What Is the Exam Format?
The Microsoft 62-193 test belongs to the MCE exam category and consists of 40 questions that are based on a case study and a multiple-choice format. The time limit is of 60 minutes. With the help of case study tasks, the test tries to evaluate one's skills in utilizing the ICT resources and find out whether or not the candidates are ready to teach and train in the real-world. These items assess one in different kinds of sections such as Learning and Teaching Environment, Student Objectives, and Professional Development Objectives.
The exam is available in English, Russian, French, German, Japanese, Chinese (Simplified), Spanish, Portuguese, Polish, and Turkish languages and costs $127. The test delivery is via both online platforms and testing centers.
There is no retirement date for 62-193 exam which means, once earned, it will remain valid for a lifetime.
Microsoft 62-193 Exam Syllabus Topics:
| Topic | Details |
|---|---|
Facilitate Student Collaboration | |
| Determine the level to which a learning activity meets the rubric for collaboration | - prepare activities that enable students to work together, have a shared responsibility for deliverables, make decisions that are substantive and crucial to learning activity success, and work interdependently. - analyze, evaluate, design, and manage the learning environment to facilitate student collaboration, given a set of resources available in a classroom. - virtual environment; physical environment; software tools available. |
Facilitate Skilled Communication | |
| Modify a learning activity to meet the rubric for the highest level of skilled communication | - prepare activities that enable students to create product deliverables that convey a set of connected ideas, are multimodal, require supporting evidence, and are designed for a specific audience. |
| Evaluate student product examples to determine the level to which they meet the skilled communication rubric | - evaluate student product examples on the use of connected ideas, multimodal approach, supporting evidence, and design for a specific audience. |
Facilitate Knowledge Construction | |
| Determine the level to which a learning activity meets the knowledge construction rubric | - prepare interdisciplinary activities that enable students to apply knowledge in a new context |
| Transform a didactic learning situation into an activity that requires students to apply knowledge in a new context that facilitates interdisciplinary learning | - prepare activities that enable students to spend their time and effort developing knowledge that is new to them and participate in interdisciplinary learning activities. |
Facilitate Self-Regulation | |
| Determine the level to which a learning activity meets the rubric for self-regulation | - prepare long-term activities that enable students to plan their own work and revise work based on feedback. |
| Determine which opportunities facilitate an environment of self-regulation | - provide students with opportunities to set their learning goals, decide on the best strategies to achieve these goals, and monitor to see if these strategies are working. |
Facilitate Real World Problem Solving and Innovation | |
| Determine the level to which a learning activity meets the rubric for real world problem solving | - prepare activities that enable students to develop a solution to a problem that is new to them, complete a task that they have not been instructed how to do, or design a complex product that meets a set of requirements. |
| Select a strategy to encourage students to problem-solve, innovate, and apply a solution that benefits others in the real world | - develop learning objectives that involve real-world issues. |
Facilitate Student use of Information and Communication Tools (ICT) | |
| Determine the level to which a learning activity meets the rubric for use of ICT learning | - prepare activities that enable students’ use of ICT to support knowledge construction; address the needs of diverse learners. |
| Fulfill student learning outcomes by using Microsoft technology tools | - identify the skills required to implement the resources. |
| Select the best ICT resource to help resolve or manage the logistical challenges of reaching the desired educational outcome | - Lab configuration issues; shared computers; BYOD. |
Use ICT to be an Effective Educator | |
| Determine which ICT resource supports a specified educational outcome | - evaluate a learning activity; rate the appropriateness of specific ICT resources; address the diverse needs of all learners. |
| Determine the appropriate pedagogical approach to meet an educational outcome using ICT resources | - planned vs. unplanned situations; appropriate performances of understanding; different learning styles. |
| Select an appropriate ICT resource to reach a professional development goal | - improve productivity; time management skills. |
| Evaluate responses to a scenario involving Digital Citizenship | - internet safety; security issues; cyber-bullying; digital footprint; privacy issues; communication forums; acceptable use. |
Reference: https://www.microsoft.com/en-pk/learning/exam-62-193.aspx
Who Can Go for This Exam?
Professionals who are interested to explore the classroom educator and faculty-training kind of job roles in pre-service colleges or educational institutes should take this test. As 62-193 validates the intermediate-level understanding of 21 Century Learning Design (21CLD) framework, successful applicants can emerge as path-makers of the future.
An individual willing to improve teaching skills in areas like education policy, curriculum and assessment, pedagogy, ICT/technology tools, and organizational administration can register for this exam as well.
The Next Step
After passing Microsoft 62-193 exam successfully, you can develop further in the IT industry by earning any other Microsoft certificate, including MCSAs, MCSEs, and role-based ones. With such an expanded skillset, you'll be able to become an expert educator that provides up-to-date and comprehensive knowledge of tech concepts.
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