1. 1

2. Health Coaching and Patient Navigation
Micro-certification Project
Tania Xerri & Marianne Koh
This project was funded with the support of eCampus Ontario.

3. Gaps in Health Care
WHAT’S MISSING HERE?

4. Source: Ontario Ministry of Health and Ministry of Long-Term Care website

5. Health Coaching and Navigation Skills

6. Rise in health coaching and patient navigation job roles and functions
0
100
200
300
400
500
600
700
800
900
2016 2017 2018 2019
Job Postings for “Navigator/Patient Advocate” OR “Health
Educator/Coach” role or function in Canada
Challenges
• Not regulated health professions
or “controlled health acts”
• Inconsistency in understanding
and scope of the role
• Variation in approaches and
models
• Need to be flexible and adaptable
to organizational needs

7. Goal: Build a qualified workforce with health coaching
or patient navigation skills to fill these emerging roles
or functions using digital credentials

8. FRAMEWORKS USED:
eCampus Ontario: Micro-certification Principles and Framework
UNESCO: Digital credentialing
Lumina Foundation: Connecting Credentials
IMS Global Learning Consortium: Competencies and Academic
Standards Exchange (CASE)

9. Health
Coaching
Digital
Credentials

10. Patient
Navigation
Digital
Credentials

11. Patient Navigation Advisory Committee

12. Questions?
Contact us at hlln@yorku.ca

13. School of Deaf & Deafblind Studies
Introduction to ASL
Medical Terminology and
Intervenor Strategies

14. Intervenor for Deafblind
Persons Program
Faculty:
- Cheryl Ramey
- Janine Tucker
- Karen Kotorlis

15. Micro-Certification: Introduction to ASL Medical Terminology
and Intervenor Strategies
Course details:
 SCHEDULE:
– Start date: Monday, March 16th, 2020
– End date: Friday, April 24th, 2020
 FORMAT:
– Online
– Self-paced, meaning you can take your time and take a month to complete, or finish it all
in one weekend.
– Free

16. Course content

17. Module Learning

18. EVALUATION: Voice to ASL
SKILL LEVEL 1 LEVEL 2
Vocabulary Many key
words
were not
included
Key
vocabulary
was
effectively
included
Concepts Concepts
were not
explained
All
concepts
clearly
explained
Sign
Formation
Numerous
errors in
sign
formation
Accurate,
clearly-
formed
signs

19. EVALUATION: ASL to Voice
SKILL LEVEL 1 LEVEL 2
Message
equivalency
The
message
was
inaccurately
explained
The
message
was
accurately
explained
Smoothness There were
many stops
within
phrases
There was
little to no
stops within
phrases
Voice Clarity The
message
was unclear
The
message
was clear

20. Digital Badge
Evaluations
Videos (Secured)
Rubrics
Self-evaluation
Quiz scores

21.  Principles
– Relevance
– Verifiability
 Frameworks
– Issuing body
– Competency / skills targeted
– Outcomes (performance competency)
– Summative assessment
– Partner endorsement
Principles and Framework

22. Concerns
 College logistics
– Eventual costs & tuition
– Advertising and explaining micro-certifications
 Course logistics
– Scaffolding skills on an online platform
– Semester time frame
– Additional online support
– Links and privacy

23. Project Outlook
 Interest at the college (programs,
concurrent education)
 Tool
– Adding new skills to curriculum
– Removing content from program
 T-shaped graduate
– Cross domain
– Depth of learning (extensibility)
 Schedule
– February – finalize course
– March – test and launch
– April - close

24. School of Deaf and Deafblind
Studies
QUESTIONS
&
THANK YOU

25. Understanding and Fostering
Relationships in Human
Trafficking Cases

26. Every 30 seconds…..

27. Global Justice
• In 2000 the United Nations, in response to growing trans-national
crime rates enacted the Palermo Protocol
• Purpose to Prevent, Suppress and Punish Trafficking in Persons,
Especially Women and Children
• Adopted by Canada in 2002
• National Plan to Combat Human Trafficking 2012
• Bill C-49 changes to criminal code to make human trafficking a crime

28. Human Trafficking in Canada
Defined as exploitation, control, or threat to safety of vulnerable
persons for profit.
4 Types:
• Domestic Servitude
• Forced Labour
• Forced Illegal Activities
• Commercial Sexual exploitation (most common)

29. Human Trafficking in Canada- Victim Profiles

31. Local Strategy
• In response to steadily increasing number of incidents in Ontario, and
specifically Brantford at nearly double the national average, Brantford
Police Services have recognized a need to be more proactive in their
approach to addressing the needs of the individuals affected
• The Ontario Police College (OPC) currently offers introductory human
trafficking investigations training as part of the basic training
• WLU/BPS Micro-credential
• Blended format (face to face/online)
• Interdisciplinary
• Mapped back to competencies

32. Program Development
• Competency Based Management (CBM) Framework adopted by Police
Sector Council in 2001
• Based on this framework, and in collaboration with our partner, we
have identified the competencies which will be of primary focus in this
training
• Behavioural Competencies: Fostering Relationships (T), Interactive
Communication (T)
• Technical Competencies: Crime Scene management (V), Interviewing Victims &
Witnesses (V) and Interviewing & Interrogating Suspects (V)
• Leadership Competencies: Fostering Relationships (T), interactive
Communication (T), Valuing Diversity (T)
• Following each session we will consult with our partner to provide
feedback for improvement of program curriculum and delivery to
ensure we are meeting the established objectives.

33. Learning Outcomes
Based on consultation between the curriculum working group, and our
partners at Victim Services Brant the proposed learning outcomes have been
proposed to shape the curriculum development:
• Increased awareness and understanding of risk factors for becoming a
victim of sex trafficking
• Enhanced ability to identify potential victims of sex trafficking
• Stronger communication skills when working with victims of sex trafficking
• Increased confidence in ability to support victims of sex trafficking
• Increased knowledge and awareness of supports available to victims of sex
trafficking

34. • Online Learning Component
• Administration of Attitudes Towards Victims of Human
Trafficking
27 item scale with six subscales:
(a) Knowledge About Sex Trafficking,
(b) Awareness of Sex Trafficking,
(c) Attitudes Toward Ability to Leave Sex Trafficking,
(d) Attitudes Toward Helping Survivors,
(e) Empathic Reactions Toward Sex Trafficking, and
(f) Efficacy to Reduce Sex Trafficking.
• 2 days facilitated training including Interactive Scenario
Assessments mapped back to detailed rubrics
• Attitudes Towards Victims of Human Trafficking (Post training)
• Critical Reflection Paper

35. Roll-out
• Overall we anticipate that this training will be offered to 180 BPS officers, as
well as civilian staff. We anticipate this to be conducted in cohorts of
approximately 30 people, over a period of 1-2 years.
• Throughout the program, we will continue to work with our partner to assess
the overall impact of these courses, and discover how officers are using the
course knowledge in their active duty activities based on best practices in
course assessment.
• Based on feedback from our partner, it is our intention to utilize what we
learn in the development of this micro-credential, to build additional learning
pathways, which could be laddered toward completion of a broader program.

36. Learnings from the Micro-certification Pilot Project
• Testing E-Campus Ontario Framework and Principles
• Leveraging partnerships (BPS, Victim Services, Internally)
• Online/ in-person blended format
• Utilization of industry standards to build targeted
curriculum
• Opens up new “market” at our institution
• Institutional Policy/Process Review
• Timelines

37. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Micro-Certification
for Health
InformaticseCampus Ontario
Micro-certification Forum
2020

38. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Nick Baker, Director, Office of Open Learning
Introduction & Agenda
2
Overview
• Background
• Project Description & Framework
• eCO Micro-credential Principles & Framework
• Challenges and questions

39. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
The Team
3
Jennie Atkins - Executive Director, Continuing Education
Nick Baker - Director, Office of Open Learning
Lyn Baluyot – Vice President, Chief Transformation Officer, TransForm Shared Service
Organization
Dave Cormier – Online Learning Specialist, Office of Open Learning
Soula Serra – Team Leader, Continuing Education

40. Healthcare in Windsor-Essex & Chatham-Kent is changing
c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Background
4

41. 5

42. project management
communication
I.T.
six modules delivered in-class
online quiz assessments upon completion of each module
case study - project charter submission and presentation
c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
core skills &
competencies
Description & Framework
6
clinical cyber security & blockchain
data analysis
healthcare environment
format & assessment
outcomes
clinical data literacy
IT healthcare systems competency
quality assurance
compliance and risk mitigation
workflow analysis and redesign

43. 7
LYN’S VIDEO. https://ctl2.uwindsor.ca/vidlinks/4AD948603398D89C.html

44. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
eCO MC
Principles
8
Relevance - Program content developed based on the expressed needs of TransForm
Shared Services Organization and fully endorsed by industry partner
Verifiability - MC able to be verified through the issued link; once issued, can’t be
changed; learners evaluated in multiple ways to ensure competence before issuance
Ownership - Once issued, the learner can retrieve and share the credential via a link
sent in email, unless it has been revoked
Extensibility - Modular course design; surfacing issues and areas for further
exploration to facilitate MC’s with other credentials; plan (hope!) to facilitate
pathway for continuous lifelong learning

45. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
eCO MC Framework
9
Issuing body - Continuing Education, University of Windsor (non-credit)
Competencies - 4 x core competencies + 19 specific competencies developed over 6 x
18hr modules (weekend intensive delivery); authentic activities to develop competence
Summative Assessment - Assessment for the pilot = quizzes for each module + project
charter and briefing on technology evaluation (team-based, authentic simulated setting)
Transcriptable - Investigation of compatibility between credit/continuing education and
micro-credentials is ongoing; two separate systems for student information (PeopleSoft +
DestinyOne)
Partner Endorsement - TransForm SSO endorses program + micro credential concept;
discussions ongoing for this part of the project

46. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Program
Competencies
10

47. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Program
Competencies
11

48. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Achievements To
Date
12
First cohort of students enrolled in first course (capped @24 students, 17 currently enrolled)
• Mostly nurses but also business, IT, science & arts grads.
• Not all working in healthcare (N = 4)
• Some work for TransForm already (N = 4)
First course will be complete after this weekend – could issue 1st MC soon after that.
Created and tested issuing micro-credentials in BC Diploma
• Designing and refining this workflow
Plan to offer nested/laddered MCs – credential to be issued for each module plus certificate
for overall completion.

49. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Challenges & Questions – process
13
Competence alignment - Interface between academic processes and industry; not always
clear what industry needs or wants and at what level.
Assessment - Competency-based education and assessment unfamiliar to most academics;
identifying suitable assessment approach compatible with the tools available.
Unknowns - How will students and employers actually use the credential?
Credential nesting - Determining appropriate level for credentials + nesting + competency
vs credential; tendency to think in terms of credit hrs rather than competence
demonstrated.
Time - takes a considerable amount of time to develop shared understandings; working
with busy industry partners, education specialists, technologists, continuing education
specialists.
Workflow for issuing MCs - Currently fully manual – would not be sustainable at scale.

50. c o n t i n u e t o l e a r n c o n t i n u e t o l e a d c o n t i n u e t o g r o w
Challenges & Questions – technical/philosophical
14
Integrations - Not enough time in the pilot to test a full integration – still gathering
technical requirements and implications for existing systems.
Interface to existing transcript - Not yet clear how the interface would work or if
MCs will be listed on the full transcript (currently 3 separate systems).
Employer buy-in - Does it make sense for some industries and not others? If so,
who and how do we best serve them?
Problem vs. solution - What problem are we trying to solve with this solution and
what are the alternatives? Could we have an Ontario MC clearinghouse/validator?
Blockchain - Is this the most appropriate technology? Is this what we would choose
if we had enough time to investigate thoroughly?

51. continue@uwindsor.ca
continue.uwindsor.ca
519.253.3000 x 6721
Windsor Hall
167 Ferry St. Suite 300
Windsor ON N9A 0C5
@UWinContinue
Connect With The
Team
Nick Baker nbaker@uwindsor.ca
Jennie Atkins jaktins@uwindsor.ca
Dave Cormier dave.cormier@uwindsor.ca
Soula Serra soula@uwindsor.ca

52. Safe Patient Transfer
Fiona McArthur & Sarah Stokes, Ontario Tech University

53. Problem: Kinesiology students are missing out on varied
placements because they aren’t taught how to move patients safely.

54. Pilot Goals
Recognize skills of nursing, personal support
worker, paramedicine students
Potential to develop standard with
other groups and partners
Students may be limited without
training in safe patient transfer

55. Institutional Goals

56. Partnerships
Current Partners Potential Partnerships

57. Workplan
Design Day
❏ Work with partner
❏ Establish standards
❏ Form expert team
Content Writing
❏ Flipped-classroom style
❏ Approachable for non-nursing earners
❏ Review by other HCPs
Filming
Pilot Delivery
❏ 4 hours hands-on practice
❏ Separate assessment
Assessment & Evaluation

58. Learnings So Far
❏ Design Days demonstrate to
partners that their feedback is
meaningful and impactful
❏ Encourages focus on
transferable skills applicable
to their industry

59. Learnings So Far
❏ Tailor micro-certifications to
direct needs and/or issues
❏ Create a clear path
understandable from outside
the institution
❏ Design with stackability in
mind

60. Future Opportunities
❏ Opportunities for additional
standards-based micro-
certifications in healthcare,
including:
❏ Charting
❏ Compassionate care
❏ Math and drug dosing
❏ Disaster response
❏ Communication

61. Questions?
Contact badges@ontariotechu.ca - we would love to connect with you.

62. Internet of Things (IoT)
eCampusOntario Micro-certification Pilot Project
Update – Feb 2020

63. Lambton College
• The Research & Innovation
department at Lambton College
specializes in working with small to
medium sized businesses in many
research areas to develop new and
improve existing technologies and
processes.
• The Innovation Institute is a division
within Research and Innovation with
a focus in the following areas:
• Bridging innovation mutually between
the College environment and industry
• Bringing innovative approaches and
processes to learning and training
• Providing key support to
entrepreneurship and local business
as it relates to Industry 4.0
• Providing the sandbox environment to
test and develop new technology and
technological approaches

64. Ecampus - IoT Project
• Premise:
Internet of Things (IoT) is one of the underpinning technologies of
industry 4.0 and future economies. IT project managers and new IT
graduates should have a preliminary working knowledge of IoT to
serve as a base for future exploration or to understand integrated
technical projects/products
• Goals:
• Provide an introduction to IoT and recognize its prevalence
• Develop participants’ ability to recognize the range of technologies behind
various IoT applications
• Provide a working knowledge of the risks and benefits of selecting various
strategies for developing or assessing and IoT project

65. Project Development Framework
• Definitions
• Terms of reference
• Governance structure
• Processes / Rubrics
Pilot Dev
• Design project
• Establish competencies / microcredit
• Partner Engagement and Feedback
• Determine Assessments
Infrastructure
• Build Program
• Badge System Integration
• Registrar Integration
Pilot Rollout
• Student Recruitment
• Delivery
• Program Assessment
• Ecampus project was an
opportunity to:
• Formalized framework and
process
• Pilot development of a
targeted micro-credit
• Test infrastructure for
incorporating micro-credits
• Evaluate instructor and
participant feedback on
microcredentials

66. Modules Demonstrated Competence Demonstrated Domain Knowledge Area Mastery
Microcredit
Badge 1
… 1 or
more…
Badge X
Microcredit
Microcredit
Certificate 1
… 1 or
more…
Certificate X
Program Recognition
Module 1
Module X
… 1 or
more…
Micro-credit convention
Module 1
… 1 or
more…

67. The IoT Micro-Cred Program
• Audience:
• Business marketing managers
• IT students
• Delivery:
• Theory – Online
• Practice – Bootcamp
• Badging Allocation
• Take what you need
• Complete Program

68. IoT Pilot Course
Structure
• Broken down into 6 modules
• Theory and background
• Specific details building on
background
• Hierarchy of detail:
• Module
• Subject
• Knowledge to be assessed
• Competency to be demonstrated
• Ultimate result:
• 1-2 Microcredits based upon ~10
Competencies
Module: Subject: Competency Assessments:
Introduction to the Internet of Things (IoT) (Part 1
of 2)
What is IoT?
Demonstrate knowledge of IoT system components with working real world examples
Embedded computing
Components of embedded IoT
Sensors - System Inputs
Communication paths
System Software
System Effects - Real life uses
IoT interaction between components
Role of IoT in our lives
Lab Elements
Introduction to the Industrial Internet of Things
(IIoT) (Part 2 of 2)
Platforms and the IIOT Eco System Select the appropraite IoT system for a specific purpose based upon their strengths and weaknesses
Architecture
Demonstrate unrealized examples of IoT opportunities in the home or industry and the high level
architectual blocks to service
Types of IOT
Economics of IIoT
The current state of IIoT
The financial benefits of IIoT
Lab Elements
Components of an IoT System (IoT Sensors &
Devices, Protocols and Standards)
Lab Elements
Select the appropraite sensor system for a specific purpose based upon their strengths and weaknessesSensors
Sensor Communication Systems
Based upon intended application and environment, determine the approprate use of Lan, and PAN
protecols such as bluetooth, zigbee, and Z-wave
PANS & Local Area Networks
WAN , LPWAN Recognize from examples the use of Wifi, cellular (4G and 5G), LoraWan and Sigfox
IoT Queues, Gateways and Communication
Platforms
Lab Elements
Demonstrate the appropriate conditions to use Queues, MQTT, AMPQ, and CoAP
Routers, Aggregators and Gateways
Queues, MQTT, AMPQ and CoAP
Cloud Systems, Big Data, Analytics and AI with IoT
systems
Lab Elements
Demonstrate the appropriate applications to employ SaaS, IaaS, and PaaS architectures
Cloud Systems
Data Analytics
Recognize the appropriate situations for using AI, Bayesian networks and other inference engines in
specific data analystics applications
Big Data
Artificial Intellligence (AI)
Neural Networks
Cyber Security in IoT Lab Elements
Recognize the vulnerability sources in IoT system examples and potential strategies to mitigate the risk
Security
Blockchain

69. Project Progress
Framework
• Definitions
• Terms of reference
• Governance structure
• Processes / Rubrics
Pilot Dev
• Design project
• Establish competencies / microcredit
• Partner Engagement and Feedback
• Determine Assessments
Infrastructure
• Build Program
• Badge System Integration
• Registrar Integration
Pilot Rollout
• Student Recruitment
• Delivery
• Program Assessment
LEARN

70. The Learn
• Importance of Partner Roles:
• Industry dictates need
• Subject matter expert
• Build on what works
• Implementation Lessons to date:
• Definitions and standardization are key
• ‘Product back to program design’ approach is critical
• A strategic consideration is important
• The devil is in the details

71. Thank you
Sandy Vascotto, Director, Innovation Institute
Lambton College
Sandy.Vascotto@lambtoncollege.ca

72. Digital Fluency:
Upskill and
Reskill
Humber College & Purolator
Partnership
Mark Ihnat, Sarah Peake, Mike Wells

73. 73
Digital Fluency & The Micro-Credential
Solution
In the proposed project, Humber will develop a digital
fluency micro-certification that is comprised of a series of
stackable, data fluency focused micro-credentials that will
better equip individuals to transition to or within the
Purolator workforce.

74. 74
Digital Fluency: Evolving Collection
of Fluencies
"Digital fluency can be viewed as an evolving collection of
fluencies including, but not limited to, curiosity fluency,
communication fluency, creation fluency, data fluency, and
innovation fluency...We need to be looking to the horizon and
evolving curricular and co-curricular learning engagements to
provide...(learners) with the time to learn, practice, and master
digital fluency so that they can invent the big, bold problems of
the future" (Sparrow, New Horizons, 2018)

75. 75
Digital Fluency: A Core Skill
• Digital fluency skills enable
individuals to use and
adapt to digital tools,
manage information,
conduct research, and
create and communicate
effectively and ethically in
digital spaces.
Photo by Erik Eastman on Unsplash

76. 76

77. 77
Digital Fluency: Key Skills/Dimensions
• Data Fluency – Manage,
interpret & critically
evaluate data, data
visualization & storytelling
• Online Etiquette -
Demonstrate awareness
of behavioural norms &
diversity
• Ethics & Security - Understand
risks and threats in
digital environments,
familiarity with privacy
policies, sharing of personal
information
Photo by Marvin Meyer on Unsplash

78. 78
Digital Fluency: Key Skills/Dimensions
• Multi-platform Competency
– Adapt, manage and share
data
• New Media Literacy -
Adoption of digital tools
focusing on collaborative
processes
• Information Management -
Articulate information needs
& identify data
sources, compare and
critically evaluate the
credibility and reliability
of sources of data
Photo by Austin Distel on Unsplash

79. 79
Why Purolator?
• Canada’s leading integrated
freight and parcel solutions
provider, with an extensive
transportation and logistics
networks and supporting
infrastructure.
• Technology continues to disrupt
the freight and parcel delivery
sector
• Micro-credentials could help
meet the digital fluency needs of
their workers and help Purolator
take on this "disruption".
Photo by Ruchindra Gunasekara on Unsplash

80. 80
a.Digital Fluency including ethics/security,
new media literacy, data analytics,
information management and multiplatform
competencies
b.Target Purolator employees at several levels
– linehaul drivers, shipment support
members and warehouse managers
c.Begin with foundational skill development
and progress to proficient
d.Offered a “pick and choose” model to
generate interest and project progression
Our Approach – Purolator's Focus

81. 81
a.Customize training / micro-credentials
focusing on Digital Fluency
b.Build on Purolator’s existing training
materials where possible
c.Target multiple positions within Purolator
d.Create clear learning outcomes and
attainable competencies within learning
units
e.Tier the competencies creating primary and
secondary competencies or "need to
have" versus "nice to have"
f.Maximize the BCdiploma platform
Our Approach- Humber's Strategy

82. 82
a.Conduct needs assessment with Purolator to
determine critical competencies
b.Create a competency matrix mapping out
digital fluency skills domains, related
mindsets and three levels of competency
c.Build out summative assessments grounded
in evidence to prove competence
d.Deploy micro-certification issuing platform
and target certain employee groups
e.Opportunity for feedback and necessary
adjustments
Key Milestones

83. 83

84. 84

85. 85
• Each micro-credential learning unit has a minimum
of four learning outcomes
• Possible assessments include
• Providing information/findings
• Identification
• True/False Scenarios
• Source Citation
• Decision Analysis & Reflection
Learning Units
Lalonde, https://edtechfactotum.com/digital-fluency-vs-digital-literacy/

86. 86
Narrowing Down Competencies
• Driven by Humber Learning Outcomes –
lots to work with!
• In parallel with faculty project, but need to
shift gears to adjust for employer/employee
relationship
Industry Partnership
• Purolator has preferred to react to
content/competencies provided by Humber
rather than starting from scratch
• Pre-work for this type of project may
involve workshopping the shape and nature
of competency-based learning
Challenges

87. 87
Determining Assessments – The Challenge
• Needed to establish learning outcomes and
properly map them back to the first two
micro certifications being developed –
Using Digital Tools: Safety First! and Web
Literacy: Credible Data Analysis
• Elements within the foundational level
competencies had to be cross-job relevant
• Assessments currently involve a fair amount
of reflection and explanation from
participants.
• Reflection and explanation could be
delivered in video form instead of written
form if desired.
• Workload issues – who will take ownership?
Challenges

88. THANK YOU.

89. EXPLORING
MICROCREDENTIALS
AND WIL :
A UWATERLOO/EHRC
PARTNERSHIP
Anne-Marie Fannon
Director, WatPD, University of Waterloo
Alex Sosso, PhD
Curriculum Developer, EHRC

90. A MUTUAL INTEREST IN HUMAN SKILLS
DEVELOPMENT

91. WATERLOO’S PROFESSIONAL DEVELOPMENT PROGRAM
 WatPD has 15 professional development courses available to WIL students
 Topics include:
PD1: CAREER FUNDAMENTALS PD3: COMMUNICATION PD7: CONFLICT RESOLUTION
 Students are assessed in these courses, then apply their learning, ideas and best
practices in the workplace.
PD8: INTERCULTURAL SKILLS

92. EHRC’S EMPOWERING FUTURES –
PROFESSIONAL SKILLS DEVELOPMENT PROGRAM
Awareness
• A series of 10 videos on the 10 most wanted
skills and their impact on organizations
Self-directed
Learning
• 5 skills clusters, online and self-paced
Applied
Training
• 5 most critical basic skills in the sector
• Skills practice in group setting
Mentoring
• Advice and help for professional skills
development by industry professional
Speaking
Collaboration
Self-awareness
Active learning
Active listening
Critical thinking
Decision making
Time management
Social perceptiveness
Reading comprehension
Communication Leadership
Learning Problem solving
Teamwork

93. PILOT PARAMETERS
 29 Electrical and Computer
Engineering students
 Registered in 2 PD courses
(Communication or Teamwork)
 On a work term this semester
GRADE OF 80% OR HIGHER
In professional development course
On relevant student performance
evaluation categories.
EVALUATION OF
“SUPERIOR PERFORMANCE”

94. EHRC’S ROLE
 Review professional development courses (PD3: Communication + PD4:
Teamwork) for alignment with electricity sector needs
 Endorse Microcredentials as relevant for the electricity sector
 Support further exploration on the role of microcredentials in the electricity sector
 “EHRC hears all the time from industry employers about the importance of
developing professional skills in students before they enter the workforce. As a
leader in both technical and professional education, partnering with the
University of Waterloo on this micro-credentialing pilot project was a natural fit.”
-Michelle Branigan – CEO, Electricity Human Resources Canada

95. PROJECT STATUS
 Too early to tell how many students will be eligible for the microcredential
 Implementation of BCDiploma awaiting additional information for Privacy and
Information Security Assessment
 Interesting quantitative data from student (n = 1016) and employer (n= 119)
surveys

96. AWARENESS
PRESENTATION TITLE PG. 96
0
1
2
3
4
5
Student Employer
I am familiar with microcredentials.
1
(%)
2
(%)
3
(%)
4
(%)
5
(%)
Students 29.4 28.7 11.7 26.6 3.5
Employers 34.7 18.6 21.2 16.1 9.3
1= Strongly Disagree, 5 = Strongly Agree
Student (M = 2.46, SD = 1.26) Employer (M = 2.47, SD = 1.36)

97. AWARENESS
 Employers with higher awareness of microcredentials were more likely to agree
with the statement: "I would encourage co-op students to earn microcredentials as
a signal for the competencies they have developed.”
PRESENTATION TITLE PG. 97
R² = 0.0952
0
1
2
3
4
5
0 1 2 3 4 5
(r(118) = .303, p = .001)

98. AWARENESS
PRESENTATION TITLE PG. 98
R² = 0.0509
0
1
2
3
4
5
0 1 2 3 4 5
 Students with higher awareness of microcredentials were more likely to agree with
the statement: "I would exert more effort in my PD course if I could earn a
microcredential.”
(r(1013) = .237, p = .000)

99. PRESENTATION TITLE PG. 99
0
1
2
3
4
5
PD course Workplace
I would exert more effort in my…
STUDENT AND EMPLOYER BEHAVIOURAL QUESTIONS
PD (M = 3.78, SD = 1.18) Workplace (M = 3.66, SD = 1.12)
0
1
2
3
4
5
Co-op students to
earn microcredentials
Employees to
earn microcredentials
I would encourage...
Co-op (M = 3.46, SD = 1.10) Employees (M = 3.47, SD = 1.13)

100. STUDENT PERCEPTION -GRANTING BODY OF MICROCREDENTIALS
PRESENTATION TITLE PG. 100
0
1
2
3
4
5
The University of Waterloo would be a valuable
signal of skills to employers
An online educational platform would be a
valuable signal of skills to employers
A microcredential issued by...
UW (M = 3.84, SD = 1.00) Online platform (M = 3.37, SD = 1.06)

101. NEXT STEPS
 Determine how many students qualify for the microcredential
 Hopefully implement BCDiploma!
 Qualitative interviews with students and employers
 Interviews with EHRC employers to further explore perceptions of micro-
credentials

102. THANKS FOR LEARNING WITH US!
 Electricity Human Resources Canada
 Electrical and Computer Engineering Department
 Registrar’s Office
 Waterloo Centre for the Advancement of Co-operative Education
 WatPD team

104. INTRODUCTION TO
DESIGN THINKING –
PART 1
eCampus Micro-Certification Pilot - Progress Update
February 2020
Greg Bavington – Dunin-Deshpande Queen’s
Innovation Centre, Queen’s University
Eric Tremblay – Faculty of Engineering & Applied
Science, Queens’s University
Christina Dinsmore - Faculty of Arts & Science,
Queen’s University

105. • Dunin Deshpande Queen’s
Innovation Centre (DDQIC), Queen’s
University
• City of Kingston, Office of Strategy,
Innovation & Partnerships
• Faculty of Engineering & Applied
Science
• Faculty of Arts & Science
The Partners
Develop a Design Thinking
micro-credential course that
can be offered to the
community and students in
an online & blended format.
The Project
• Design Thinking
Expertise (SMEs)
• Workshop Development
• Pilot Groups
• Client
• Pilot Groups
• Project Management
• Course Design
• Course Design
• LMS & Multimedia
• Project Management

106. Online Course
(Part 1)
Concepts
Examples
Application
DDQIC…to encourage,
enable and support the
innovation activities
Queen’s…opportunities to broaden
perspectives and facilitate
interdisciplinary thinking
City of Kingston…focus on
implementing design thinking
frameworks
Partner Goals
In-Person
Workshop
(Part 2)

107. Course
Design Course Build Course Testing
Implementation &
Micro-credentials
The Process
Quality Assurance Review
Beta Test Group – w/c February 24, 2020
Pilot Groups 1, 2 & 3 – w/c March 9, 2020
Micro-credentials issued – end March 2020
November –
December 2019
December 2019 -
January 2020
February 2020 March 2020

108. The Offering
Concepts
• Empathy
Design Challenges
• Design Thinking Quiz
• Sequencing Activity
• Interviews & Questioning Activity
• Quiz
Self-Check Activities
• Differentiation Activity
• Problem Statement Activity• Defining
• Ideating
• Prototyping
• Observations – Part 1
• Observations – Part 2
• Creating a Problem Statement
• Idea Generation
• Creating a Storyboard
• Final Test
• Scenario Application
• Experiment Design Submission
• Testing • Categorizing Assumptions • Designing a Test
• Video

109. Current Status
• Course designed & built
• Initial course QA completed
• Micro-certification process tested internally
• Pilots
• Beta testing with small groups (City & Queen’s)
• Pilot groups (City x 1; Queen’s x 2) w/c March 9
• On track to issue micro-certifications to Pilot
groups by end March 2020

110. Lessons Learned
• Pilot…
• Good template for future projects
• Pilot ‘process ‘
• Certificate design requirements
• Good to have…
• Partners with industry experience (versus academics!)
• A mindset of continuous improvement…with the constraint of perfection
• Technical knowledge in the team
• Future considerations…
• Time?
• Process integration / resources?
• Scalability?

112. Micro-Certificate
in
Change
Management
Carolyn Young
Lucy Schenk
Tanya Filipcic

113. OUTLINE
Micro-Certificate in Change Management
Collaboration with Employers
Project Stages
Implementing the Principles and Framework
Challenges and Lesson Learned

114. Why Change Management?
Adaptation of an existing
workshop
Current market indicates
these skills are in demand
According to Indeed.com there are
15,423 job vacancies requiring change
management posted in Ontario

115. Our Partners

116. Team Workshop Reflection Presentation Issued
Reflection
Paper
Submission
Attending the
Presentation
Micro-
Certificate
Issued
.
Stages
Proposal
Submission of
the Proposal
.
Logistics
Planning and
Development
Workshop
Spark Session
Reflection
Submission of
Reflection Paper
Team
Established
Presentation
Attending the
Presentation
Issued
Micro-Certificate
issued
.

117. “I am thrilled to let you know that my
leadership team is now totally fired up
for the micro-credit change
management certificate. Here’s how it
happened: we decided at our team
meeting this morning that we need to
move everyone’s offices around. As
we talked, we realized that this would
be a huge change and that we could
have a revolt on our hands if we didn’t
do it right. Our finance manager piped
up with ‘aren’t we doing that change
management thing in two weeks?’
BINGO!”
Janet Tufts,
Executive Director,
BBBS of London and Area

118. “Great, thanks!
Everyone who
signed up will
already have agreed
to the timeline, so
that shouldn't be a
problem.”
~ Jasmine Ball
Executive Coordinator,
Pillar Nonprofit Network

119. Principles and Framework
Expectations of Employers
• 4-6 employees participate
• Support employees participating
• Provide data for the demand of change management skills
Demonstrate Competency of Skills
• Reflection Paper
• Presentation

120. Challenges
and Lessons Learned
• Communication to employers and participants
• Non-participants in workshop
• Long-term goal and ability to scale-up
• WCS as Western’s leader on micro-certificates

121. Carolyn Young Lucy Schenk Tanya Filipcic
ccyoung@uwo.ca lschenk2@uwo.ca tfilipci@uwo.ca

122. eCampus Micro-certification Forum
February 21, 2020

123. Micro-Credentials @ SLC
• Competency-based
• Industry ‘In Demand’
• Stackable
• Learning & Assessment Components

124. Intercultural Competence and Workplace
Inclusion
4 Stackable Micro-credentials = Certificate
• Foundations of Intercultural Competence and Workplace Inclusion
• Intercultural and Inclusive Organizational Cultures
• Policies, Procedures & Practices
• Employee Recruitment, Retention, & Career Development

125. Sample Workplace Competencies
• identify workplace applications of the principles of
intercultural competence including mindfulness, anti-bias
training, cognitive flexibility, tolerance for ambiguity,
behavioural flexibility, and cross-cultural empathy
• challenge stereotypes and biases through active
integration of strategies that respect and respond to
individual identities and intersectionality within inclusive
practices

126. eCampus Project
• Scenario-Based Learning Experiences and Assessments
• Animation to Pilot Scripts for Future Video and Virtual
Reality Simulations
• Combination of:
• planned interactions and recommendations
• verbal and non-verbal communications

127. connect2SKILLS
Micro-certification Project

128. Project TeamLisa Koster, Project Lead
Director, Academic Innovation
Conestoga College
lkoster@conestogac.on.ca
Lil Premsukh
Chair, School of Business
Conestoga College
lpremsukh@conestogac.on.ca
Sophie Auger,
connect2SKILLS Project Coordinator
Workforce Planning Board of Grand Erie
sophie@workforceplanningboard.org

129. connect2SKILLS program

130. Connect2Skills – Warehousing-Logistics
Six Weeks Industry Training
CE Program Assistant receives the Forms, creates Student IDs and
sends request to the Conestoga College Registrar’s Office
Special Project Assistant Collects Registration Forms and submits
the Forms to CE Department
Student Applies for Connect2Skills Program using manual
Registration Forms
Connect2Skills Advertises FREE 6 Weeks Industry Training in
Warehousing and Logistics

132. 2-week Essentials Skills and Computer Classes start along
with Workshops and Presentations
Students admitted into 4-week Conestoga Program 5
courses to complete
Tours, Motivational Speakers, Resume Development,
Interview Workshops and Placement Discussions

133. Two weeks of work placement
Students complete the project and awarded Recognition of
Learning from
Conestoga and partners
Participants attend interviews at employer/placements
locations. Employers accepts participant to 2-week placement
Final placement form is completed; employer continues
employment with participant

135. eCampus Principles & Framework
Principles
Relevance
Verifiability
Ownership
Extensibility
Framework
Issuing Body
Competency/skills targeted
Outcomes
Summative assessment
Transcriptable
Partner endorsement
✓
✓
✓
✓
✓
✓
✓

136. Goals/Status
• Automate the credential verification (verifiability) and
issuance of the Recognition of Learning Certificate
• Making changes to our Student Information System
(SIS) to enhance and automate the process
• Issuing the micro-certification through BCDipoma
will ensure that the credential is verifiable and
shareable
• Students have control over their data and how they
share their micro-certification (Ownership)

137. Goals/Status
• Enhance awareness and verifiability of the program to
employers outside those currently participating
• This aspect of the project is not addressed until the later
stages of the pilot
• Further align the curriculum for improvement of existing
pathways (Extensibility)
• A Major Program Review (MPR) of the Warehousing Program
is planned for Spring 2020.
• The intent of the program review and revision is to create a
pathway from connect2SKILLS into the Warehousing program

138. First Certification to be Issued
• Plan to offer the first certification by the
end of March 2020
• Next cohort of graduates will be in
March
• In addition to their paper certificate,
they will receive a digital micro-
certification

139. Will Bouma
Parliamentary Assistant to Premier of Ontario, MPP Brantford-Brant
“Hey #BrantfordBrant, great to be at the
#Connect2Skills graduation ceremony tonight
@ConestogaC Brantford! Congrats to all the
Grads & thanks to @WorkforceGE for making
it happen & being a part of our future!!
#workingtogetherforyou
(https://twitter.com/WillBoumaBrant/status/1207080713138397184?s=20)

140. For more information on the
connect2SKILLS program go to:
https://www.connect2skills.com/

141. INDIGENOUS RIGHTS & RELATIONSHIP BUILDING
IN THE FORESTRY SECTOR

142. Sault College & Project Learning Tree Canada
• Sault College and Project Learning Tree Canada are developing
a series of e-learning modules that will focus on competencies
related to Indigenous Rights and Relationship Building in the
forestry sector.
• The first module is part of the eCampusOntario’s Micro-
Certification Pilot Program.

143. Pilot Course for eCampusOntario Pilot Program

144. Forestry in Canada
https://www.nrcan.gc.ca/maps-tools-and-publications/maps/forest-maps/16874#forestdistribution

145. Indigenous Traditional Territory
Depiction of approximate geographical extent of indigenous traditional territory across Canada
https://native-land.ca/

146. Relevancy and Extensibility
• Individuals and organizations who operate in the forest
sector need to understand and respect Indigenous rights
• A series of online modules will address the need for practical,
high-quality learning opportunities regarding Indigenous
rights and relationship building within Canada’s forest sector
• 4 - 6 online self-directed modules will be developed by Fall
2020
• 1st module will be rolled out by the end of March, will use
BCdiploma platform to issue micro-certification.

147. Targeted Outcomes for Pilot Course
• Discuss the rights of Indigenous Peoples in Canada
• Identify communities and relevant treaties within your operating area
• Describe responsibilities under Duty to Consult
• Determine who needs to be consulted
• Find relevant consultation protocols
• Craft a territorial acknowledgement

148. Summative Assessment for the Pilot Course
• To obtain a micro-certification, the learner will need to
complete a series of tasks based on their learning to
demonstrate achievement of the targeted outcomes.

149. Partner Endorsement: Working Together
PLT Canada
• Lead
development of
content
• Lead Project
Development
Team
• Endorse course
for micro-
certification
Project
Development Team
• Develop learning
objectives
• Develop
assessment(s)
• Develop content
Sault College
• Provide
instructional
design guidance
• Develop course(s)
• Host course(s)
• Issue micro-
certification

150. Timeline
Soft-launch of
pilot course
(mid-March)
Official launch
of pilot course
(mid-April)
Launch of
remaining
courses
(October, 2020)

151. Human-Centred Product Design
OCAD University + Myant Inc.
eCampusOntario’s Micro-Certification Pilot Project
151

152. 152
Human-Centred Product Design
In Practice
https://www.youtube.com/watch?v=kIgfWuBp9mw
Anexample ofHuman-Centred Product
Designsthat MyantInc. teams already
create!
Garment-Based Neuro-Orthosis: Sam
Schmidt’s Story
SKIN Smart ClothingMyant.ca/ solutions.

153. 153
Human-Centred Product Design
Elements
1. Empathy & Social Insight
2. Inspiration
3. Ideation
4. Prototyping
5. User Testing

154. 154
Human-Centred Product Design
Our Team
Kathryn Ellis, OCAD U Office Research + Innovation, Project Manager
Carolyn Hoessler, OCAD U Faculty of Curriculum Development Office, Micro-
credentialing, Curriculum Design
Karen Justl, OCAD U Faculty of Design, Instructional Design
Laura Lovell-Anderson, OCAD U Faculty of Design, Subject Matter Expert
Renn Scott, Myant Inc. Senior Director UX + ID, Industry Advisor
Evan Tapper, OCAD U Office of Continuing Studies, Project Consultant
Transdisciplinary Team

155. 155
Human-Centred Product Design
Our Process
Collaborative + Iterative
 Weekly development team meetings with full team
 Draw on established respected materials in design
 Engage in collaborative iterative design to specify specific knowledge and skills to learn
and apply.
 User profiles: professionals with own technical area seeking or working in teams on
Human-Centred Design; “Adult learners”; badge
 Narrowing scope to be feasible; create five badges
 Differentiating from other offering on campus.
 Confirm assessments are credible and relevant, and specify expected level for achieving a
badge
 User-testing in March; offer in May

156. 156
Micro-Credentialing Principles
OCAD University
 Value for Individual
 Value for OCAD U
 Value for disciplinary + industry +
community context
 Credible
 Fair & Feasible
 Clear Path
eCampus Ontario Principles & Framework
 Relevant (Expertise, Industry Advisor, User testing
in March)
 Verifiable (Open Badge standards)
 Owned by Individual (Open Badge standards)
 Extensibility (considering overall certificate)
 Issuing body (OCAD University)
 Specific competency (defined specific skills based
on established resources; Industry)
 Aligned assessment (application)
 Visible Evidence (Artifacts & process book; Open
Badge standards.)
 Transcript-able (not at this time)
 Partner endorsement (aim; designing with)

157. 157
Micro-Credentialing
Learning Curve
Clarifying who
are the expected
Learners
New
Trans-disciplinary
Team (each has a piece)
Planning for
how to keep
up-to-date in
an agile
context
Can there be
Pre-requisites for
later badges?
Accessing
readings digitally
& within copyright
Clarifying Scope
of one badge so it’s
credible & Feasible
Why Relevant &
What Matters
(big picture
intro)
Relevant Tone:
opportunities not
“solve problems” Specifying Evidence

158. 158
Human-Centred Product Design
Created
Online + Individual Project
4-6 weeks
Canvas LMS
Continuing Studies registration
Initial Self-assessment linked
with resources
Evidence (context + artifact &
analyzing + reflection)
Micro-Credential

159. 159
OCAD University + Myant Inc.
Human-Centred Product Design
Micro-Certification
Questions?