Micro-credentialing Models and Practice

Abstract

Micro-credentials can range from MOOCs and short courses to alternative credentials that can also be complementary to an award. While they can be offered in person, micro-credentialing lends itself very well to virtual environments due to its flexibility and portability. This is important as the student demographic for these courses tends to be the lifelong learning target market. Lifelong learners are likely to be working in jobs and need flexible modes of study, with onsite education generally a challenge due to time and travel constraints. Options a virtual university can provide are desirable to this growing cohort. With the right value proposition and support, a global student cohort is also achievable especially with travel restrictions that have recently come into place with the COVID-19 pandemic. While the potential for micro-credentials as successful offerings in a virtual university is nascent, it is not clear what success metrics can be used to ensure relevancy and remain contemporary. This chapter will examine micro-credential models and practice and suggests strategies that can contribute to some of these approaches. These strategies are grounded in the student experience and success of the lifelong and global learner demographic. There will be a particular emphasis in Australasia as the author has conducted surveys on the state of micro-credentialing in the region on behalf of the Australasian Council on Open, Distance and e-Learning (ACODE). The author also suggests evidence-based measures of success that can be used to implement and sustain a successful approach to micro-credentials particularly in a virtual university.