Metal stamping skills cluster /

Agency partners: Illinois State Board of Education, Illinois Community College Board, Illinois Board of Higher Education, Illinois Dept. of Commerce and Community Affairs, Illinois Dept. of Employment Security.

Nursing cluster /

Project staff: Joseph A. Bonefeste, Kathryn Torricelli, Mary Mulcahy. Cf. p. [2] of cover.

Occupational therapy cluster /

Project staff: Joseph A. Bonefeste, Kathryn Torricelli, Patricia Johnson.--P. [2] of cover.

Physical therapist assistant cluster /

Agency partners: Illinois State Board of Education, Illinois Community College Board, Illinois Board of Higher Education, Illinois Dept. of Commerce and Community Affairs, Illinois Dept. of Employment Security.

Plastics molding cluster /

Project staff: Steven Kopinski, Ronald Engstrom, Louis Reifschneider.

Press operations cluster /

Agency partners: Illinois State Board of Education, Illinois Community College Board, Illinois Board of Higher Education, Illinois Dept. of Commerce and Community Affairs, Illinois Dept. of Employment Security.

Surgical technologist /

Agency partners: Illinois State Board of Education, Illinois Community College Board, Illinois Board of Higher Education, Illinois Dept. of Commerce and Community Affairs, Illinois Dept. of Employment Security.

Swine production cluster /

These standards will guide workforce preparation program providers in defining content for their programs, and employers in establishing the skills and standards necessary for job acquisition.

Telecommunications technician cluster /

Project staff: Doug Dougherty, John Kopatz, Kris Kersey.

Welding cluster /

Project staff: Steven Kopinski, Ronald Engstrom, Rick Polanin.

Developement and evidencing achievement of graduate learning outcomes in Deakin University's enhanced mooc

There is now a plethora of Massive Open On-line courses (MOOCs) offered worldwide. Whilst many MOOCs focus on discipline-specific content, little attention has been paid to how MOOCs can explicitly help participants develop generic employability skills such as communication, digital literacy, global citizenship and the like. Similarly little attention been paid to explicitly assuring the quality of MOOCs with respect to alignment with regulatory body standards. Deakin University's first MOOC, DeakinPrimer, is an introduction to humanitarian responses to 21st century disasters. It has been designed to assist participants to explicitly evidence generic or employability skills, some of Deakin's eight Graduate Learning Outcomes (GLOs) including communication, digital literacy, critical thinking and global citizenship. Other key features of DeakinPrimer include opportunities for networking with fellow participants and experts within the humanitarian field, and the opportunity to apply for credit towards the Graduate Certificate in International Community Development (level 8 in the Australian Qualifications Framework [AQF]) and for those with a prior Bachelor degree, the Masters in Humanitarian Assistance or the Masters of International Community Development (level 9 in the AQF). DeakinPrimer is designed as a test bed for a learning innovation, particularly micro-credentialing GLOs using digital badges to enable self and peer endorsement of evidence of learning. Badging is integrated in two ways. Firstly, DeakinPrimer participants build portfolios of learning artefacts associated with learning activities, then assess their work against a set of holistic, generic learning outcomes standards rubrics. If they judge their evidence as meeting the required standard, they can claim a badge (self endorsement) associated with particular GLOs. Secondly, participants can request and provide peer feedback and endorsement (using peer badges). The integration of self and peer review in the assessment tasks helps participants develop important employability skills, the ability to critically self-reflect on their own work and critically analyse the work of others and provide evidence-based feedback. DeakinPrimer is scheduled to commence in July 2013. This paper explains the way in which the course curricula has been designed to use technologies to enable participants to curate evidence of learning, and self and peer endorse such learning against defined standards.