Designing Digital Badging Programs: Findings from an Interview-Based Study with Instructional Designers

Rosenberger, Kyle

doi:10.1007/s11528-018-0349-7

Cited by 7 publications

(4 citation statements)

References 13 publications

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“…Therefore, the educational content must be clear, thorough, current and accurate (Stawowy et al, 2021), delivered to the intended audience and confirmed that both instructors and learners have a mutual understanding of the information flow (Cabrera et al, 2006). An appropriate micro-credential content (curriculum) design is required to ensure that learners acquire the necessary skills and competencies (Rosenberger, 2019). A complex micro-credential curriculum should be divided into smaller basic courses that focus on specific skills and competencies.…”

Section: Content Qualitymentioning

confidence: 99%

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Marketing micro-credentials: understanding learners' engagement and willingness to pay more

Tee,

Cham,

et al. 2023

IJEM

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PurposeDigitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator.Design/methodology/approachA survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro.FindingsThe results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses.Originality/valueThis study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses.

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Section: Content Qualitymentioning

confidence: 99%

“…, 2006). An appropriate micro-credential content (curriculum) design is required to ensure that learners acquire the necessary skills and competencies (Rosenberger, 2019). A complex micro-credential curriculum should be divided into smaller basic courses that focus on specific skills and competencies.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Marketing micro-credentials: understanding learners' engagement and willingness to pay more

Tee,

Cham,

et al. 2023

IJEM

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“…Noted psychologist B. F. Skinner [44] is well-known for his contributions to the field of adult education through his advancing of the philosophical perspective of behaviorism. Practitioners whose professional concentration emphases are in the areas of Human Resource Development (HRD) are much acquainted with traditional practices that draw upon behaviorist pedagogy used for training and employee professional development [45]. As an academic exercise, and for the scope of this article, we examine behaviors and training that result from stimuli used to change the activities of workers through the reinforcement systems of incentivizing rewards and disincentivizing penalties if targets were not met within a newly implemented online corporate working environment for lower-level employees.…”

Section: Behaviorist Training Approaches In Professional Developmentmentioning

confidence: 99%

Corporate Digital Literacy Mandates

Brown

McCray

Neal

et al. 2023

Int. J. Adv. Corp. Learn.

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Envision an employee showing up faithfully every day for work but cognitively checked out every minute (i.e., quiet quitting). This article adapts a futurist perspective to describe the adult education pedagogy of experiential learning in juxtaposition to the limitations of behaviorist employee training incentives. The authors conceptually apply Spiral Dynamic Theory (SDT) based predictive strategies to capitalize on the assumptions of intrinsic and extrinsic motivation themes among contemporary adult workers. The field of Adult and Continuing Education caters its teaching and learning to people who are 25 years of age and older. As employees, they bring to the corporate work environment a unique set of skills and life experiences that require pedagogical delivery that is innovative and motivating. Research shows that older adults are often technology averse. Therefore, scaffolding the employee’s use of technology and social media as expectations of the work tasks could help improve low digital literacy and increase self-efficacy. This paper offers Spiral Dynamic Theory (SDT) as an instrument for adult training and professional development design.

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“…In 2014 Bixler asserted that "the entire research base for digital badging is in its infancy" (p. 1). Now in 2020, the research base has grown considerably as the drive toward sustainable instruction and authentic assessment (Raish and Behler, 2019), effective badge design (Rosenberger, 2018), and increased learner autonomy or engagement (Farmer and West, 2016;Ford, et al, 2015) supports a diverse collection of scholarship related to micro-credentialing in higher education. One area of note is the use of micro-credentialing to assist with scalability in information literacy instruction.…”

Section: Microcredentials In Higher Educationmentioning

confidence: 99%

Developing and evaluating an asynchronous online library microcredential: a case study

Peacock

Grevatt

Dworak

et al. 2020

RSR

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Purpose This paper aims to describe the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration and research in campus first-year seminar courses. Design/methodology/approach In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials. Findings In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses. Originality/value This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses that are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s attention, relevance, confidence and satisfaction model, and in turn, can be improved through iterative evaluation cycles using collected student data.

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Designing Digital Badging Programs: Findings from an Interview-Based Study with Instructional Designers

Cited by 7 publications

References 13 publications

Marketing micro-credentials: understanding learners' engagement and willingness to pay more

Marketing micro-credentials: understanding learners' engagement and willingness to pay more

Corporate Digital Literacy Mandates

Developing and evaluating an asynchronous online library microcredential: a case study

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