A Case Study in Micro-Learning and Alternate Credentials Before Their Time

Brockerhoff-Macdonald, Bettina; Carter, Lorraine Mary

doi:10.4018/978-1-7998-7697-7.ch001

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…relevance, ownership, verifiability and extensibility) of microcredentials and elements of a microcredentials framework (e.g. issuing body, competency/skill, outcomes, summative assessment, transcriptable and partner endorsement) (Brokerhoff-Macdonald and Carter, 2021). Within this framework, the competency/skill element represents one of the major challenges in connecting, or mapping, the outcomes defined by the learning provider to the career-focused skills desired by employers.…”

Section: Alternative Credentialsmentioning

confidence: 99%

Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements

Braxton

2023

IJILT

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PurposeRecognizing, tracking and providing mechanisms for sharing an individual's comprehensive record of learning is necessary and essential for both her agency over and ability to manage sharing her qualifications with parties whom she desires to be aware of her learning record. In doing so, she may capture and present degrees, certifications, microcredentials or badges representing varying levels of knowledge, skill and abilities (KSAs) achieved in both formal and informal educational experiences. This paper aims to discuss the aforementioned ideas.Design/methodology/approachIn the USA, competency frameworks are gaining more solid footing with both higher education institutions and employers as both move to address the changing landscape of education-to-work preparation and the relationships that exist between them. The need to support lifelong learning and the various pathways that individuals traverse in and out of educational pursuits and the workforce require a more personalized approach.FindingsThis paper will discuss the drivers of the newfound traction of competency frameworks among higher education and employers within the USA, present examples of the frameworks and how they are being applied to address the common interests of educators, employers and the learner/earners, and explain the role badges and microcredentials play in capturing and recognizing the broad spectrum of learning, skills and competencies achieved by an individual throughout the lifelong learning journey.Originality/valueThe digital badging taxonomy and concept of using badges as a representation of a unit of competency, both introduced in this paper, provide a unique strategy for contextualizing the relationship between levels of cognitive domain recognized in academic settings and the language of KSAs used by employers.

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Section: Alternative Credentialsmentioning

confidence: 99%

Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements

Braxton

2023

IJILT

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Development, implementation, and scalability of the Family Engagement in Research Course: a novel online course for family partners and researchers in neurodevelopmental disability and child health

Cross,

Soper,

Thomson

et al. 2024

Res Involv Engagem

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Background Since 2011 when the Canadian Institutes of Health Research launched the Strategy for Patient Oriented Research, there has been a growing expectation to embed patient-oriented research (POR) in the health research community in Canada. To meet this expectation and build capacity for POR in the field of neurodevelopmental disability and child health, in 2017 researchers and family leaders at CanChild Centre for Childhood Disability Research, McMaster University partnered with Kids Brain Health Network and McMaster Continuing Education to develop and implement a 10-week online Family Engagement in Research (FER) Course. Main text From its inception, the FER Course has been delivered in partnership with family leaders and researchers. The FER Course is innovative in its co-learning and community building approach. The course is designed to bring family partners and researchers together to co-learn and connect, and to develop competency and confidence in both the theory and practice of family engagement in research. Coursework involves four live online group discussions, individual review of course materials, weekly group activities, and a final group project and presentation. Upon completion of the FER Course, graduates earn a McMaster University micro-credential. Conclusions To meet a need in building capacity in POR, a novel course in the field of neurodevelopmental disability and child health has been co-created and delivered. Over six years (2018–2023), the FER Course has trained more than 430 researchers and family partners across 20 countries. A unique outcome of the FER Course is that graduates expressed the wish to stay connected and continue to collaborate well beyond the course in turn creating an international FER Community Network that continues to evolve based on need. The FER Course is creating a growing international community of researchers, trainees, self-advocates, and family partners who are championing the implementation of meaningful engagement in neurodevelopmental disability and child health research and beyond. The course is internationally recognized with an established record of building capacity in POR. Its uptake, sustainability, and scalability to date has illustrated that training programs like the FER Course are necessary for building capacity and leadership in family engagement in research.

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A Case Study in Micro-Learning and Alternate Credentials Before Their Time

Cited by 2 publications

References 21 publications

Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements

Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements

Development, implementation, and scalability of the Family Engagement in Research Course: a novel online course for family partners and researchers in neurodevelopmental disability and child health

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