Special Issue on Micro-credentials: A First Taster…

Though highly contestable, it’s not uncommon to hear of a particular challenge facing university students; the transition from learning environments which are structured and (partially) directed by educators, to the “wilds” of employment, where they must demonstrate skills, competences, and offer valuable knowledge and experience to prospective employers.

Photo by Håkon Grimstad on Unsplash

Viewed in this light, the formal university student is something of a caterpillar, cloistered and tentative, until blooming through authentic and real world experiences, becoming valued, and valuable. The issue of employability generates heated debate regarding educational futures and highlights tensions concerning the role of universities and the linking of educational practices to employers’ needs.

Micro-credentials are a topic of interest in this debate, as Brown and Nic Giolla Mhichíl (2021) illustrate using a different four-legged animal metaphor. As we have previously reported through the NIDL blog, issues regarding micro-credentials and employability are the central theme of a forthcoming special issue of the International Journal of Educational Technology in Higher Education(ETHE), co-edited by Dr. Mairéad Nic Giolla Mhichíl and Prof. Mark Brown, of DCU, in conjunction with Prof. Beverley Oliver, emirata of Deakin University. The special issue theme is…

“Micro-credentials and the Next New Normal in Digitally Enhanced Higher Education Ecosystems”.

The recent explosion of interest and literature on micro-credentials and the worldwide growth of new policy developments suggests the special issue is timely.

The newly-published first piece, authored by Marcelo Fabián Maina, Lourdes Guàrdia Ortiz, Federica Mancini, and Montserrat Martinez Melo, of UOC, is titled A micro‐credentialing methodology for improved recognition of HE employability skills. The article reports findings from an innovative, mixed-method pilot study conducted in Eastern Africa. The authors foreground this study in the challenges described above, “to provide students with the option to accumulate meaningful, skills-focused digital credentials in order to meet today’s workforce requirements.” (p.2). The article presents a detailed methodology for developing skills through student articulation both within learning content and employment contexts, as illustrated below.

Student articulations were collated into an ePortfolio, following which students were awarded a digital badge as a micro-credential. An innovative element of the study was the use of a cross-sectoral sample, containing students (n=169), lecturers (n=13), and employers (n=24).

Lecturers were positive in response to the innovation, particularly regarding outcomes assessment, with seven  (of 8) viewing it as helpful in this regard. Qualitative findings also demonstrated that lecturers valued the “contextualisation of evidence” (p. 10) within student accounts, which prompted many to consider how they could incorporate demonstrable evidence within wider teaching practice. Students were also very positively disposed towards the project, with a particular interest in how the use of an ePortfolio could support constructive and iterative engagement, with one student noting:

Due to the feedback I got from my teachers and the employer about my evidence in the ePortfolio, I realized that there are some aspects that I needed to improve in my professional development”.

Employer attitudes are understudied as regards micro-credentials, and findings were interesting in sharing further insights from this perspective. As the paper reports, some “commented that the badges and the attached evidence provide a clear view of the candidate skills that is due also to the availability of rich information that complements what is reported in a traditional curriculum vitae” (p. 14). 

Putting it into practice

In a strong discussion, the authors synthesise their findings and highlight several positive elements that the programme provoked in educators, students, and employers. Sagely, they also note that…

this approach could be challenging when dealing with a large number of students” (p. 16).

This observation arising from the study would appear a common challenge and tension when considering the simultaneous pressures of teaching at scale and attempting to enable and encourage more innovative personalised forms of learning.

A broader, pressing issue regarding micro-credential adoption is the lack of efficacy and applied implementation evidence. While a discourse of micro-credentials as “solutions”, “key tools” and “huge for the future of work” is prevalent amongst media and industry commentators, scant evidence exists to support this discourse. This article is refreshing as a contextual, pedagogically-grounded and applied example of a successful pilot programme, which generated diverse perspectives. The authors are realistic in noting that this is a small-scale pilot. Still, educators and course designers interested in micro-credentials will find much interest in this piece. They should look forward to the further articles coming shortly in this timely, special issue.

Sparking a Light: Supporting Interactive Online Assessments

During the early stages of the pivot to online assessments, an ASCILITE seminar led by Griffith University, Australia, introduced the Teaching Enhancement Unit (TEU) to interactive oral assessments. As designing robust assessments that could quality assure students’ learning was a key priority during the transition to online assessment, this seminar sparked a light. 

Photo by Kari Shea on Unsplash

It led to early discussions, and ultimately a collaboration between DCU TEU and Griffith University to pilot interactive oral assessments in DCU. This collaboration quickly became a Community of Practice (CoP) where a small group of DCU academics across all five faculties began using interactive oral assessments as a viable alternative to traditional assessments. The CoP changes over each semester, with some new recruits, some past members dipping in and out, and some staying throughout the three semesters this CoP and pilot has been running. 

Interactive orals are an authentic assessment approach that effectively helps prepare students for employment, and when used as part of strategically designed integrated assessment, promotes academic integrity. This short 2 minute video provides a quick introduction to the approach through the voices of both DCU students and academics involved in the initiative.

A TEU Interactive Oral User Guide is also available to support academics wishing to use this approach. The DCU CoP are at an advanced stage of a research article to share experiences… watch this space.

An exciting enhancement to the DCU Interactive Oral CoP is a shared Interactive Oral CoP with Griffith University and Charles Sturt University in Australia. The first meeting was held on 24th November 2021, hosted by the TEU. At a two-hour meeting, over twenty academics (8 from DCU) presented vignettes of their use of interactive oral across all disciplines. This shared CoP will continue to meet twice a year to collaborate and share experience and research in this space.

If you would like any more information on this initiative or are interested in joining the CoP, please email fiona.m.oriordan@dcu.ie