This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project. As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment. It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?” This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning. https://i-he2021.exordo.com/programme/presentation/254

1. The Function of Microcredentials
for The Open University (UK)
PROF. MARTIN WELLER
PROF. REBECCA FERGUSON
DR. ROBERT FARROW
DR. REBECCA PITT
DR. FRANCISCO INIESTO
INSTITUTE OF EDUCATIONAL TECHNOLOGY
I·HE2021: Innovating Higher Education Conference
4th November 2021

2. Overview
• Microcredentials are short professional courses (100-150 hours of study)
awarded academic credits
• Transcripts detail learning outcomes, study effort and credits earned
• Approach includes collaboration between higher education and business,
professional bodies, NGOs, etc.
• Flexible delivery – online, individual self-directed learning, manageable size
• Appropriate for any stage in a career
• Meeting different needs with one model (skills gap, career change,
returning to work/study, exploring new areas, professional development)
• Collaboration with employers to ensure content relevant and credentials
recognized, trustworthy; standards set by Common Microcredential
Framework (CMF) and European Qualifications Framework (EQF); routes
to HE qualifications

3. Microcredentials & OU Mission
Mission: Open to people, places, methods and ideas
OU promotes educational opportunity and social justice by offering higher
education to all
The vision is to reach more learners with lifechanging, lifelong learning that
meets their needs
OU is a leader in design & delivery of online learning, committed to
pedagogical excellence and innovation
Responsiveness to needs of individuals, employers and communities

4. Context & Strategy
• Context: 4th industrial revolution; changing employment circumstances
(platformisation, gig economy, new technologies); competitive HE market;
diversifying income; SEEK/FutureLearn investment; 9 in 10 workers need
reskilling by 2030 (CBI/McKinsey, 2020); accelerated demand for online
learning under Covid-19
• Objectives: support lifelong learning; extend flexible provision; deliver
sustainable growth
• Strategy: Establish FL as a key provider of microcredentials to reach new
learner audiences; innovate delivery of professional learning; establish
stronger links to industry and employers
• Key issues: correct blend of accreditation, endorsement and academic
credits; differentiation from other short courses; integration; discoverability

9. Microcredentials in the CMF
Total study time 100-150 hours
Levelled at Level 6 or Level 7 in the European Qualification Framework (EQF)
Summative assessment to award academic credit (through microcredential or
recognition of prior learning
Provision of reliable identity verification at the point of assessment which is
then used across the learning platforms
Provision of a transcript that describes the learning outcomes, study hours
required, EQF level and credits awarded

10. CMF Alignment Strategy
Microcredentials aligned to Common Microcredential Framework (CMF)
Targeting those in work or aspiring to work, focusing on existing and anticipated
skills gaps and growing roles
Building on the academic and pedagogical expertise of The Open University
(UK)
Endorsement by industry partners and professional bodies; syllabus checks
Presentation several times per year
Differentiation from the core offering of The Open University (UK)

11. Focus Areas
BUSINESS & MANAGEMENT
Overall skills gap with growing global demand fr digital skills
DATA & TECHNOLOGY
Demand for computing professionals
EDUCATION & LEARNING
Building on The Open University’s reputation
ENVIRONMENT & SUSTAINABILITY
Solutions for future living

12. 150 OU courses on FutureLearn platform
4 million+ enrolments
22 microcredentials
Microcredential partners include: Agile Business Consortium;
Amazon Web Services; Association of Learning Technologists;
Cisco Networking Academy; Mental Health Foundation;
Royal Photographic Society

13. Cheaper!

15. OU test-and-learn study

19. Benefits / Early Indicators
Most popular courses have been in online education
Developed in shorter time frame than traditional OU courses
(typically 6-8 weeks)
Allows OU to be more responsive (eg Online education course
produced in 5 weeks to respond to online pivot)
Allows students alternative route into study
Microcredentials to be stackable (ie can count towards
qualification)
Open Degree is useful starting home (multidisciplinary
UG/PG qualifications)

20. Focus Areas
Different support model (not a dedicated tutor)
Do learners qualify as ‘students’ and therefore get access to full
library?
How many courses can be ‘stacked’?
What is the uptake likely to be? (i.e. is it a good Return on
Investment?)

21. EMC-LM Outputs
• State of the art analysis of
MOOC provisions for the labour
market
• MOOCs and online learning
opportunities for the labour
market
• Compendium on good practices
in assessment & recognition of
MOOCs
• Models and guidelines for
assessment and recognition of
MOOCs and microcredentials
https://emc.eadtu.eu/emc-lm/results-menu

22. THANK YOU