The document discusses the evolution and current landscape of micro-credentialing in education, highlighting four main forms, including post-graduate and under-graduate programs, and the rise of various MOOC platforms offering micro-credentials. It analyzes the features of over 450 micro-credentialed courses, detailing pricing, duration, and the options for earning university credit. Additionally, it addresses the implementation of blockchain technologies and the potential of micro-credentials in bridging skill gaps and enhancing professional portfolios for learners.

1. Micro-Credentialing
Workshop
Professor Michael Sankey
Learning Futures

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3. 4 main forms currently seen in the sector
1. Post-grad courses and programs based on
credentialing/selling RPL
2. Post-grad courses built-up by undertaking many shorter
courses (usually grad-cert)
3. Under-grad: series of short accredited courses to augment
a fuller program (typically x4 = 1)
4. Under-grad: non-accredited, or co-curricular courses to
demonstrate experience and enhance portfolio
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4. Potted history of MOOC Creds
 In 2013 edX was the first to launch a micro-credential, the ‘Xseries’
 Udacity (Nanodegree) and Coursera (Specialization) followed in 2014
 Every MOOC platform now offers at least one type of micro-credential,
some offer as many as three different types.
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Platform Micro-credentials
Coursera Specialization, MasterTrack Certificate, Professional Certificate
edX XSeries, MicroMasters, Professional Certificate
Udacity Nanodegree
FutureLearn Program, Graduate Certificate, Graduate Diploma
Kadenze Program

5.  Of the 450+ Micro-credentialed courses in the market many share features.
 Typically, structured as a series of courses, requiring around 6 months to
complete.
 Prices range from a few hundred to a few thousand dollars.
 Learners can usually pay for each course individually, or can pay upfront for
the full series at a slight discount, while some offer monthly subscriptions
 Most (not all) micro-credentialed courses cover work-relevant subjects such as
business, computer science, and data analysis
Laurie Pickard (July 18, 2018) Analysis of 450 MOOC-Based Microcredentials Reveals Many Options But
Little Consistency https://www.class-central.com/report/moocs-microcredentials-analysis-2018/
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6. Microcredential Type Average price Months to complete Min effort per week Numbers in analysis
Coursera Specialization $245.51 5 3 hours 243
edX XSeries $267.62 5 5 hours 30
FutureLearn Program $540.33 4 4 hours 28
edX Professional Certificate $542.51 5 3 hours 56
Kadenze Program $700.00 3 9 hours 17
Udacity Nanodegree $887.03 4 10 hours 27
edX MicroMasters $962.98 9 6 hours 46
Coursera MasterTrack $2,596.67 5 6 hours 3
Coursera Professional Cert $3,121.99 6 9 hours 3
FutureLearn Graduate Cert $8,626.98 7 Not given 7
FutureLearn Graduate Diploma $17,505.40 12 Not given 2
Prices, durations, effort required

7. Micro-credentials and earning university credit
Coursera Specialization Some potential for university credit for programs associated with particular
degree programs (e.g. the iMBA from the University of Illinois)
edX XSeries No for-credit options
FutureLearn Program Some include options to earn university credit
edX Professional Cert At least 2 offer some option for professionals of a certain background to
earn credit
Kadenze Program Some include options to earn university credit
Udacity Nanodegree No for-credit options
edX MicroMasters Almost all MicroMasters include options to earn credit (or become eligible
for accelerated completion) towards particular master’s degree programs
Coursera MasterTrack All MasterTrack programs include an option to earn credit towards a
particular degree program
Coursera Professional Cert Two of the three Professional Certificate programs currently available offer
options to earn credit towards a degree
FutureLearn Graduate Cert
and Graduate Dip
Both of these microcredentials are “for-credit” in the Australian system of
postgraduate credentials

8. Australian Qualifications Framework
Pantone Colour Palette by AQF Level
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9. TEQSA
Relevant Standards in the HES Framework
 Policies for the granting of credit (Section 1.2) must also apply to new
forms of prior learning in the TEL environment, such as completion of
a MOOC or micro-credential.
 As of 11 October 2017 - What TEQSA will look for
 …TEQSA will require evidence to be provided in relation to all
relevant Standards.
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10. What’s happening in your neck of the woods
 Briefly describe what your institution is doing in this space
 How have you adapted what you do to make this work?
 How long did it take?
 Do you have a credentialing engine/system
 Has this extended to Blockchain yet?
 At what level are these being issued?
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11.  We are now moving way past mooc’s
 Micro-credentials often associated with badges
 They are not synonymous
 You can badge without a credential and visa-versa
 Enter Blockchain technologies (multiple blockchains)
 A distributed database, known as a distributed ledger (a record book)
 It is ‘shared’ more so than distributed
 Think; a ‘block’ as a ‘line item’
in that shared record book &
each addition as a new line
 Paid for in BitDust (or its equivalent)
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12.  There are thousands of copies of this record book, stored on computers and
business servers around the world
 When offering a credential, a new line item is created detailing the transaction
 This is sent to hundreds of other computers who have a copy of the record
 The computers confirm that the transaction is authorised, agreeing that everything
is legitimate (by matching records) prior to it getting the big tick
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https://www.businessinsider.com.au/heres-a-blockchain-explanation-your-parents-could-understand-2017-6

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• The Metro Map metaphor demonstrates the increasingly complex digital landscape we inhabit. Built on
existing digital skills frameworks, contributed by a range of organisations. It depicts a journey alongside
the separate categories for each metro line All Aboard: Digital Skills in Higher Education (2017) CC-BY-NC 4.0 http://www.allaboardhe.ie/

14. Micro-Credentials
 Learning doesn't have to be packaged into multi-year chunks
 It can be broken up into less than 30-hour chunks and
priced/awarded accordingly
 Short, low-cost online courses that result in a digital badge or
credential when learners complete one of them and certified when
a series is completed
 "For higher ed, that's an opportunity to really provide those
services to students so they can continue to build their
professional portfolios"
 Offers Universities an opportunity to bridge skill gaps
http://www.centerdigitaled.com/higher-ed/Why-Micro-Credentials-Universities.html
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15. Where we currently stand
 Griffith have a policy:
 Micro-credentials are non-award programs that evidence
achievement of:
 learning outcomes
 standards
 knowledge
 skills or
 capabilities
 which may not be sufficient to warrant recognition as a single
course of study (usually used at the sub-course level)
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16. Currently in play
 Acclaim – Digital Badge Platform
 Joint venture with DeakinCo. – Credentials with Griffith University
 Engineers Australia – Micro-credential articulated Masters degree
 Graduate Certificate in Financial Planning – recognition of workplace
learning
 Developed a Digital Badging Taxonomy
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20. Credit types and definitions
 Achievement credentials
 For achievement of a specific skill or/and are based on a mark, grade or GPA
 Articulated Award credentials
 For achievement of an AQF learning outcome for articulation into an award of
the University
 Continuing Professional Development (CPD) credentials
 For the learning activities professionals engage in to develop and enhance
their abilities
 Open credentials
 For learning outcomes achieved through Griffith MOOCs
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21.  Member credentials
 For membership of a Griffith University student club, college or
association for which achievement standards are required
 Mission credentials
 For a series of activities (cross-curricular) with the aim of achieving a
badge for a mix of skill development and achievement
 Skill credentials
 For achievement of expertise against a number of criteria and standards
 WIL credentials
 For a series of requirements with which the student complies
or has achieved that makes them work ready
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22. Two examples
Badge Type Example Basis of the Badge Badge
Features
Related
Certification
Policy or Procedure or
System
Include in QTAC
DBP
Open
Credentials
Joint Griffith &
Deakin -
FutureLearn
“Why Research
Matters”
Several levels of achievement For Credit
AQF Level
Badge linked to
Future Learn
Transcripts
Future Learn
Award
Approved as Credit
Precedent
Approved as Structured
Upgrading
Yes
WiL
Credentials
Health Group
Placement
Essentials
Based on activities:
- First Aid & CPR Certs
- Working with Children (Blue
Card)
- Health & Safety Induction
- Student Deed Poll
- Queensland Health placement
requirements
- Etc Etc
Year of
Issue
Year of
expiry
Badge linked to
3rd Party
Certification
Badge linked to a
record AHEGS
SONIA
PeopleSoft
No

23.  Currently we can accredit non-award programs that can
lead to an accredited program – if approved in accordance
with the CAaR process
 ‘Skills’ is not a 6 letter dirty word 
 At the end of the day, its up to the students themselves if
they want to display them
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24. In Bb
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25.  Badges are displayed in a user's profile.
 Can be pushed to a user's Open Badges backpack (compatible with Mozilla Open
Badges).
To Create a Badge:
 Administration block > Course administration > Badges > Add a new badge
 Type a name and description, and add an image (displayed when the badge is issued).
 Provide the Issuer details. This appears when the badge is displayed.
 You can set a badge Expiry date.
 On the Criteria tab, select from the drop-down list:
 Manual issue by role - identify the roles that can award the badge.
 Course Completion - Add a minimum grade required, a date to be
completed by, or both.
 Activity Completion - select required activities to be completed before
awarding the badge.
 Modify the e-mail message sent to students for when a badge is awarded.
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26. The Nanodegree
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27. Some examples
Purdue university
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Exter, M., Ashby, I,. & Caskurlu, S. 2017. Using Digital Badges in Competency-Based Degree Programs. Digital Badges and
Credentials. Monash College, 2-3 March. Melbourne. Available from: https://www.acode.edu.au/course/view.php?id=3

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31. Deakin example explained
 Skill specific certifications for organisations so that employees’ capabilities can be
independently verified, ensuring an up-to-date workforce
 Traditional long-form learning is often more generalised, expensive and time-
consuming
 Micro-credentials offer a more personalised, efficient and cost-effective way to ensure
the workforce is keeping their skills relevant and certified
 It offers a way to measure workforce capabilities, increase employee engagement
 Provide tangible and globally-recognised proof of an individual’s professional
capabilities, from employability skills (i.e. problem-solving, communication,
leadership, technical knowledge skills, digital marketing, data analytics)
 Professional Practice credentials, based on current industry standards aligned to the
AQF
https://www.deakinco.com/micro-credentiallingmichael_sankey

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33. RMIT model
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• 30 such contracts over the
last 12 months

34. The Melbourne model
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Melbourne
Centre for the
Study of
Higher
Education

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Australia’s peak professional body for career development in the
higher and tertiary education sectors.

36. 2 Western
Sydney Uni
models
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37. Fully micro-credentialed PD and Grad-Cert
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39. Digital Literacy
COMMUNICATION
COLLABORATION
CRITICAL THINKING
WORK READINESS
NumeracyVerbal CommsWritten Comms
Sussex Downs College Employability Passport
Positive Attitude Teamwork Meet Deadlines Emotional IQ
Initiative Creative Decision Making Problem Solving
Reliable Adaptable Professional Ambition
Communication
Collaboration
Critical Thinking
Work Readiness
+ + + =
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