Thinking about micro-credentialing

Yes, I am still gamifying courses (more on that in a later post), but now I am intrigued by the idea of micro-credentialing...and how we might utilize them in a higher education setting.

What are micro-credentials?

Micro-credentials are a competency-based digital form of certification that can be issued for formal and informal professional learning experiences. They prove competence in one specific skill at a time, via a portfolio of evidence, created through worksite and, in this case, online training practice. This evidence - these digital badges - can be shared with supervisors and prospective employers, serving to document specific skills central to their jobs. 

Think of micro-credentials as mini-qualifications that demonstrate skills, knowledge, and/or experience in a given subject area or capability. Sometimes known as nano-degrees, micro-credentials tend to be narrower in range than traditional qualifications such as diplomas or degrees. However, they can also be broad in focus rather than specific. For example, institutions can offer a micro-credential for something as broad as Fundraising  while offering a another micro-credential focusing specifically on how to empower others in the workplace.

The increasing interest in micro-credentialing is, in part, due the need for workplaces to remain competitive by ensuring employees continue to develop new capabilities. Micro-credentialing provides a way to map employee career paths and quantify any types of skill.


Earning a micro-credential can involve completing activities, assessments, and projects, with the employee earning a digital certificate or badge as evidence of attaining this new credential. The micro-credential could be a "one-off" qualification, or it could be part of an employer-mandated training pathway leading to a final overall qualification for the employee.

Think "professional development." 

Think "chunking" of information. 

Think developing "skill sets." 

Think "degree alternative."

Think self-paced.

Think student-centered.

Think flexibility.

Think cost-effective.

.....all of those items that appeal to adult learners who want training and education in areas to help them advance in their job, but not necessarily a degree.

So what? Why should we consider offering them? 

I have long been a fan of online instruction- good online instruction, that is.  I can be a fan of micro- credentialing, if it can be structured following best practices of online instruction and if it can truly be performance-based.... and if it can be supported by the research.

Research suggests that micro-credentialing can be a viable option for adult learners.

Let's start with "digital form of certification," aka badges,

Badges and motivation

A badge from our MSOTID practicum course

Digital badges have been connected with instructional design as a form of motivation and engagement. As a component of game mechanics (Kim, 2015; Robson, et al., 2015), badges serve several purposes.

Possibly the most obvious function of badges is as a  aa goal-setting device: goals keep us focused on what we need to achieve, and badges challenge us - i.e., give us the extra motivation  - to complete the action.  Goal-setting is most effective when learners can see their progress toward the goal.

Research suggests setting goals helps motivate us to achieve them, and, in fact, it is often thought that the fun and interest of goal-seeking is the reward, rather than the earned badge.

I would think, then, that earning a badge - in this instance a digital certificate - a competency-based digital form of certification  that proves learners have specific skill would serve as a motivating factor.

From badges to micro-credentials

Badges, while more often associated with gaming, have also been used in micro-credentialing.

Initially micro-credentials were merely digital badges that were first established in online forums and other social media platforms as a way to differentiate average users from advanced users (Wu, Whiteley, & Sass, 2015). However, their purpose has moved beyond demonstrating differences among users into a method of demonstrating skills and abilities thus becoming micro-credentials. This evolution of micro-credentialing now provides learners with the ability to engage in a performance-based assessment that is a less expensive and faster method than acquiring a traditional degree (Fong, Janzow, & Peck, 2016; Wu, Whiteley, & Sass, 2015). 

Example of a Law & Ethics in Instructional Design Badge

Today micro-credentials are represented by icons or graphics that serve as badges to indicate a learner has successfully completed the learning experience in an accredited institution (Kerver & Riksen, 2016). The badges are created through metadata (Gamrat, et al., 2014). Metadata is data connecting to other data; it is “descriptive markers placed in a stream of data, which informs a machine about contents” (Gibson et al., 2015, p. 407). The metadata is embedded with relationships between the issuer, standards, activities, artifacts created, experiences, and quality of evidence (Gamart et al., 2014; Gibson et al., 2015). As micro-credentials are successfully completed, based on the metadata, learners can earn a digital badge and move to the next chosen badge.

What's in this for employees and their employers?

Micro-credentials offer numerous benefits for both employees and employers.

 
When well-designed, micro-credentials can be flexible, portable, and cost-effective for the employee, Often available for much less of a financial investment than a full degree, micro-credentials can allow employees to pick and choose  among possible skill sets, and, when done so in conjunction with their supervisor, micro-credential attainment could be directly connected to an employee performance plan.

Micro-credentials offer employees the chance to focus on one single area, personalizing their professional development training.  Clusters of micro-credentials  could assist employees in meeting  their career goals and responsibilities.

Allowing employees to "show what they know" is a strong alternative to reviewing transcripts and generic coursework that may not be as current as is necessary in the business world.

Micro-credentials could help to boost employee engagement and support an employer in accurately tracking employee  development. The digital certification aspect of these credentials would allow employers to truly ascertain what skills their employees have gained.

 What's in this for HIED?

Higher education institutions have started to view micro-credentials as not only an effective learning tool but also as a way to increase revenue by providing an array of cost-effective learning experiences to adult learners who are seeking additional skills.


Perdue University and Carnegie Mellon University recognize the benefits of offering micro-credentials and have created opportunities for adult learners to earn micro-credentials (Hurst, 2015). HIED that offer micro-credentials reported that micro-credentials are responsible for 81% of their unit or enrolled user revenue (Fong, Janzow, & Peck, 2016). Also, 97% of a baccalaureate college’s unit revenue comes from micro-credential course offerings which are “significantly higher than doctorate-granting universities (75%), master’s colleges or universities (77%), and community colleges (86%)” (Fong, Janzow, & Peck, 2016, p. 7).

HIED and Employers? As Partners?

While some organizations are large enough to house employees in-house with the necessary skills to  design such trainings, not all businesses and non-profits may be able to do so. They might want to consider  looking outside of their organization for such expertise.


What if....businesses and non-profits could partner with an HIED to develop personalized training?

Up next..... Why Organizations should partner with HIED in micro-credential design

References

Fong, J., Janzow, P., & Peck, K. (2016). Demographic shifts in educational demand and the rise of
alternative credentials [PDF Pearson Education and UPCEA]. Retrieved from http://upcea.edu/wp-content/uploads/2017/05/Demographic-Shifts-in-Educational-Demand-and-the-Rise-of-Alternative-Credentials.pdf

Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British journal of Educational Technology, 45(6), 1136-1148.

Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2015). Digital badges in  educatiion, Education and Information Technologies, 20(2), 403-410.

Hurst, E. J. (2015). Digital badges: Beyond learning incentives. Journal of Electronic Resources in Medical Libraries, 12(3), 182-189.

Kerver, B. & Riksen, D. (2016). Whitepaper on open badges and micro-credentials [PDF document]. Retrieved from https://www.surf.nl/binaries/content/assets/surf/en/ knowledgebase/2016/whitepaper-on-open-badges-en-micro-credentials.pdf 

Kim, B. (2015). Designing gamification in the right way. Library Technology Reports 51(2), 29-35. 

Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, P. (2015). Is it all a game? Understanding the principles of gamification. Business Horizons, 58, 411-420.

Wu, M., Whiteley, D., & Sass, M. (2015). From girl scout to grown up: Emerging applications of
digital badges in higher education. The Online Journal of Distance Education and E-learning, 3(2), 48-52.