Reimagining hiring with Open Recognition

It’s the first day of my three-week holiday so of course I woke up before 6am and I’m writing a work-related post. The reason for this is that on Hacker News just now, I saw a post entitled He who submits a resume has already lost. It’s not only a great title, but a thought-provoking post.

The author, an anonymous blogger who goes by ‘Resident Contrarian’, points out how sending out CVs and resumes is in no way to the benefit of job-seekers:

An [sic] group of 50 applicants submit resumes for a job. 10 or so of them are delusional, and get cut… Of the remaining 40, 35 are rejected… This leaves five candidates… Four of those candidates will eventually be rejected, leaving a best-of-50 candidate who will be paid as if he’s barely qualified.

Last week, I wrote that ‘hiring is broken’. I stand by that. However, we can at least partially solve this problem with Open Recognition based on Open Badges, and Verifiable Credentials. This approach allows us to not only foreground knowledge, skills, and understanding, but also behaviours, relationships, and experiences. I’ve written about this before, as has Laura, but here’s some additional reasons why we need a different approach to hiring, specifically:

1. Levelling the playing field — by encompassing behaviours and experiences Open Recognition paints a fuller picture of candidates, ensuring that employers can unearth hidden gems — and not just those who went to the best universities.
2. Trust, but verify — Open Badges offer transparency and authenticity, covering not just knowledge and skills, but also the relationships that underpin successful teamwork. For instance, a candidate might showcase their coding skills alongside their mentorship experience in a community coding club, offering proof of a well-rounded skillset.
3. Bias reduction — by taking into account personal qualities, Open Recognition can help hiring managers make more equitable decisions. For example, a candidate’s demonstrated leadership in a volunteer organisation could be weighed-up with their formal education and work experience. This ensures that qualified candidates from all walks of life get their foot in the door.
4. No more unpaid labour — “it’s a full time job to apply for a job” is a truism. Open Recognition using Open Badges and Verifiable Credentials streamlines the job-seeking process. It reduces the burden of unpaid labour, so instead of spending countless hours tailoring CVs/resumes and cover letters, candidates can focus on what matters. This includes forging meaningful relationships and engaging in valuable experiences rather than filling in online forms.
5. Mutually-beneficial match — a more transparent hiring process accounting for the full spectrum of a candidate’s strengths works both for candidates and employers alike. For instance, a company seeking a project manager with proven leadership abilities and a history of successful collaborations might quickly identify a candidate who has earned Open Badges in project management methodologies and documented their team-building experiences.

I’d really like to fix hiring so that my own kids don’t have to deal with the soul-crushing reality of applying for jobs as it is in 2023. By embracing a holistic approach to hiring through Open Recognition, I really do think we can create a more equitable, transparent, and more human approach for everyone involved.

If you’re eager to explore this further and discover how you can get involved in the world of Open Badges and Open Recognition, head over to badges.community and join the movement!

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Open Recognition + Critical Pedagogy = empowerment, dialogue, and inclusion

At the crossroads of education, social justice, and personal development stands critical pedagogy, a concept associated with the Brazilian educator and philosopher Paolo Freire. His conviction was that education should be egalitarian, democratic, and transformative; his work has had an outsize impact on my educational philosophy. Critical pedagogy emphasises the significance of dialogue, critical thinking, and active participation. The further I delve into the world of of Open Recognition, the clearer the links with Freire, both in essence and practice.

In Pedagogy of the Oppressed, Freire states that:

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.

Open Recognition, like critical pedagogy, is about empowering individuals to take ownership of their personal and professional development. The approach not only foregrounds knowledge, skills, and understanding, but also behaviours, relationships, and experiences.

Freire believed that through open and honest conversations, individuals could challenge existing power structures, question assumptions, and engage in transformative learning experiences. Similarly, Open Recognition offers a way for individuals to engage in meaningful conversations about their skills, experiences, and aspirations — using language and approaches that make sense to them.

In facilitating dialogue over power dynamics, Open Recognition nurtures a sense of community and belonging. It empowers individuals to share their stories and learn from one another, and this exchange of ideas and experiences not only contributes to personal growth but also fosters a sense of collective responsibility and solidarity

Critical pedagogy is grounded in the belief that education should be a vehicle for social change and empowerment. Open Recognition aligns with this vision by providing ways for individuals make meaningful contributions to their communities, challenge the status quo, and actively participate in shaping their own futures.

So it’s fair to say that Open Recognition and critical pedagogy share a common goal: the empowerment and transformation of individuals through dialogue, inclusion, and active participation. By explicitly embracing the principles of critical pedagogy, it’s my belief that Open Recognition can help create a more inclusive and equitable world.

If you’re interested in Open Recognition, critical pedagogy, and doing something different than the status quo, I’d highly suggest joining badges.community!

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Embracing the Full Spectrum: towards a new era of inclusive, open recognition

Earlier this month, Don Presant published a post entitled The Case for Full Spectrum “Inclusive” Credentials in which he mentioned that “people want to work with people, not just collection of skills”.

We are humans, not machines.

Yesterday, on the KBW community call, Amy Daniels-Moehle expressed her appreciation for the story that Anne shared in our Open Education Talks presentation about her experiences. Amy mentioned that the Gen-Z kids she works with had been excited when watching it. They used the metaphor of showing the full electromagnetic spectrum of themselves — more than just the visible light that we usually see.

It’s a useful metaphor. Just as the electromagnetic spectrum extends far beyond the range of visible light, encompassing ultraviolet, infrared, and many other frequencies, the concept of Open Recognition encourages us to broaden our perspective. As I’ve said before, it allows us to recognising not only knowledge, skills, and understanding, but also behaviours, relationships, and experiences

I remember learning in my Physics lessons that, with the electromagnetic spectrum, each frequency band has its unique properties, applications, and value. Visible light allows us to perceive the world around us. Ultraviolet and infrared frequencies have their uses in areas such as medicine, communication, and security. Other creatures, such as bees, can actually see these parts of the spectrum, which means they see the world very differently to us.

Similarly, it’s time for us to see the world in a new light. Open Recognition acknowledges that individuals possess diverse skills, competencies, and experiences that might not be immediately apparent or visible. Like the ultraviolet and infrared frequencies, these hidden talents may hold immense value and potential. Instead of doubling-down on what went before, we should be encouraging environment that embraces and celebrates this diversity. We can unlock untapped potential, create new opportunities, and enable more human flourishing.

In the same way that harnessing the full spectrum of electromagnetic radiation has led to groundbreaking discoveries and advancements, I believe that embracing Open Recognition can lead to a more inclusive, equitable, and thriving society. By acknowledging and valuing the myriad skills and talents each person brings, we can better collaborate and learn from one another. What’s not to like about that?

Note: if you’re interested in this, there’s a community of like-minded people you can join!

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Reinventing the Fortress: using Open Recognition to enhance ‘standards’ and ‘rigour’

Imagine a formidable fortress standing tall. Long the bastion of formal education, it’s built upon the pillars of ‘standards’ and ‘rigour’. It has provided structure and stability to the learning landscape. These days, it’s being reinforced with smaller building blocks (‘microcredentials’) but the shape and size of the fortress largely remains the same.

However, as the winds of change begin to blow, a new force emerges from the horizon: Open Recognition. Far from seeking to topple the fortress, this powerful idea aims to harmonise with its foundations, creating a more inclusive and adaptive stronghold for learning.

Open Recognition is a movement that values diverse learning experiences and self-directed pathways. So, at first, it may appear to be in direct opposition to the fortress’s rigidity. However, upon closer inspection, rather than seeking to tear down the walls of standards and rigour, Open Recognition seeks to expand and reimagine them. This ensures that the fortress is inclusive: remaining relevant and accessible to all learners.

To create harmony between these seemingly conflicting forces, it’s important to first acknowledge that the fortress of standards and rigour does have its merits. It provides a solid framework for education, ensuring consistency and quality across the board. However, this approach can also be limiting, imposing barriers that prevent many learners from fully realising their potential.

Open Recognition brings flexibility and personalisation to the fortress. By validating the skills and competencies acquired through non-formal and informal learning experiences, Open Recognition allows the fortress to accommodate different sizes and shape of ‘room’, allowing the unique talents and aspirations of each individual to flourish

The key to harmonising these two forces lies in recognising their complementary nature. Open Recognition strengthens the fortress by expanding its boundaries, while standards and rigour provide the structural integrity that ensures the quality and credibility of the learning experiences within.

Educators and employers, as the guardians of the fortress, play a crucial role in fostering this harmony. By embracing Open Recognition, they can cultivate a more inclusive and dynamic learning ecosystem that values and supports diverse pathways to success. In doing so, they not only uphold the principles of standards and rigour but also enrich the fortress with the wealth of experiences and perspectives that Open Recognition brings.

As the fortress of standards and rigour harmonises with Open Recognition, it becomes a thriving stronghold of lifelong learning, identity, and opportunity. Far from crumbling under the weight of change, the fortress is invigorated by the union of these two powerful forces, ensuring its continued relevance and resilience in an ever-evolving world.

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The old ‘chicken and egg’ problem about microcredentials kind of misses the point

I’ve been online long enough to know that you should copy to the clipboard text you’re about to post as a comment. That way you don’t lose it. Don Presant’s blog ate my comment on this post, so I’m posting it here.

For context, Brian Mulligan wondered about the burden that employers/institutions face when an application that contains a large number of digital credentials. He wondered whether anyone is working on tools to ease the burden of validating and evaludating the credential.

My response:

Brian, you make good points here – and ones that have been made before. The problem is that both hiring and Higher Education are broken. And by ‘broken’ (as someone has been through the entire system and has a terminal degree) I mean broken.

So we’re now in a situation where people ask a series of questions to candidates before they look at their CV. This is ostensibly for diversity and unconscious bias (which I fully support) but also because CVs do a terrible job at differentiating between candidates.

Given that many microcredentials simply take existing ‘chunky’ credentials such as degrees and diplomas, and break them down into smaller parts, they’re not solving the problem. They’re just allowing universities to make more money by prolonging it.

Instead, we need full-spectrum recognition of individuals. We’ve been at this ever since the start of my career – first with eportfolios, then with badges, then with blockchain, and now with Verifiable Credentials. The issue is that people mistakenly think it’s the credential, badge, or portfolio that needs to be validated. It’s not, it the identity of the individual.

We’re not going to live in a world where everyone has their own domain, sadly, so we need verification systems that allow people to claim and controlled identifiers either publicly or anonymously identify them. If you think about it, you shouldn’t have to apply for jobs, because jobs should come looking for you. I think the systems that are being built now, coupled with some of the AI that Don was talking about, so I think we’re getting closer to solving all of this.

For those dissatisfied with the false dawn of microcredentialing, I’m working on a ‘Reframing Recognition’ email course which I’m hoping to have ready after I get back from holiday. It’ll help people understand why Open Recognition is a much better approach. Come join badges.community to find out why.

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Realigning Microcredentials with Open Badges

In a previous blog post, I discussed how microcredentials have deviated from Mozilla’s original Open Badges vision. This post explores some ways in which microcredentials can be realigned with those initial goals and better empower individuals and communities.

Firstly, it’s essential to emphasise the importance of informal and non-formal learning. Experiences such as volunteer work, self-directed online learning, and engaging in communities of practice have immense value. Microcredential issuers should think more widely to recognise a broad range of learning, allowing individuals to showcase not only their knowledge, skills, and understanding, but also their behaviours, relationships, and experiences.

Interoperability and decentralisation are crucial for a thriving microcredential ecosystem. Open standards and protocols can enable seamless sharing and displaying of badges across platforms. Microcredential providers need to think not only about their own issuing, but that of others. How can learners showcase learning that has taken place elsewhere? In addition, how can we use approaches such as Creative Commons licensing to encourage the reuse and remix of badge metadata? The move to Verifiable Credentials will allow badges without images, which will make collaboration around taxonomies even more important.

Thirdly, accessibility and reducing barriers to entry are vital in countering the commercialisation of microcredentials. Universities and other microcredential providers are no doubt feeling the squeeze in the current economy, but free or low-cost learning opportunities make for a more inclusive learning ecosystem. After all, the original vision for Open Badges was to widen participation and recognise different kinds of learning.

Open Recognition plays a key role in realigning microcredentials with the initial Mozilla Open Badges white paper. Along with approaches such as ungrading and Recognition of Prior Learning (RPL), we can focus on formative aspects such as learner growth and development, rather than solely on traditional summative evaluation methods. This approach can help build trust and ensure microcredentials are meaningful to employers, educators, and learners alike.

Finally, building a diverse ecosystem is essential. At the moment, microcredentialing seems to be almost entirely about the formal education to employment pipeline. However, wider collaboration can ensure the relevance, sustainability, and utility of microcredentials. Community-driven initiatives and partnerships can foster innovation, create new opportunities, and encourage widespread adoption of the original Open Badges vision.

So, in conclusion, realigning microcredentials with the original Open Badges vision has the potential to empower learners, recognise diverse skills, and foster a more accessible recognition ecosystem. By implementing the strategies discussed in this post, we can contribute to the revitalisation of the Open Badges movement and create a better future for learners worldwide.

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Image CC BY-ND Visual Thinkery for WAO

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5 reasons why microcredentials are not Open Badges in name, spirit, or ethos

I was talking with someone today who reflected that Open Badges effectively lost its theoretical underpinnings when Mozilla handed over stewardship of the standard in 2017. I think this is true, which is why Open Recognition is a much more interesting space to be now than the monoculture than is microcredentialing.

This post outlines some of what I think has been lost in terms of the extremely fertile period of time from 2011 until 2016. For those not aware, I was involved in the Mozilla community around badges from mid-2011, went to work on the Mozilla Open Badges team, became their Web Literacy Lead, and then have consulted on badge-related projects since leaving Mozilla in 2015.

Here’s my list of how microcredentialing has taken us away from the original vision, especially compared to the Open Badges white paper and subsequent work by Mozilla, HASTAC, and the Connected Learning Alliance:

1. Centralisation — the Open Badges ecosystem was designed to be a decentralised system based on ‘backpacks’. An zeal for control has led to centralised control over the issuing, validation, and management of badges. This has had a negative impact on the diversity of issuers and issuing platforms.
2. Limited interoperability — despite interoperability being baked into the Open Badges standard, some of the more corporate and large-scale badge issuing platforms have gone out of their way to reduce the value this feature. .
3. Narrow focus on job skills — Open Badges were supposed to recognise that learning happens everywhere, particularly outside traditional formal education settings. However, microcredentials are earned almost exclusively for skills which may be useful in the world of work, and issued by institutions and companies. This undervalues the importance of informal learning experiences and overlooks other important aspects of personal and professional growth.
4. Commercialisation — some organisations have taken a profit-driven approach to microcredentials, emphasising ‘brand value’ and revenue generation over accessibility and openness. This not only limits the availability of free or low-cost learning opportunities, but undermines the original intent of the Open Badges system.
5. Barrier to entry — the original vision was that anyone could create, issue, and share badges. However, some microcredential platforms have established barriers to entry, such as fees or partnership requirements, which can make it difficult for smaller organisations or individuals educators to participate in the ecosystem.

The people remaining loyal to the original, revolutionary vision of badges are all talking about Open Recognition these days. Microcredentials are ‘dead metaphors‘ which lack power in terms of human agency and individuals and communities being able to tell their story.

I’m looking forward to continuing to fight the good fight.

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Image: cropped screenshot taken from homonym.ca

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