- Last 7 days
-
www.wgu.edu www.wgu.edu
-
Better understanding of what learning described by credentials prepares earners to do in theworkforce, at the skill level. This may be a reframing of competencies toward position descriptionlanguage
Employers want to know what credentials are credentialing, and they want to hear it in their own language. The temptation will be to convince faculty and others to revise descriptions, however the opportunity is in leaving that and instead seeking their consensus and comfort with interpreting their descriptions into the languages of employers.
-
-
www.instructure.com www.instructure.com
-
- Page 17: Top 5 most important factors for creating an effective teaching and learning ecosystem: Having a strong leadership and vision (45%) is the #1 (next highest is 15%)
- Page 20: *83% of higher education respondents said that it was important for institutions to provide studens with skills-based learning alongside their academic education. *
- Page 26: Participants identified several challenges in fostering a a culture of lifelong learning for professionals, including: 89% Clear learning objectives
- Page 7: Real-world experiential and work-based learning are no longer fringe; 4 in 5 see these as essential.
-
- Aug 2024
-
blog.adobe.com blog.adobe.com
-
In the list of top ten skills rising in importance between now and 2027, three relate to self-efficacy: “curiosity and lifelong learning” (ranked fourth), “resilience, flexibility, and agility” (ranked fifth), and “motivation and self-awareness” (ranked eighth).
Durable skills that are valued by Consumers and could be noticed, named, and credentialed.
-
-
upcea.edu upcea.edu
-
First, microcredentialsshould be part of thestrategic programportfolio for all institutionsof higher education.Additionally, institutionsshould resource theirmicrocredential activitiesappropriately forsustainability and growth
This requires executive sponsorship and cabinet-level involvement.
-
only 69% said that senior leadership at their institution has embracedmicrocredentials
Less than 100% and also compelling for the 30% that lack senior leadership embrace to share that "hey, 7 out of 10 leaders do embrace this stuff, so is there a strategic reason why we are choosing to be outliers here?"
-
(20%) did not include microcredentials as astrategic priority
Implying that 80% DO include microcredentials as a strategic priority
-
- Jun 2024
-
onlinelibrary.wiley.com onlinelibrary.wiley.com
-
RRID:CVCL_0547
DOI: 10.1002/mc.23752
Resource: (BCRC Cat# 60343, RRID:CVCL_0547)
Curator: @AniH
SciCrunch record: RRID:CVCL_0547
-
- Feb 2024
-
www.cedefop.europa.eu www.cedefop.europa.eu
-
This is often described as a mainreason why qualification systems not opened to all types of credentials
Barrier is about burden to status quo...if sustainable process existed, would systems accommodate something that is probably in learners' interests?
-
attribute a quality label to credentials outsidethe formal system
Model for HE to value high quality external (non-accredited) credentials
-
The mainfactors limiting the level of trust include: doubts about the quality of somemicrocredentials, no agreed standards for quality assurance, and uncertainty as towhether certain microcredentials will be recognised by national authorities,employers or education and training providers
Seeds of doubt on MC quality
-
Assigning credits to learning outcomes allows for the accumulationof units of learning and provides for transferability from one setting to another forvalidation and recognition. Interviewees representing countries in which VETsystems are modularised indicated that modules are designed to indicate a set oflearning outcomes that are expressed in terms of credits. The interviewees fromnational authorities and VET providers commonly agreed that the introduction ofmodular structures in VET and the application of a learning outcomes-basedapproach was set to provide more individualised training paths, enabling accessand progression for learners.
Align Learning Outcomes to Credits (key for meaningful unbundling/bundling)
-
The European approach to microcredentials(European Commission, 2020a) also highlights the importance of clearly definedlearning outcomes as a way to promote overall transparency and provide detailedinformation regarding what a learner is expected to know and is able to do
Purpose of Learning Outcomes
-
microcredentials must be transparent and understandable and shouldinclude summary of critical information such as:(a) the title;(b) the duration of a learning activity;(c) provider of the course;(d) description of the content;(e) learning resources;(f) type of assessment;(g) credits attributed to the course;(h) prerequisites needed for enrolment;(i) learning outcomes;(j) body ensuring the quality of the course;(k) options for stackability, if any
11 data elements for transparency
-
- Jan 2024
-
email.credentialasyougo.org email.credentialasyougo.org
-
Playbooks have had over 14,000 views by over 6,000 users since published.
Evidence of proliferation
-
Recruited 30 new members to the Network to engage in planning and implementation of incremental credentials. Among those are state systems of Hawai'i, Minnesota, the University of Texas, and the City University of New York (CUNY) System; and 24 public and private colleges and universities across 22 states.
Proliferation of HE commitment, including state systems.
-
-
upcea.edu upcea.edu
-
alternative credential programming and financialmodels are highly decentralized across an institution – so much so that it may bedifficult for an institution to have a good grasp of its entire portfolio. Adding alternativecredentials to an institution’s strategic priorities will firm up program and business modelplanning and execution
Inconsistent processes for establishing programs, funding programs, and pricing programs
-
First is the strategic priority within their institution. Ifalternative credentials have been embraced by senior leadership and included in thestrategic plan, they are more likely to have the necessary resources allocated to them
Executive sponsorship => resources allocated.
-
- Oct 2023
-
soundcloud.com soundcloud.comJogi1
- Aug 2023
-
www.pewresearch.org www.pewresearch.org
-
Americans’ views of what a college education should be tend to prioritize specific, workplace-related skills and knowledge rather than general intellectual development and personal growth. Half of Americans say that the main purpose of college should be to teach specific skills and knowledge that can be used in the workplace, while 35% think its main purpose should be to help students grow and develop personally and intellectually and 13% volunteer that these objectives are equally important.
The majority of people in the US believe workforce-relevant skills and knowledge should be a priority for college education. Regardless of whether faculty intentionally and overtly design learning to focus on these skills and knowledge, I believe that nearly all high quality offering in Higher Education implicitly include skills and knowledge with valuable transfer to the workplace. And Best Practices in digital credential design allow us to notice, name, and formally recognize though our credentials where they show up in our learning opportunities and when learners acquire them.
-
-
evolllution.com evolllution.com
-
At BYU-Pathway Worldwide, this approach has been associated with a 20% increase in student retention (Marcus, 2020). These examples demonstrate the positive impact of earning a certification or certification on persistence, retention and graduation rates for learners in baccalaureate programs.
-
One study examining short-term credentials embedded in associate degree programs found that these short-term credentials had positive impacts on retention and degree completion
Although there are equity concerns that are essential to consider, the Student Success piece is a compelling element to consider: In addition to supporting learners' needs for acquiring skills and providing them with credentials to communicate about their skills, the possibility of credentials supporting completion and attainment could be a valuable consideration in program design.
-
- Jun 2023
-
www.alamo.edu www.alamo.edu
-
This six-part series tells the ACD story of exploration, innovation, and learning
6 part playbook from Alamo
-
-
workcred.org workcred.org
-
approaches to align data analytics microcredentials with undergraduate experiences;
embedded MCs
-
-
wcet.wiche.edu wcet.wiche.edu
-
WCET
Report from 2022 WCET workshop
-
-
www.chronicle.com www.chronicle.com
-
colleges will also have to invest in a major effort to “convince graduates that part of paying it forward is to respond to surveys aimed at determining what worked for them.”
-
gauge the value of the microcredentials they offer, a step I suspect many have not yet been brave enough to take. That calls for tracking how often learners claim their awarded microcredential and share it to a professional networking site like LinkedIn, and for collecting feedback on why they did or didn’t. Another suggestion from the primer: track the number of microcredential learners who go on to enroll in a degree program
Interesting data to collect. Relates to the Equity report from Credential Engine: https://credentialengine.org/credential-transparency/equity/
-
-
www.edalex.com www.edalex.com
-
Digital Micro-Credential Efficacy and Impact on Learner Confidence
-
-
gangstarrgurudjpremier.bandcamp.com gangstarrgurudjpremier.bandcamp.com
- May 2023
-
link.springer.com link.springer.com
-
However, the graduation certificate is still paper-based and does not fit employers’ digitized recruitment processes. Digitizing the graduation certificate is overdue to align with the digitized processes of employers and universities. However, there is only a few research on that issue. This paper aims to conduct a systematic literature analysis. Therefore, we investigated 147 articles in the context of research on digital credentials.
Consumption issue: the outgoing recognition is valued by the sender but not in a format that is appreciated by the receiver. The problem with putting highlights on a laser discs is that it requires someone to have a laser disc player.
-
-
www.rand.org www.rand.org
-
It is also important to note that this positive evidence for low-income certificate-earners stands in con-trast to findings for other historically underserved groups; studies indicate that individuals of color and older individuals go on to stack credentials at lower rates and see smaller earnings gains relative to White individuals and younger individuals (Bohn and McConville, 2018; Bohn, Jackson and McConville, 2019; Daugherty et al., 2020; Daugherty and Anderson, 2021). Although we suspect many low-income individuals are also individuals of color, the findings suggest that there are inequities within stackable credential pipelines that might be more strongly tied to race, ethnicity, and age than to socioeconomic status. It is also possible that many low-income individuals never complete a first certificate and thus do not enter a stackable credential pathway
-
Important note on Equity: The positive findings for credential-stacking among low-income individuals stand in contrast to findings for other historically underserved populations, such as older learners and individuals of color, which show some evidence indicating lower rates of stacking and lower returns from stacking relative to younger individuals and White individuals.
-
- Apr 2023
-
www.credly.com www.credly.com
-
Complete Solo Teaching Requirement / Final which requires 10 hours of classes as solo instructor.
"Complete" speaks to measurables that may not be transparently aligned with the competencies. This criteria statement however does specify that the completion means the earner has done 10 hours of solo instruction. That's helpful. Even better would be if those 10 solo classes were supported with assessment beyond just showing up. The alignment to external standards is also a model example.
-
-
www.credly.com www.credly.com
-
Proposed effective human resources initiatives based on workforce analytic
Solid earning criteria. Linking to rubric or something measurable would be even better.
-
-
campustechnology.com campustechnology.com
-
Once the awarding and registration systems are in place, institutions should also integrate with a modern CRM solution to attract and manage student interest, support, and personalized communications to increase enrollment and engagement. The CRM needs to support career services and other experiential learning departments as the school looks to build outside relationships with organizations and industry partners to provide real-world learning experiences and assessment opportunities for students
CRM focus that goes beyond the academic unit to include others. Also think about Alumni Affairs, Foundation, and lifelong learning.
-
How are you going to maintain quality? Who will teach the program? Who will oversee it? How will you assess the success?
Assessment questions
-
- Mar 2023
-
-
collegiseducation.com collegiseducation.com
-
If non-degree or alternative credentials were stackable, overhalf (56%) of respondents said this would increase theirorganization’s interest in non-degree or alternative credentials.Stackable credentials would greatly increase interest for 24%
75% would have increased interest if the credentials are stackable. For a group that also claims to not know what these things really are, tough to know how much to read into this. On it's face, it's powerful encouragement for incremental credentialing.
-
Respondents most often agree or strongly agree that non-degree or alternative credentials have helped their organizationfill existing skills gaps (74%) and that they are helping to improvethe quality of their workforce (73%)
While data is kind of all over the place, this seems like a reliable response. Regardless of how well they understand non-degree credentials and how much meaning is mixed in other areas of the survey, it's straightforward that a super majority see MCs filling skills gaps and improving the quality of their workforce.
-
- Jan 2023
-
mc.movielabs.com mc.movielabs.com
Tags
Annotators
URL
-
- Dec 2022
-
www.qaa.ac.uk www.qaa.ac.uk
- Nov 2022
-
datatracker.ietf.org datatracker.ietf.org
- Sep 2022
- Jun 2022
- May 2022
-
www.youtube.com www.youtube.com
-
www.youtube.com www.youtube.com
-
www.youtube.com www.youtube.com
- Mar 2022
- Feb 2022
-
www.workcred.org www.workcred.org
-
Appendix F: Questions Universities Can Ask Certification Bodies to Assess Quality of Certifications
These questions (I believe) are coming from a place of validating certifications. Experts publish these as helpful guides to understand if and to what degree certifications are trustworthy. In other words, are they worth the paper they're printed on? In the case of micro-credentials, most questions are likely overkill for the proposal process, etc. Given the central role and importance of TRUST however, perhaps providing a version of these questions to stakeholders seeking to propose micro-credentials could be beneficial in pushing their thinking, or at least centering these themes in their thinking.
-
-
www.workcred.org www.workcred.org
-
“Public research universities are committed to improving the workforce outcomes of their students and to addressing the workforce needs of local economies. This approach can ensure students that their credentials will have value to the labor market, and it can ensure employers that graduates have the skills required to perform in the workplace.”
For some, this is reasonable and rationale. It's the point of the whole enterprise. Yet for others, this take is controversial, as it may threaten the ideals and/or visions of the purpose of Public Education. These stakeholders may ask, "Is it the job of public education to serve industry's needs by preparing proper cogs for the workforce wheels?" At the same time, others may wonder, "Is public education willfully performing a disservice to our students if our credentials are not valued by employers?"
These are important questions to ask, and to answer.
-
- Jan 2022
-
ic-badges-credentials.org ic-badges-credentials.org
-
t be issued for unevaluated learning accomplishments, such as the mere completion of a series of tasks, attendance at events, or for learning that has not been assessed, as competency and learning accomplishment evaluation is very important.
Criteria must be measurable and assessable.
-
- Jul 2019
-
eur-lex.europa.eu eur-lex.europa.eu
-
ental responsibility – Regulation (EC) No 2201/2003 – Substantive and temporal scope – Definition of ‘civil matters’ – Decision concerning the taking into care and placement of children outside the family home – Public law measures for child protection)
Tags
Annotators
URL
-