Target Audience

The Microsoft 62-193 exam is designed for the current educators and those individuals who are looking to become such specialists. Another typical audience for this test is educational administrators, faculty at pre-service colleges or teacher training, and other professionals who are interested in providing validation of their competency. It is a widely known certification exam developed to be a reliable and valid measure of the individuals’ competencies as measured by the 21CLD (21st Century Learning Design) framework.

Reference: https://www.microsoft.com/en-pk/learning/exam-62-193.aspx

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The Microsoft 62-193 exam covers a wide range of topics, which are as follows:

• Facilitating Student Collaboration

  The skills measured within this domain include determining the level at which rubric and learning activities meet for overall collaboration. The students should have knowledge of preparing activities, which enable them to work together and share their responsibility for deliverables, work interdependently, and make the decisions that are crucial and substantive to the success of the learning activity. The candidates also need to demonstrate their skills in designing, analyzing, managing, and evaluating the learning environments, as well as be able to facilitate collaboration with a specific set of available resources in a classroom. It is also required to have knowledge of the physical environment, virtual environment, and available software tools.

• Using Information & Communication Tools in Order to Be an Effective Educator

  This domain tests the candidates’ ability to determine the most appropriate pedagogical approach in order to meet a specified educational outcome utilizing the ICT resources. You should be able to evaluate the responses to a given scenario that is involving Digital Citizenship and know which ICT resource supports a specified educational outcome.

• Facilitating Self-Regulation

  This objective covers two main skills, which are related to the determination of the level whereby a given learning activity will meet the public especially for self-regulation and determination of the opportunities that facilitate the environment for self-regulation. The test takers also need to have the skills in deciding on the best strategies that the students can use to achieve their goals, providing them with the opportunities to set their goals, and much more.

• Facilitating Skilled Communication

  In the framework of this subject area, the applicants demonstrate their skills in modifying learning activities to meet the rubric, especially for the communication skill level. They must be able to design activities, which enable them to create the products that are deliverables and can convey a given set of connected ideas, require supporting evidence, are multimodal, and are also designed for the specific audience. The examinees are also tested on their knowledge of evaluating the product examples to find out the exact level to which they are meeting the skilled communication rubric. Precisely, the individuals must be able to assess these product examples on the general use of multimodal approach, connected ideas, supporting evidence, as well as design for a given audience.

• Facilitating Student Use of Information & Communication Tools

  This topic is based on determining the level at which a specific learning activity will meet the rubric for utilization of Information and Communication Tools. It is also about the knowledge of using the Microsoft technology tools in fulfilling the student learning outcomes, as well as selecting the best Information and Communication Tools resource to help manage or resolve the logical challenges in order to achieve the desired learning outcome.

• Facilitating Real-World Problem Solving & Innovation

  This area revolves around determining the level at which a given learning activity can meet the rubric in order to solve the real-world problems. You should also know how to select a strategy that will encourage the students to solve the real-world problems and innovate and apply solutions that benefit others. The learners must be able to come up with learning objectives, which involve real-world issues and also prepare activities, which let the students develop the best solution to a new problem.

• Facilitating Knowledge Construction

  This section is all about the definition and decision of which level you should meet the knowledge construction rubric. This skill area is all about the preparation of interdisciplinary activities that enable the students to apply their knowledge in the new context. The questions aligned to this topic also test their skills in transforming a moral learning situation into a given activity required for them to utilize their knowledge in a new context, which facilitates interdisciplinary learning. As a candidate, you should be able to prepare activities that enable the individuals to spend their effort and time developing new knowledge in interdisciplinary learning activities.

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Languages: English, German, French, Chinese (Simplified), Spanish, Portuguese, Russian, Polish, Japanese, Turkish, Arabic (Saudi Arabia), Bulgarian (Bulgaria), Indonesian (Indonesia), Hungarian (Hungary), Romanian, Vietnamese (Vietnam), Ukranian

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Candidates for this exam include individuals preparing to become classroom educators, current educators, faculty at teacher training or pre-service colleges, educational administrators, or other professionals looking to provide validation of competency.

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