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Micro-Credential-Development-Tools-Methods-and-Concepts-Supporting-the-European-Approach.pdf
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Micro-Credentialing-in-Adult-Learning-International-Considerations.pdf
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The-move-to-micro-credentials-exposes-the-deficiencies-of-existing-credentials.pdf
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European Digital Credentials for Learning | Interoperability | Europass
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A new era of microcredentials and experiential learning
- There are many signs that the ‘second machine age’ and the era of digital transformation in which we are living are increasingly driving demand for continuous reskilling and lifelong learning.
- The growing need for continuous learning is also reflected in the explosion of new educational credential offerings in recent years – ranging from online degrees and coding bootcamps, to technology certificates, digital badges, nanodegrees and MicroMasters.
- These professionally oriented educational offerings have growing momentum – but even as millions of microcredentials are being issued, it is still very early in the development of a new market. In our recent US survey, only 30%-40% of hiring leaders had ever encountered a given microcredential on a résumé and just 16% reported they had hired an individual who held one.
- The data suggests that so far, microcredentials are largely functioning in the labour market as supplements to traditional degrees, rather than degree substitutes – demonstrating advanced skill development; qualifying individuals for promotions; and facilitating career change.
At the same time, these microcredentials still hold great promise as initial job qualifications, especially in technically oriented occupations - that in the job qualification process, education and experience are intertwined, and often difficult to decouple.
- This was followed closely by providing academic credit for experience and on-the-job learning, as well as including more industry-based validation of curricula. Employers are issuing a clear call to action for universities to integrate their offerings more tightly into the fabric of the world of work.
- This imperative is manifested in the growing interest in work-based learning worldwide – as governments, private businesses and universities are exploring new solutions for human capital development.
- Work-based learning models such as apprenticeships and internships can be high-value ways to give full-time students and transitioning workers education, training and experience. But in an economy that demands continuous lifelong learning, it is important to think about these models as part of a broader continuum that can and must also serve the growing numbers of working adult, online and part-time students.
- Microcredentials – and micro-work experiences – are one offering within this much larger marketplace.
- First, the growth of microcredentials is evidence of the emergence of more continuous and less episodic post-secondary learning. Second, microcredentials highlight an educational curriculum that is much more industry-aligned and competency-focused. Finally, they demonstrate that we are entering an era with much greater overlap and integration between education and experience.
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2021 EDUCAUSE Horizon Report® | Teaching and Learning Edition | EDUCAUSE
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https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/
Saturday, January 29, 2022
Weekly Sporto bookmarks (weekly)
Saturday, January 15, 2022
Weekly Sporto bookmarks (weekly)
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The case for combining synchronous and asynchronous online learning - Moodle
- In the context of online education, synchronous learning experiences are those delivered live with an educator or trainer facilitating a learning session.
- Online collaboration and group work can also be done well asynchronously.
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Saturday, January 8, 2022
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