The Micro-Credential Users’ Guide

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The Micro–Credential Users’ Guide (MC User’s Guide) offers guidelines for implementing short
learning programmes at institutional level and provides links to useful tools, such as the Open
Education Passport and Credit Supplement and other supporting documents. The MC User’s
Guide takes into account recent developments of the European Credit Transfer and
Accumulation System (ECTS) as a tool of the European Higher Education Area (EHEA) for
making studies and courses more transparent and thus helping to enhance the flexibility and
quality of higher education.
The MC User’s Guide will equip Higher Education institutions to adequately adapt to the
changes brought about modularisation of education; to improve the recognition and transfer of
learning between different educational organizations as well as the world of work. This
guidelines apply to any MCs designed, developed and delivered by higher education
institutions (HEI). It is of paramount importance that this document is read together with other
quality assurance documents and policies issued by the National Qualifications Agency and
other related agencies.

Creative Approaches to Assessing Micro-Credential Skills and Competencies: AI and Blockchain-Enabled Assessment

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New approaches to assessment make use of simulation, games, video-based assessment, challenge-based assessments, oral presentations and other approaches. Rarely do they use multiple choice or short-form essays. The focus of these assessments is on the authentic assessment of a learner’s knowledge, skills, capabilities and competencies.

This webinar will explore:

• Whether technologies like AI, immersive learning and blockchain will have an impact on skills-based learning and assessment
• Whether assessment on demand is possible
• If new approaches to assessment make a difference to employer and learner confidence in the value of micro-credentials
• If assessment through technology will lead to changes in how we look at the skills agenda
• The challenges of introducing new ways of approaching assessment
• When assessment-only credentials and assessment on demand will become part of the post-secondary landscape in Canada

RECOGNITION AND VERIFICATION OF CREDENTIALS IN OPEN EDUCATION Report of Intellectual Output 3

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This report explores scenarios, stakeholders and guidelines to make online and open learning comparable and recognisable within higher education.

Micro-credentials for Impact: Holding Professional Learning to High Standards

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The standards outline the research-based conditions and elements essential for professional learning that lead to changes in educator practice and improvements in student results.

The standards are not a roadmap or how-to guide. However, as teachers and leaders plan, implement, and evaluate effective professional learning and comprehensive learning systems, the standards provide a framework that ensures stakeholders at all levels consider the factors that support results- oriented learning.

Micro-credentials Addressing Certification and Professional Learning in Computer Science

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There is surging demand for computer science instruction, yet the majority of computer
science teachers do not have a formal computer science certification.
• Current pathways to certification are hard to find, arduous, costly, focused on content
rather than pedagogy, and often irrelevant or inappropriate for teachers.
• Micro-credentials allow teachers to earn an endorsement in a way that is job-embedded,
less expensive than coursework, and highly accessible. For teachers who have been
teaching computer science without a computer science certification, micro-credentials
recognize teachers’ existing skills and prior experience.

Blockchain-based Micro-credentials: Design, Implementation, Evaluation and Adoption

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This study examines a blockchain-based micro- credential system implementation with a particular focus on understanding user perceptions.

Identification of technologies used for recognising and verifying open credentials

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Overview into different technologies used for awarding credentials.

DigiCulture. Digital Skills E-Assessment Tool

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The e-assessment tool aimed to work as an assessment method, which could automate assessment of
whether learners had achieved new competencies and knowledge, to the extent possible within an
automated paradigm. It was developed as a Quiz module in Moodle and guidelines were created to make
sure questions from all partners adhered to the type of exam needed. Upon completion of the exam the
e-assessment tool provided a certificate if users passed.

EPIC: Assessment and Documentation of Students’ Learning

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This material will provide a guidance on how students should be assessed in how knowledge and skills are used to solve lifelong problems rather than traditional ways of testing. It aims to gather the experiences from the variety of learning methods and infrastructure tested out in courses with students and lecturers from several universities, with a focus towards institutions and decision makers.

Guidelines for Online Assessments for Educators

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These guidelines are intended to support educators in critically examining the role of online
assessment in their teaching, and to provide different strategies and tools that can be used for online
assessment, thereby empowering educators to make informed decisions about how they use ICT for
assessment. These guidelines should therefore:
• expand educators’ theoretical grounding of assessment;
• shift educators’ core beliefs that assessment should measure the extent to which learners can
remember and reproduce knowledge;
• help educators to set authentic assessment tasks that yield products with value in real life;
• develop an understanding of how the affordances of online tools can maximise learning;
• help educators critically examine the role of online assessment in teaching and learning;
• provide examples of different strategies and tools that can be used for online assessment;
and
• empower teachers and educators to make informed decisions on online assessment.