Using Skills Profiling to Enable Badges and Micro-Credentials to be Incorporated into Higher Education Courses

Ward, Rupert; Crick, Tom; Davenport, James H.; Hanna, Philip; Hayes, Alan; Irons, Alastair; Miller, Keith; Moller, Faron; Prickett, Tom; Walters, Julie

doi:10.5334/jime.807

Cited by 14 publications

(5 citation statements)

References 41 publications

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“…Blakeley and Branon, 2022; DeMark and Kozyrev, 2021). This can become a key enabler for industry-informed education programmes and a recognised approach as a currency of exchange for skills in the labour market, as can the methodology of skills profiling, recently identified in the UK QAA Report (Ward et al. , 2022).…”

Section: Challenges and Future Directionsmentioning

confidence: 99%

“…There continues, therefore, to be a need for open rich skill descriptors (see, e.g. Blakeley and Branon, 2022; DeMark and Kozyrev, 2021) and mechanisms that enable clarity on skills development such as skills profiling (Ward et al. , 2022).…”

Section: Challenges and Future Directionsmentioning

confidence: 99%

“…Quality of micro-credentials, as discussed, is focussed on the organisation and their underlying data in the digital badge. Future badging standards (1EdTech, 2022), skills profiling (Ward et al. , 2022) and rich skill descriptors (DeMark and Kozyrev, 2021) will increasingly provide more discoverable, understandable, rigour in identifying the quality of micro-credentials.…”

Section: Challenges and Future Directionsmentioning

confidence: 99%

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Signals and noise: communicating achievement through alternative credentials

Bean¹,

Grant²,

Hardaker

et al. 2023

IJILT

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PurposeAlternative credentials are rapidly evolving. The purpose of this paper is to explore the challenges and opportunities arising from this evolution with particular reference to their role in education and employment.Design/methodology/approachThe paper explores the credential initiatives with a unique perspective from introducing alternative credential initiatives that have been influential in recent national policy developments. The paper is led by the experiences of the former General Manager of Microsoft's Education Products Group, former Vice-Chancellor of The Open University and the Royal Melbourne Institute of Technology University. His experiences and lessons learnt reflecting on alternative credential development during the last 30 years provides a unique insight in seeing the “signals” and moving beyond the “noise” of micro-credentials for successful integration into educational institutions.FindingsA number of key findings are identified in terms of current development challenges that impact on alternative credential use and identifying further developments. Relevant examples and references are provided throughout, with a particular focus on North America, Europe and Australasia where the most progress has been made in alternative credentials.Research limitations/implicationsImplications for those wishing to develop badging and microcredentialing solutions, especially in higher education, are identified for all seeking to maximise the success of alternative credential systems.Originality/valueMartin Bean has a unique perspective having explored credential initiatives whilst General Manager of Microsoft's Education Products Group and whilst Vice-Chancellor of The Open University and the Royal Melbourne Institute of Technology University. Martin Bean has also been influential in recent national policy developments in Australia. Martin Bean’s experiences and lessons learnt witnessing alternative credential development during the last 30 years across three continents, and within both public and private sectors, are summarised here to provide context for discussions of some of the key global concepts and related work.

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Section: Challenges and Future Directionsmentioning

confidence: 99%

Section: Challenges and Future Directionsmentioning

confidence: 99%

Section: Challenges and Future Directionsmentioning

confidence: 99%

See 1 more Smart Citation

Signals and noise: communicating achievement through alternative credentials

Bean¹,

Grant²,

Hardaker

et al. 2023

IJILT

View full text Add to dashboard Cite

show abstract

“…In the EHEA, micro-credentials are brief, focused learning programmes that address particular skill and knowledge demands. They can be provided in various ways, such as online courses, workshops and other types of flexible learning (Trepule et al 2021;Ward et al 2023).…”

Section: Upskilling and Reskillingmentioning

confidence: 99%

Local economies preparing for a turbulent future

Kearns

2023

Centre for Local Economic Development: Topics in Local Development

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editor and were independent of the volume editor, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justificationLocal economic development (LED) is at the core of developing a sustainable, inclusive and resilient local region. Local economic development aims to involve all role-players (local government, private sector and community) in the decision-making process in order to create a participatory environment where social and environmental concerns are balanced with economic pursuits. Achieving this is a challenge for local governments in developed and developing regions. The global coronavirus disease 2019 (COVID-19) outbreak has brought about an entirely new set of challenges for local governments, businesses (formal and informal) and policymakers. This book aims to highlight how local economies are impacted during times of a global pandemic from global perspectives.The outbreak of the global COVID-19 pandemic has presented unprecedented challenges to developed and less-developed local economies. The book aims to uncover the best practices in responding to a pandemic from regional perspectives and from a trans-disciplinary point of view. Scholars from various spheres in the arts, culture, education, health, environment, business and the public sector present their perspectives on the impacts, responses and consequences for local economies and communities. As a fundamental part of LED, the arts, culture, education, health, environment, business and public sector domains were some of the hardest hit by the pandemic, and the pandemic has certainly exposed the weaknesses of current development policies and calls for new, innovative measures in developing resilient local regions. This book forms an essential part of the development series of the Centre for Local Economic Development (CENLED) as it offers insight into how a global pandemic (COVID-19) impacted LED in various regions and the different responses from different spheres.

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“…Olivier & Rambow, 2023;Otto, 2019;Tlili et al, 2023;Wiley et al, 2014), micro-credentialing (e.g. Bozkurt & Brown, 2022;Chandler & Perryman, 2023;Ward et al, 2023;Weller, 2023) or artificial intelligence (AI) (e.g. de la Higuera & Iyer, 2023;Stacey, 2023).…”

Section: At the Level Of Praxis Then?mentioning

confidence: 99%

Epistemic Considerations of Open Education to Re-Source Educators’ Praxis Sustainably

Class

2023

Open Praxis

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This article suggests to reflect on the philosophical foundations of Open Education. It reaches out to Bergson's and Popper's respective understandings of Open Society; ontology of immanence, not-yetness; and post-inquiry. It invites to revisit ethos, eidos and praxis in Open Education to move away from a prevailing Western, dominant, unsustainable paradigm and explore a holistic approach, the inclusion of indigenous knowledge systems, the shift from an overall domesticating to a liberating education, and the making visible of what has been made invisible. This discussion precedes the presentation of a roadmap drafted for Open Education in the Swiss Higher Education landscape, explaining why it has been deliberately prepared at the epistemic level and how relevant this is in relation to the sustainability process, providing a horizon for the first of three steps -survival, security, sustainability.

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Using Skills Profiling to Enable Badges and Micro-Credentials to be Incorporated into Higher Education Courses

Cited by 14 publications

References 41 publications

Signals and noise: communicating achievement through alternative credentials

Signals and noise: communicating achievement through alternative credentials

Local economies preparing for a turbulent future

Epistemic Considerations of Open Education to Re-Source Educators’ Praxis Sustainably

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