This document discusses quality assurance of micro-credentials in three parts:
1) External quality assurance of micro-credentials varies between countries, with some having no standards and others applying existing standards.
2) Institutional quality assurance of micro-credentials requires strategies for program development, delivery, support and evaluation. Quality analytics are important to evaluate learner engagement and outcomes.
3) Institutional supports like guidelines, benchmarking tools, and country-specific frameworks can enhance quality assurance of micro-credentials.
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Invited keynote presentation at Designing a QA Model for Micro-credentials. Slovenian Quality Assurance Agency for Higher Education, 6th November, 2023.
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Workshop held on the 6th November 2015 in the International Conference on Knowledge Society - challenges for the XXI century, at the Constantin Brancoveanu University, Pitesti, Romenia.
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Therefore, this report provides a tool box with new ideas on how to develop the competences and skills of professionals. Examples include: how to create a message box and infographics, how to debunk myths and how to engage with media and other stakeholders. Science communication doesn’t start at the end of a project; it’s part of the whole process (beginning till end).
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Mark Brown - International Standards, Practices and Supports for the Quality ...EADTU
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A new challenge is on the horizon for the education sector. The AQF is currently under review and the sector is rapidly trying to adapt to the changing needs of industry. Digital/Micro-credentialing and badges may be the answer. In this webinar session we will take a look at what is currently happening around the sector, discuss what the future workforce will look like and the types of learners that education providers will need to produce, what this all means to our current curricula and how ePortfolios could be a perfect tool to help facilitate the credentialing and badging process.
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Presentation to the Dual Sector Provider Network Meeting of the Independent Higher Education Australia. 19 April. It outlines the sate of play for Microcredentials in the Australian post secondary sector context. Particularly post the release of the DESE Microcredentials Framework. It also draws on the Universities Australia report of September 2021 and some of the outcomes from recent ACODE White papers on the state of Microcredentials in Australasia. All linked from within the presentation.
Micro-certification Pilot Presentations, Feb 2020 (consolidated)Lena Patterson
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Micro-credentials and Quality Assurance: An International Review of Current Practice
1. 2nd June 2023
Professor Mark Brown &
Dublin City University &
Photo by Ciprian Boiciuc on Unsplash
Professor Josep M. Duart
Universitat Oberta de Catalunya
2. Survey of 510 US employers
https://upcea.edu/employers-are-all-in-on-microcredentials-survey-shows-inside-higher-ed/
Micro-credentials and Quality Assurance
11. 1
In 25+ countries, we found no national framework, standards or guidelines for micro-credentials. In many
cases, however, there is evidence of a plan or commitment in the future to integrating quality assurance standards
for micro-credentials within existing requirements.
No specific quality assurance standards for micro-credentials
1. External QA of micro-credentials
12. 1
In 25+ countries, we found no national framework, standards or guidelines for micro-credentials. In many
cases, however, there is evidence of a plan or commitment in the future to integrating quality assurance standards
for micro-credentials within existing requirements.
2
In Australia, Canada (x3), United Kingdom, Estonia, Spain (x2) and The Netherlands we found
common standards already apply for micro-credentials, and tangible evidence of a decision to extend the
application of existing standards for their quality assurance.
No specific quality assurance standards for micro-credentials
Common standards and quality assurance processes apply for micro-credentials
1. External QA of micro-credentials
16. 1
In 25+ countries, we found no national framework, standards or guidelines for micro-credentials. In many
cases, however, there is evidence of a plan or commitment in the future to integrating quality assurance standards
for micro-credentials within existing requirements.
2
In Australia, Canada (x3), United Kingdom, Estonia, Spain (x2) and The Netherlands we found
common standards already apply for micro-credentials, and tangible evidence of a decision to extend the
application of existing standards for their quality assurance.
3
In New Zealand, Malaysia and Ireland we identified a framework or specific standards or guidelines for
micro-credentials to address particular issues related to their quality assurance.
No specific quality assurance standards for micro-credentials
Common standards and quality assurance processes apply for micro-credentials
Specific standards and quality assurance processes developed for micro-credentials
1. External QA of micro-credentials
18. • Management, Staffing and
Administration
• Teaching, Learning and
Assessment
• Participant support
• Facilities
• Premises and facilities in the
case of face-to-face delivery
Standards and Indicators
https://www.the-bac.org/micro-credentials-pilot-scheme/
1. External QA of micro-credentials
25. • No careers guidance
• No course quality rating
• No learner support information
• No quality assurance information
• No employability outcomes data
2. Institutional QA of micro-credentials
26. Plan and Adjust
• Institutional leadership
• Organisational structures
• Business models and
resource allocation
• Policies, regulations &
pathways, including for
online delivery outside of
country
• IT Systems and platforms
- Flexible enrolment
- LMS/VLE
- Digital badging/certificate
Implement Monitor
• Internal approval processes
• Appropriate workload
models
• Professional learning and
support for MC
development
• Peer review of learning
design
• Appropriate assessment
and learner feedback
strategies
• Study disclosure and
learner readiness for
success
Quality Assurance Processes
and Supports
Strategy, Quality Culture and
Infrastructure
Feedback and Performance
Reporting
• Learning analytics data on
student engagement
• Retention, progression and
completion data
• Student experience data
• Employer satisfaction data
• Meets professional
accreditation requirements
• Graduate employment data
• Cyclic institutional review of
micro-credential offerings
2. Institutional QA of micro-credentials
27. Specific QA issues for online [MCs]
Organisational context
• Business continuity
• Access to IT infrastructure
• Learners outside of country
Programme context
• Online teaching experience
• Training and professional development
• Synchronous vs asynchronous delivery
Learner context
• Learner readiness
• Access to online resources
• Equivalency of learning support
2. Institutional QA of micro-credentials
34. Thank you
Professor Mark Brown
Director, National Institute for Digital Learning
Dublin City University
Ireland
mark.brown@dcu.ie
LinkedIn: https://ie.linkedin.com/in/mark-brown-dcu
No Twitter Account by Choice
Professor Josep M. Duart
Psychology and Education Sciences Department
Universitat Oberta de Catalunya
Spain
jduart@uoc.edu
Contact details…
Editor's Notes
What we found…
What we found…
Example of embedding from BC, Canada…
What we found…
Number of online MC offerings from Australia…
Example of an institution from Australia
Example of an institution from Ireland
Example of Ireland embedding MCs in new Guidelines for Digital Education