is about credentials. These are the signposts that tell (current or future) employers that a person has a certain set of characteristics. The most obvious example of credentials is the degree which your college/university has given you, telling the world that you meet a certain set of criteria. Often, this criteria is somewhat obscure, and may mean all things to all people, as we can see from the fact that the same credential from different universities mean different things, as seen from the value that people assign to them.

Today, a college degree has immense value for an employer, because the college degree tells the employer that the student has gone through a certain set of courses, and therefore is the right person to meet the requirements of the employers. From the employer’s perspective, the degree tells them that the prospective employee has the skills to be able to build a career. What employers look for is the assurance that the prospective employee has what it takes to fit into the grand scheme of things, to become a part of the larger picture that their organisation represents.

However, as the nature of work changes, as I said before, would such a credential of an ability to learn all things be as important? I believe that in such a scenario, where an individual would be contributing their specific quantum of work in a larger value chain as a ‘freelancer’ the skills of the individual in that particular space would become much more important than their generic ability. This means that organisations would naturally be more interesting in evidence of achievement in that specific area.

Such a shift in focus from organisations would necessarily mean that the ability to demonstrate ability in a particular area would become more valuable than the ability to demonstrate overall/generic ability. Hence, I feel, artefacts generated by individuals in the course of their learning, whether in the form of project reports, or papers authored, or creative work, would probably have a far greater impact than the degree. So, for instance, a paper written by a student on a particular topic, related to the work sphere of the student would likely have far more interest for employers than the degree or the grade would.

In other words, the evidence of achievement, in the form of artefacts, or in the form of eminence would become a far more valuable resource by which to evaluate prospective employees than simply the degree.

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Conversation Context

If you are on WhatsApp, you are probably on a host of groups, which you have, in all probability muted. Ever seen a pattern in the conversations in these groups? If someone started a group, and you connect with old friends after say 20 years, the first few days are about exchanging notes, and reminiscing about old days. After that the lull comes in the conversation, and this is when most groups become about forwarded messages or jokes.

Friends from college have a group, which is the place for college-style conversations. After a while, the conversations turn towards politics, and discussions about the world, pretty much the way it used to be back in college (boys don’t grow up, remember?!). However, due to a number of reasons, we decided to start a separate group about political/intellectual debates. Yes, intellectual indeed, even if I myself say so. Over time, the original group, which all of us are still members of has become a group for forwarded messages.

The reason is simple … context. No conversation can happen between two people without some modicum of a shared context. Take the context away, and the conversation can’t last. As college friends, we have gone different ways in our lives. However, there is a strong shared context of our time together at college, but beyond that, the shared context is that of the world around us. And hence, these are the two topics on which conversations can sustain.

In other words, context is key.


Virtual Education

Over a period of time, I have written about how virtual education can be used to address some of the problems facing education today, namely, shortage of good faculty, and the high cost of getting high-quality education to a large number of students. Few days back (which is when I had made a note to write this, but didnt quite get round to it, maybe because of the New Year holidays, but then, that would be just an excuse) I read about virtual courses offered by IITs being attended by students from other colleges (please help with a link if you could find … have been searching, but not to much avail). In this, the college from which the participating students come from decides whether they want to give credit to students for the courses they attend virtually, but if they do, then this is a step in the direction I have written about. For the participating colleges, there is, of course, the additional aspect of building the infrastructure to support the learning around these courses, in the form of labs, Q&A sessions, tests, and so on, but there is a benefit too. This would arise in the form of the content being made available to students, around which the learning then takes place.

Taking this one step further, is the possibility of building Centres of Excellence, hosted by one or two colleges, and have courses around these topics being delivered virtually by Professors from these colleges. For instance, these centres could be like Material Science, Thermodynamics, Engines and Turbo-Machines, Operations Research, and so on. Based on mutual agreement, specific colleges could be identified as CoEs for each of these, and courses delivered on these areas by Professors from these colleges, with students participating from all participating colleges. This would give the benefit of standard, high-quality education being delivered to students across the country, without necessarily replicating faculty skills at multiple locations, and enhance access as well as address cost issues.

From here, the individual colleges could take over, in supporting the learning process around these courses. This would be in the form of Q&A, homework assignments, labs, case studies, projects, exams, and facilitating cross faculty-student collaboration. In this way, the participating colleges get access to world-class content, delivering colleges build a source of revenue, and there is a symbiotic relationship between the two. The participating colleges give credits for these courses, manage the learning process, and give degrees based on their own criteria.


Blended Education

blog post I had written recently was what I was reminded of when I read this one about the Blossoms program, reason being that this was quite the type of delivery mechanism that I was talking about.

The idea here is simple … video recordings of lectures by a panel of expert teachers which form the backbone of education delivery across schools. This enables standard education delivery, while at the time making sure the best teachers are available to deliver classes to students across cities and villages, including in places where these top teachers would typically not want to go. Follow up this lecture with interactions at the classroom level, where the teacher running the class builds up on the video, and takes the students into interactions to discuss the content delivered, and ensure understanding of this content to all the students.

This logic of interactions can be extended to lab exercises too, as well as project reports, where the theoretical concepts are delivered in an electronic way, while the application of these concepts, including lab experiments, and the discussions among students are conducted face-to-face.

Needless to say, this method can also be extended to the L&D domain. The idea here being that with this mechanism, the L&D team can bring experts from across the world to the desktop of the learner, but the learning interaction doesnt necessarily end there (which it would in the classical e-learning method, which is still a dominant method in most organizations), and is extended with the learning interaction being extended to face-to-face (now face-to-face here could either be an actual face-to-face session, or a virtual face-to-face session), where learner interactions can happen, and learners can be presented with illustrations, case studies, and more detailed inputs, including, very importantly, inputs which are company-specific. These, of course, could be applicable both in traditional one-to-many training interventions, or in one-to-one coaching methods.


Social Eminence

A discussion I was having the other day with colleagues about eminence and the role of social media in creating the persona of people who are experts at things brought out some rather interesting thoughts. One of the ideas that came out was that social reputation is based on one’s willingness to share knowledge. While I completely agree with that, this viewpoint confuses knowledge with the act of sharing. One can actually share things on social media without really knowing much about them. One of the things I see, for instance, on twitter, is that the rate at which people share links must mean they are reading like probably a thousand words per minute. Quite a few people I know just glance through an article or blog, and share it on social media. This is why I say hat sometime knowledge can be confused with the act of sharing.

Another important thing to understand is that it is very easy to manufacture things on social media. You might have seen a number of quotes from Albert Einstein on the web, and I don’t know how many of them are attributable to him. Taking an instance of a talk show I was watching, the analyst on the show was quoting a long-departed leader as having said something. This didn’t quite sound logical to me, so I started searching. After much searching, I found a blog which told how a lie was fabricated and why, and how it was circulated all over the world over social media. The “fact” may find it’s way twice around the world before folks start finding out. Also, there will be a number of folks on social media who will have spread the word, and very few who would take the effort to validate. What this means is that social eminence can be manufactured, and while there are self-correcting mechanisms which are there in the social ecosystem, these methods may not always be effective in a world with a very short memory. By the time you figure out something is wrong, nobody’s really interested, and setting the record straight is a moot point.

The point I am trying to make is that we need to be selective in the sources we subscribe to, and that we need to do our research before publishing something, a thing which is seldom done.