Digital Badges and Micro-credentials: Historical Overview, Motivational Aspects, Issues, and Challenges

Ellis, Larry E.; Nunn, Sandra G.; Avella, John T.

doi:10.1007/978-3-319-15425-1_1

Cited by 40 publications

(19 citation statements)

References 16 publications

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“…This increased availability of knowledge is positive. However, it may be an issue for universities as it legitimates formal learning, outside of the higher education system ( Ellis et al, 2016 ).…”

Section: But First the Contextmentioning

confidence: 99%

On Carrot Cake and Marketing Education: A Perspective on Balancing Skills for Employability

Daellenbach

2018

Australasian Marketing Journal

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The current climate for marketing education demands a complex set of skills for our graduates: critical and creative thinking, good communication skills, marketing knowledge, and specific technical skills. In addition, knowledge is far more readily available outside the formal university institution. In response, marketing educators need to address these demands. Based on existing literature, this paper proposes four categories of skills: thinking and learning skills, personal soft skills, marketing knowledge and technical skills. A metaphor is presented as a means through which the co-existence of these skills may be conceptualised. With this view, thinking and learning and personal soft skills are at the core, into which marketing knowledge is learned and applied. Technical skills are added but with caution, ensuring that they are placed in the context of marketing knowledge, and help to develop thinking and learning, and personal soft skills. Implications and suggestions are provided for educators as we plan programmes, courses and lectures. A challenge is also presented to the wider Academy to create a standardised designation which acknowledges these skills.

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Section: But First the Contextmentioning

confidence: 99%

On Carrot Cake and Marketing Education: A Perspective on Balancing Skills for Employability

Daellenbach

2018

Australasian Marketing Journal

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“…Symbols, such as badges and certificates, have been used for decades. They have evolved into the current modern-day digital badges and micro-credentials that indicate achievements and document the acquisition of skills and competencies (Ellis et al, 2016). Microcredentialing, today through just-in-time learning, can benefit those who have become unemployed due to the recent pandemic and have found it challenging (e.g., Black and Latinx) to find new employment (Gould et al, 2020).…”

Section: Cro -Credential Smentioning

confidence: 99%

In transition: Supporting competency attainment in Black and Latinx students

Richardson

Fisher

Oetjen

et al. 2021

J of Competency-Based Ed

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Minority students, particularly those of the Black and Latinx communities, face daunting challenges-confronted with the recent pandemic, ongoing inequality, and increased financial uncertainty due to job loss and rising unemployment. With recent shifts to skill-based learning and remaining "work-ready," competency-based education (CBE) has never been more critical. CBE is outcome-focused, student-centered, and integrates instruction focusing on students mastering prerequisite content and skills to advance. However, many "in-person" programs primarily structure delivery around lecture-based delivery, often focus on the quantity of work versus behavioral outcomes, and fail to recognize the synergy of innovative delivery mechanisms. In a well-designed online program/course, faculty can anchor course objectives to competencies, implement innovative assessments, leverage components of Connectivism, and utilize just-in-time learning to help their students excel. This writing focuses on best practices for implementing components of Connectivism and just-in-time learning for programs/courses shifting to online delivery.

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“…25–33), as well as a macro‐level thoughtful plan that incorporates the scope and sequence to topics to be introduced, teaching tools and techniques, and anything else that can be planned in advance (Saylor, Alexander, & Lewis, 1981); a curriculum is always built from multiple courses. Courses are formal learning experiences that are primarily offered through colleges and universities, offer an in‐depth examination of a particular topic, span between 4 weeks (mini‐course) to 1 year (Posner & Rudnitsky, 2006), and incorporate formal assessments of student learning. Professional development workshops and trainings are short, intensive educational experiences focused on a specific task or with using a specific tool (Klatt, 1999). Workshops can lead to certificates of participation or micro‐credentials (Ellis, Nunn, & Avella, 2016). …”

Section: Types Of Educational Experiencesmentioning

confidence: 99%

“…• Professional development workshops and trainings are short, intensive educational experiences focused on a specific task or with using a specific tool (Klatt, 1999). Workshops can lead to certificates of participation or micro-credentials (Ellis, Nunn, & Avella, 2016).…”

Section: Types Of Educational Experiencesmentioning

confidence: 99%

Using the 2018 AEA Evaluator Competencies for Evaluator Education and Professional Development

LaVelle

Galport

2020

New Drctns Evaluation

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This chapter addresses using the 2018 American Evaluation Association (AEA) Evaluator Competencies to structure evaluator education and training, the benefits of doing so, and the negative consequences when the competencies are not used. It discusses what educator use of competencies might look like in the design of educational experiences and the eventual potential for the accreditation of university-based and nonuniversity training programs. The chapter concludes by calling on evaluator education programs to take an evaluative look at their own offerings.

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Digital Badges and Micro-credentials: Historical Overview, Motivational Aspects, Issues, and Challenges

Cited by 40 publications

References 16 publications

On Carrot Cake and Marketing Education: A Perspective on Balancing Skills for Employability

On Carrot Cake and Marketing Education: A Perspective on Balancing Skills for Employability

In transition: Supporting competency attainment in Black and Latinx students

Using the 2018 AEA Evaluator Competencies for Evaluator Education and Professional Development

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