Guardrails to Constructing Learning: the Potential of Open Microcredentials to Support Inquiry-Based Learning

West, Richard E.; Tawfik, Andrew A.; Gishbaugher, Jaclyn J; Gatewood, Jessica

doi:10.1007/s11528-020-00531-2

Cited by 12 publications

(8 citation statements)

References 62 publications

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“…Microcrendentials help them become more goal-oriented and reflective on their learning and effectively communicate their conceptual understanding of the learned skills with each other (Yanek, 2021). Theoretically, microcredentials can also support inquiry-based learning through outlining prerequisite knowledge, chunking the problem into manageable subproblems for novices, and providing criteria and evidence for flexible assessment (West, Tawfik, Gishbaugher, & Gatewood, 2020). In addition, student achievement in reading and writing about literature was found to be positively correlated with their engagement in a course embedding soft skills badging (Naimark, 2021).…”

Section: Open Microcredentials and Student Learningmentioning

confidence: 99%

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Digital Credential Evolution

West

Cheng

2022

Handbook of Open, Distance and Digital Education

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In this chapter, we discuss open recognition as a key part of the digital learning/open education revolution, and open microcredentials a method for open recognition to disrupt traditional educational practices surrounding how we recognize and certify learning. We begin with definitions of open microcredentials, badges, verifiable credentials, and similar concepts. Then, we discuss the potential of open microcredentials to impact teaching and learning at the micro-, meso-, and macrolevels. We then conclude with recommendations for practice and the suggestion of a framework to guide research.

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Section: Open Microcredentials and Student Learningmentioning

confidence: 99%

“…Second, open microcredentials could theoretically help in establishing the necessary background knowledge and pathways. With microcredentials, learners could earn prerequisite credentials that prepare them to enter a complex problem-solving realm with sufficient background knowledge (West et al, 2020).…”

Section: Open Microcredentials and Self-regulated Learningmentioning

confidence: 99%

Digital Credential Evolution

West

Cheng

2022

Handbook of Open, Distance and Digital Education

Self Cite

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“…Thus, despite the popularity of video lectures, other solutions for providing pre-class learning could also be valuable components of FL. One example could be, in a problem-based learning situation, having students explore and study out the situation individually before class, which may allow for more constructivist learning in-class within groups as they derive solutions to the problem (West, Tawfik, Gishbaugher, & Gatewood, 2020).…”

Section: Introductionmentioning

confidence: 99%

Flipped Learning

Lee

2022

Handbook of Open, Distance and Digital Education

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Flipped learning (FL) began as a local trial strategy in a US high school in 2012 and in less than 10 years has exploded in popularity, among both educational practitioners and researchers, and has now been extensively recognized and implemented at all levels of education across the world. This chapter will discuss what is known from current FL literature, what the practical implications are from this literature, what gaps exist within FL research and between FL research and practices, and how those gaps should be addressed. This chapter begins with the definition and continues discussing history and supporting theories of flipped learning and its effectiveness, affecting factors, challenges, and possible solutions from current literature. In addition, as a modified version of traditional flipped learning, a fully online flipped learning model, bichronous online learning, and HyFlex learning are introduced. This chapter concludes with future research directions.

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“…West et al ( 2020 ) identify several reasons for the need for additional research and case studies that reflect on the development and implementation of micro-credentials. This report from the field addresses this need and describes how an EPP is developing a micro-credentials program within teacher education.…”

Section: Introductionmentioning

confidence: 99%

Learning to Fly: Development and Design of a Micro-Credentialing System for an Educator Preparation Program in the Absence of a Required Educational Technology Course

Clausen

2021

TechTrends

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Technology integration within instructional practices is an essential element in the preparation of teachers. However, expectations that a single course or hopes that technology infusion will spontaneously occur are not enough to prepare teacher candidates to integrate technology in meaningful ways. In the absence of a required educational technology course for all initial licensure candidates, an educator preparation program in the Midwest sought creative solutions to meet accreditation and clinical placement expectations regarding candidate preparation to integrate technology. This report from the field discusses the iterative process to develop a comprehensive micro-credentialing system aligned with the ISTE standards for educators. The micro-credentials provide candidates opportunities to apply and model technology use within courses and throughout their program. Feedback from stakeholders indicated both possibilities and potential challenges in the adoption of the system. This feedback has led to further development of the micro-credentialing system.

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Guardrails to Constructing Learning: the Potential of Open Microcredentials to Support Inquiry-Based Learning

Cited by 12 publications

References 62 publications

Digital Credential Evolution

Digital Credential Evolution

Flipped Learning

Learning to Fly: Development and Design of a Micro-Credentialing System for an Educator Preparation Program in the Absence of a Required Educational Technology Course

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