Learning Machine Technologies, architect of the Blockcerts open standard with the MIT Media Lab, is the world leader in blockchain-based digital credentials. With a standards-based, in-market Issuing System for multi-chain issuing and self-sovereign digital identity, their offering is revolutionizing the way businesses in all sectors issue and verify claims and the way individuals understand and use their digital identities.

This September, we will be issuing our course certificates for our next Blockchain for International Development course on the blockchain with Learning Machine! Natalie Smolenski, Learning Machine’s VP of Business Development, walked us through the process (which you can learn more about below) and will be featured in the course as one of our guest experts!

Q: In a few sentences, what is Learning Machine and what is the problem you’re trying to solve?

Learning Machine is a global firm that deploys best-in-class credentialing systems for governments, corporations, and educational institutions using the blockchain as a secure anchor of trust. Today, people don’t own their official records–instead they rely on a cumbersome human verification process which collapses the moment a software provider or issuing institution ceases to operate or loses the records. This not only holds back economic development–making it more difficult for people to get jobs, sell property, or start businesses, for example–but leaves entire populations vulnerable to losing all record of their achievements in the event of catastrophes like war or natural disasters. With Blockcerts, individuals cryptographically own their digital records forever and can independently verify them anywhere in the world, instantly and for free. No ongoing dependency on Learning Machine or any other vendor.  

Q: How are decentralized credentials different from what I might get from my university registrar?

Any credential you currently receive from your registrar–digital or paper–must be verified in some way by that registrar in order to serve as a gateway to opportunity. This means that it’s not enough for you to have a copy of your credential–you generally can’t use it, because only “official” versions of the credential, verified directly by the issuer every time, can be used. So you can’t, for example, Snapchat your transcript to an admissions committee, because they can’t verify it that way. Decentralized credentials, on the other hand, are digital credentials that you directly own. They are tamper-evident–meaning that if anyone tries to edit them, verification will immediately fail. You can send them to anyone you want and they can verify them instantly and for free–without ever needing to check with the issuing institution. Decentralized credentials mean that even if your school goes out of business or you have to flee your country, you can still keep your records and have them verified.

Q: What are some of the challenges that you face in gaining adoption and traction?

The blockchain is still pretty new, and people are on a learning curve to understand what it is and why it’s better than a traditional database for some things (like decentralized verification). There is also a lot of FUD out there about blockchains–a lot of misinformation that people have to battle against to find their real value. But the world is already well on its way to making blockchain mainstream. Like the internet, it’s just a matter of time before everyone starts using it for some things–without needing to know what it is or how it works.

Q: What are some compelling examples and case studies of Learning Machine in action?

Every day there are new announcements about company x, y or z intending to do this or that with the blockchain, but Learning Machine actually delivers. Our software has been used to issue Blockcerts since Summer 2017, when MIT launched its Digital Diplomas project. Since then, many other universities have joined and issued their own credentials. Countries like Malta have rolled out Blockcerts certification nationwide, issuing blockchain credentials to students in both K-12 and Higher Education. The Bahamas is now following suit, using Blockcerts to certify graduates of their National Apprenticeship Programme. There is no shortage of countries and companies wanting to start their own blockchain certification projects next.

Q: What else should people know about Learning Machine?

Think of Learning Machine as the blockchain A-Team: we can do things few others can do. In addition to world-class engineers (we co-chair the W3C Credentials Community Group building the next generation of blockchain-based identity), we’re a team of philosophers, artists, and social scientists out to tip the balance of power toward the individual in a world where that seems increasingly impossible. Verifiable credentials are just the first step toward maximizing human potential through groundbreaking technology. Every human being is, after all, a Learning Machine.

To enroll in our next offering of Blockchain for International Development, click here!

Techchange Alumnus Zach Tilton reflects on why he enrolled in our M&E Diploma program and what he gained from the experience.

Q: Tell us about yourself.

A: I am a 13th-generation Floridian, a Returned Mormon Missionary (Las Vegas, 07-09) a Returned Peace Corps Volunteer (Morocco, 13-15), a Rotary Peace Fellow (Class XV, Bradford, UK, 16-17), a surfer, a skateboarder, a husband, and a father. My educational background and professional experience lie at the intersection of peacebuilding, evaluation, and technology. I am currently a Monitoring and Evaluation Fellow with the Digital Impact Alliance (DIAL) at the United Nations Foundation, where I support the generation of evidence for what works in ICT4D initiatives by implementing organizational M&E systems, facilitating internal learning exercises, and conducting landscape research on the impact technology has in meeting the Sustainable Development Goals.

Q: How did you hear about TechChange?

A:Taking cues from what I learned in the Tech for M&E Diploma, I decided to turn to my personal data to answer this question through some crude process tracing using my emails and journals. The first instance of TechChange appearing in my inbox was 2013, and since that time there have been 10 emails, 4 years, 1 happy hour, and Skype 1 consultation that contributed to me ‘hearing’ about and ultimately enrolling with TechChange for the Tech for M&E Diploma in early 2017.

Q: Why did you decide to enroll in the Tech for M&E Diploma?

A: Throughout all the nudges mentioned in the previous answer, I was doing evaluative work in the development and peacebuilding sectors and participating in PeaceTech community, but found myself struggling to keep up with all the developments in the ICT4D/PeaceTech spaces. I knew I needed to get serious about investing time in coming up to speed with the role technology was playing this these spaces, so when I returned to school for my graduate work I made the decision to supplement my master’s with the Tech for M&E Diploma.

“The diploma grounded my graduate studies, enlarged my body of knowledge and technical proficiency, and not only exposed me to the work of my current employer, but gave me the confidence to submit my job application with an assurance that I was a competitive candidate. “

Q: How has the diploma impacted your work?

A: The Tech for M&E Diploma provided me a vantage point to develop a working proficiency with the concepts, tools, and resources practitioners use to enhance efforts for accountability and learning in the development and peacebuilding sectors. I was provided the space to explore, experiment, and in some cases, fail with new and emerging tools for data collection, analysis, and reporting. I had access to thought leaders and made connections with other professionals who brought their real-world M&E challenges to the diploma track for all of us to benefit from as developing case studies. The diploma grounded my graduate studies, enlarged my body of knowledge and technical proficiency, and not only exposed me to the work of my current employer, but gave me the confidence to submit my job application with an assurance that I was a competitive candidate.

Q: What would be an advice to other participants taking a TechChange Diploma program? How can they get the most out of it?

A: Enrolling in the TechChange Diploma program is just the first step. Make sure to set aside time each week to spend with the material, the webcasts, and doing the exercises. Take advantage of the great opportunity to network with other professionals among your fellow students. Finally, regardless of your status, student, employee, contractor, hobbyist, full-time or part-time, make the material applicable to a current project you are working on, or one you have wanted to work on. It made all the difference for me.

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TechChange’s M&E Diploma Track is back this July. Find out more here. Register now to reserve your seat in our fall cohort and be one step closer to taking your M&E knowledge and project to the next level.

Min joined the TechChange team as an Instructional Design fellow! She is a recent graduate from Swarthmore College, where she studied Economics, Sociology/Anthropology, & Educational Studies.

We sat down with Min to learn more about her background and experience. Welcome to the team!

Q: So… how’s your first week at TechChange going?

It’s been fantastic so far! I’ve gotten a crash course in Articulate Storyline 360, worked on a course about open source startups for UNICEF, had the honor of choosing the office’s ice cream flavors, and learned how to make french press coffee from the many caffeine aficionados that populate this office.

Q: Could you share a bit about your background before joining the TechChange team?

As a student, I focused primarily on public education policy and higher ed/admissions. I wrote my senior thesis on the institutional constraints that prevent politically progressive AP Economics teachers in public high schools from making their classrooms into sites of resistance against neoliberal policies and curricula. I was also occasionally a teacher myself, in a variety of settings — from the overcrowded, bilingual classrooms in North Philadelphia to the one-on-one conversations in my weekly Introduction to Economics clinics. I learned a lot about how people learn differently based on context, environment, and presentation, among other factors too often neglected by progressive education scholars.

Q: What originally interested you in joining TechChange?

I had heard of TechChange originally as a sophomore in college when my friend Isabel Knight told me she was going to go be an Instructional Designer in D.C. I had no idea what that meant, but it piqued my interest when she described the fun, welcoming environment at the office. As a junior, I was studying at the University of Edinburgh, taking two highly relevant courses called The Internet & Society and Technology in Society. We applied various critical technology studies theories to case studies such as how a bridge was designed to keep low-income people from visiting a certain beach, the moral implications inherent in the nuclear bomb, and the sexist roots of headphones. My biggest takeaway was that in order to achieve any social change or disruption, technologies have to be designed intentionally to do so — but it is possible, and I wanted to work with the technologies that achieve this difficult but worthy goal. As I read that semester about the technologies and organizations that TechChange works with and thought about how it sits at the intersection of education, technology, and social change, I knew I had to apply for the Instructional Design Fellowship.

Q: How does Instructional Design fit into your interests?

Creating beautiful, intuitive, and engaging courses for international development-focused organizations like UNICEF and USAID allows me to pull from all of my interests. The content is usually related to topics I studied as an economics and sociology student while the curriculum design requires me to apply what I learned as an educational studies student. The design aspect appeals to me because I care a lot about making the user experience feel as natural as possible. That the courses are all multimedia (including videos, sound design, animation, and sometimes mini-games) is the whipped cream on top because I love being able to exercise my creative side.

Q: What is one thing that you’d love to learn or do this summer?

I adore that TechChange, as a small company, doesn’t require its employees to overspecialize. I can wear multiple hats — graphic designer, curriculum developer, copywriter — all within the umbrella of Instructional Designer, but I can also branch out and work with other teams. Just last week I was able to help the Creative team with a video shoot, which was very exciting because film production is something I know I want to be able to integrate into my professional life. You can check out my photography on Instagram here!

Min helping Yohan, our Creative Director, with a video shoot.

Q: Lastly, what’s something that not a lot of people know about you?

When I was 11, my children’s choir was conducted by Marin Alsop for a performance and subsequent recording of Mass by Leonard Bernstein. That year, the producer of the recording won the Grammy for Producer of the Year so, in a way, I own like 0.01% of a Grammy.

We wrapped up our first Blockchain for International Development course in February and recently had a chance to sit down with Maputi Botlhole about her experience in the course!

Maputi is from Port Elizabeth, South Africa, and has over 3 years of international work experience at the intersection of global health, technology and supply chain management. She worked as a Program Officer on the USAID | DELIVER Project and is also the Co-Founder of MAISHA Innovate. When coming to this course, she was most interested in the application of blockchain technology in global health. She also wanted the course to help her think creatively about how to apply blockchain technology in the township economy space (South Africa).

Q: How did you find out about the TechChange course Blockchain for International Development and what inspired you to take it?

In December 2017, I was in Port Elizabeth, South Africa celebrating the festive season with my family. I was enjoying the beautiful weather, the refreshing conversations and great food! I remember returning from a walk with my sister and checking my phone for notifications, and there it was: an email from TechChange with the subject “Check out our 2018 course catalog!”

At the time, I thought about learning something new in the upcoming year, hence the email enticed my curiosity and I proceeded to open it. The course:  Blockchain for International development, was the first listed course offering for the year 2018. I was hesitant to immediately sign-up, however, I kept the thought of enrolment at the back of my mind. We ushered in the new year, and days later I received a notification from ICT4Drinks. The notification was for the “Block Party Edition,” which  served as a good reminder to sign up for the course on “Blockchain for International development.” We are inundated with information on the cryptocurrency applications of blockchain, and this was the first time I’d come across learning about the technology within the context of international development. The potential to use the technology for social good coupled with the $50 “BlockParty” discount peaked my interest and provided an extra nudge to enroll for the TechChange course!

Q: What did you enjoy most about the course?

The course did a great job of taking students through the fundamentals and applications of blockchain technology. The participants in the course were from different corners of the world ranging from Little Rock, Arkansas to Suva, Fiji to Lima, Peru!  The course content and the manner in which it was delivered made blockchain technology accessible to myself as a South African, and accessible to participants from other geographical locations.

The diversity of the course participants was a testament to the global footprint of TechChange and added a cross-cultural flair to our discussions on blockchain technology.

At the same time, I learned about blockchain as a technology that has applications beyond cryptocurrency – yes, digital currency is important. I even set up a wallet and exchanged stellar lumens through the course, however, the blockchain demo and other visual material from the course effectively described the underlying technology of blockchain. I now know that blockchain is a decentralized, distributed and incorruptible public ledger that records any transaction of value – whether that value is in the form of digital currency, smart contracts in land titling, votes in the electoral process, or any item that can be tokenized – with no requirement for third-party validation. This expanded my understanding of the technology. In addition, the case studies and live events; which featured guest speakers, discussed blockchain topics ranging from how applications powered by blockchain are being used to create economic identities for “unbankable” farmers in remote areas; to how blockchain technology is used to provide data integrity on supply chain operations.

An interactive slide from TC116: Blockchain for International Development on various blockchain applications.

I enjoyed learning about the several application of blockchain through this course! Furthermore, the discussions on the future of blockchain helped me to think creatively about the applications of such a technology in South Africa. I even found myself seeking out events that spoke to the use of blockchain in South Africa. This was to the point where I ended up attending the 2018 Africa Energy Indaba. The “Indaba” was held in Sandton City, Johannesburg and one of the panel discussions spoke to the democratization and deployment of renewable energy through blockchain. So even though this was an online course, it coalesced in a way that encouraged me to get away from the computer screen and go out into the world to learn more about blockchain technology.

Q: Whats one thing people should know about blockchain

This is a technology that is accessible to all of us! We can dedicate time and resources to learn about blockchain through platforms such as TechChange; partner with others to use the technology to creatively solve some of the pressing global challenges. I was inspired by the case studies which documented and highlighted blockchain projects for social good!

Q: Tell us about the block party you organized, sounds like a great event!

 

On the evening of April 20th, 2018, I held a “BLOCKCHAIN PARTY” in a South African town called Grahamstown. This town is located in the Eastern Cape region of the country and it is predominantly “Xhosa” speaking: the Xhosa language is internationally known as the click language and it’s also spoken in the fictional country of “Wakanda” in the Black Panther movie. I was surprised to have at least 20 female high school students show up for my party. Most of the students were from an academic excellence residence known as Maqubs Academy. The high school students ranged from 15-18 years in age and even though they could’ve been pre-occupied by other activities that evening, they all were eager to learn about blockchain technology.

I had party lanyards, name tags, party whistles, beaded necklaces, refreshments and 50 balloons to liven up the atmosphere. Each balloon had an interesting fact or questions about blockchain inside that I had written on a piece of paper. I also had some South African “GQOM” house music playing in the background. The participants walked in, wrote their names on provided tags and put on the lanyards. The blockchain party started at 18:30PM SAST and I introduced myself. I shared on the expected participation conduct/norms. For instance, one of the norms was for the attendees to blow their party whistles whenever they had a question, and each participant was required to pop a balloon every 5 minutes to read a fun fact on blockchain for the entire group. I then asked the participants to share their expectations for the blockchain party. The participants also inquired about my background with blockchain and proceeded to tell them about my learning experience on the TechChange platform.

 

The discussions at the party leaned on the roundtable format with myself as the facilitator. It was important to make the interactions conversational in order for the participants to feel comfortable, and confident enough to engage with me on this topic. I had a whiteboard where I mind mapped and highlighted the general aspects of blockchain. I also drew a table to present the advantages and unknowns of the technology. The discussions kicked off with the fundamentals of blockchain technology: what it is, how it works and its applications. I took the participants through the blockchain demo. They did have some knowledge on bitcoin as a digital currency due to the buzz bitcoin had recently created in the South African news cycle, markets and on social media. However, the participants didn’t know that blockchain technology can be applied to other areas such as healthcare, energy, remittances, land titling, etc.

Their understanding of blockchain expanded once I explained the underlying technology and shared information on the case studies that I had discovered through the TechChange course.

I will mention that the students were a bit taken aback by the thought of a technology that doesn’t require third-party validation (banks, government, legal institutions, etc) and started to ask a lot of questions (trust and corruption was a big issue). Of course, we did not forget to pop a balloon every 5 minutes to read the fun facts – these fun facts also included notes on case studies which helped to enliven the discussions and provided clarity on some of the questions. We discussed case studies ranging from BanQu to Blockcerts. We then had a Q&A session, and the party ended with the participants telling me about how they plan to share the information they had learned during the blockchain party. One of the students said she would introduce blockchain technology as a debate topic at her school, another student said she would take the time to learn more about freight forwarding applications of blockchain, and another student said she’d also host a blockchain party with her friends! Unfortunately, it got late and we couldn’t pop all 50 balloons but the participants took the remaining balloons with them! The blockchain party was a success and it got me thinking about the possibility of organizing more blockchain parties for high school students in South Africa! I even heard that a high school in Johannesburg, called the African Leadership Academy, had conducted their student government elections on the blockchain. It would be interesting to discover and document how young people in South Africa are thinking about and using this technology. More blockchain parties in the future!!

Thank you Maputi for your creative blockchain party and your contributions to our first Blockchain for International Development course! Interested in taking our Blockchain for International Development course? The next session starts on Monday, September 10th and you can sign up here