The university language centre as an open-badge issuer: New directions in ESP assessment and accreditation

Abstract

In the present article, we demonstrate the utility of Open Badge certifications in documenting ESP, EAP and EMI courses. Open Badges are online records of achievement which document field-specific, soft and technical skills. They consist of a visual image and a set of embedded metadata, they are endorsed by the institution which issues them and are recognized at an international level. The information packaged within the badge image file is provided in an open source format and can be shared on social media platforms, as part of an online e-portfolio, as a link on an electronic CV, and on the platform which hosts the Badge. As of 2019, Turin University Language Centre offers Badges in “English for the Social Services” (B1 and B2), “English for Administrative Purposes” (A2, B1 and B2), “Academic Writing and Presentation Skills” (B2 and C1) and “English Medium Instruction” (B2 and C1). We will argue that Open Badge certifications are particularly suited to ESP, since they provide a record of specific hard and soft skills and of innovative teaching and learning practices which go undocumented in conventional certifications and on academic transcripts. We will emphasize the “glocal” quality of these certifications, inasmuch as they are internationally recognized awards tailored by local providers in response to local demands. We will suggest that this perspective is valuable for ESP training. Although ESP learners need to be able to share their credentials on international platforms, using a common language, it is important that we do not lose sight of the specific characteristics of professional activities at a local level. We will further argue that the University Language Centre is, in many ways, ideally suited to issue these kinds of certification.

In Search for Awareness of the Needs: A study of an ESP Intensive Program for Government Official

“…Based on these core-features, the curriculum design followed below principles: 1) clear sets of English communication skills; 2) practicum sessions for speaking and writing; 3) visiting relevant government offices; and finally, 4) a great deal amount of cultural experiencing courses, such as Taiwanese traditional opera introduction in English, to provide participating officials who are expecting to be a capable international communication representative in their own offices. Besides, following the spirit of ESP course design, students are no longer seen "as passive receptacles for the teacher's expertise but rather become agent" (Spencer & Bussi, 2020). So, to foster a "learner-centered perspective" is the concern when designing this ESP program.…”

Digital Credential Evolution

“…While at the individual level, this helps students "see a pathway toward higher level credentials, toward progressively higher levels of workforce skills" (Perea, 2020, p. 23), at the institution-level, this can help with establishing shared expectations, vision, and goals. For example, digital badges can make library learning goals visible (Ekordy, 2014) or provide a record of granular and traditionally undocumented teaching skills (Spencer & Bussi, 2020).…”

Estetiske læringsprosesser i lærerutdanning: skepsis, følelsesmessig respons og faglig forståelse

“…Likevel hevder Toft og Holte (2017) at en viss grad av «utrygghet, motstand og ubehag i den skapende prosessen […] kanskje ikke [er] skadelig for den skapende prosessen med opplevelse av noe utrygghet i perioder» (s. 18). Det handler om både fantasi, nysgjerrighet, utholdenhet, vilje til samarbeid og disiplinert arbeid som deler av en kreativ prosess (Spencer et al, 2012). Det utfordrende er å laere gjennom å gi seg hen til prosessen og «vaere med på leken», noe som ifølge Ross (1978) krever at deltakerne er til stede i øyeblikket og lar seg «rive med».…”

“…Estetiske laeringsprosesser krever et repertoar av ulike metoder som kan tas i bruk dersom en øvelse skulle vise seg å ikke fungere så godt. Det var viktig å starte med enkle øvelser før de mer komplekse, slik at studentene kunne forberedes på neste steg i prosessen (Bolton, 1979;Ross, 1978;A.-L. Østern et al, 2013), og slippe seg løs og vaere med på leken (Bolton, 1979;Ross, 1978;Spencer et al, 2012;A.-L. Østern et al, 2013). Det er dette som kalles fiksjonserfaringer (Lindstøl, 2016), og gir mulighet til å gjøre erfaringer som en annen og reflektere over disse som seg selv (Saebø, 1998).…”