Introducing A Reflective Framework for the Assessment and Recognition of Microcredentials

  1. Iniesto, Francisco
  2. Ferguson, Rebecca
  3. Weller, Martin
  4. Farrow, Rob
  5. Pitt, Rebecca
Journal:
The Open/Technology in Education, Society, and Scholarship Association Journal

ISSN: 2564-4726

Year of publication: 2022

Volume: 2

Issue: 2

Pages: 1-24

Type: Article

DOI: 10.18357/OTESSAJ.2022.2.2.37 GOOGLE SCHOLAR lock_openOpen access editor

More publications in: The Open/Technology in Education, Society, and Scholarship Association Journal

Sustainable development goals

Bibliographic References

  • AlQaidoom, H., & Shah, A. (2020). The Role of MOOC in Higher Education during Coronavirus Pandemic: A Systematic Review. International Journal of English and Education, 9(4).
  • Antonaci, A., Henderikx, P., & Ubachs, G. (2021). The Common Microcredentials Framework for MOOCs and Short Learning Programmes. Journal of Innovation in Polytechnic Education, 3(1), 5-9.
  • Barends, E., Rousseau, D.M., & Briner, R.B. (Eds.) (2017). CEBMa Guideline for rapid evidence assessments in management and organizations, Version 1.0. Amsterdam, NL: Center for Evidence Based Management. Retrieved from: https://cebma.org/wp-content/uploads/CEBMa-REA-Guideline.pdf
  • Baughan, P. (2021). Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion. Advance HE. Retrieved from: https://www.advance-he.ac.uk/news-and-views/assessment-and-feedback-post-pandemic-era-time-learning-and-inclusion
  • 10.1037/1089-2680.1.3.311
  • 10.5220/0010399602790290
  • 10.1177/2158244020941006
  • 10.1111/ejed.12497
  • 10.1080/02602938.2018.1527892
  • 10.4324/9780429324178
  • 10.1080/00330124.2022.2081225
  • DESE (Department of Education, Skills and Employment). (2021). National Microcredentials Framework. Retrieved from: https://www.voced.edu.au/content/ngv:93222
  • 10.1186/s41239-022-00332-y
  • Dunn, C. (2021). Recognition of short learning programmes (SLPs) within the European Higher
  • Education Area. Policy Forum on Microcredentials and Short Learning Programmes. Retrieved from: https://www.slideshare.net/EADTU/recognition-of-short-learning-programmes-policy-forum-may-28-2021-by-clare-dunn
  • EADTU. (2019). EMC Common Microcredential Framework. Retrieved from: https://emc.eadtu.eu/images/EMC_Common_Microcredential_Framework_.pdf
  • 10.1145/3231644.3231700
  • European Commission. (2020). A European Approach to Micro-credentials – Output of the Micro-credentials Higher Education Consultation Group – Executive Summary. Retrieved from: https://education.ec.europa.eu/sites/default/files/document-library-docs/european-approach-micro-credentials-higher-education-consultation-group-output-executive-summary.pdf
  • Farrow, R. (2020). The role of MOOCs in promoting social inclusion through employability: a rapid assessment of evidence. Italian Journal of Educational Technology, 28(3), 189-209.
  • Farrow, R., Ferguson, R., Weller, M., Pitt, R., Sanzgiri, J., & Habib, M. (2021). Assessment and Recognition of MOOCs: The State of the Art. Journal of Innovation in Polytechnic Education, 3(1), 15-26.
  • 10.1080/01587919.2021.1911626
  • Habib, M. & Sanzgiri, J. (2020). Compendium on good practices in assessment and recognition of MOOCs for the EU labour market. EMC-LM Project. EMC-LM Project. CC-BY 4.0. Retrieved from: https://emc.eadtu.eu/images/publications_and_outputs/EMC-LM_Compendium_on_good_practices_final.pdf
  • Hanafy, A. (2020). Features and affordances of Micro-Credential Platforms in Higher Education. Master of Science Thesis Faculty of Management and Business. Tampere University. https://trepo.tuni.fi/bitstream/handle/10024/124188/HanafyAhmed.pdf?sequence=2
  • 10.21153/jtlge2021vol12no1art1071
  • 10.5944/openpraxis.12.4.1113
  • Iniesto, F. (2021) Models and Guidelines for Assessment and Recognition of MOOCs and microcredentials. EMC-LM Project. CC-BY 4.0
  • 10.1007/978-3-030-29736-7_59
  • 10.14742/ajet.6610
  • 10.1007/978-3-662-52925-6_14
  • 10.1007/s10639-021-10458-7
  • 10.1007/s40979-021-00070-0
  • Lantero, L., Finocchietti, C., & Petrucci, E. (2021). Micro-credentials and Bologna Key Commitments: State of Play in the European Higher Education Area. Retrieved from: https://microcredentials.eu/wp-content/uploads/sites/20/2021/02/Microbol_State-of-play-of-MCs-in-the-EHEA.pdf
  • 10.1186/s40561-022-00190-1
  • 10.1002/acp.3482
  • 10.14569/IJACSA.2018.091060
  • Melai, T., van der Westen, S., Winkels J., Antonaci, A., Henderikx, P., & Ubachs, G. (2020). Concept and role of Short Learning Programmes in European higher education. (Research Report No. 02.1). Retrieved from: https://e-slp.eadtu.eu/images/Concept_and_role_of_SLPs.pdf
  • 10.14221/ajte.2018v43n6.1
  • Milian, R. P. (2021). Back to Basics: Facilitating the Recognition of Micro-Credentials in Ontario PSE. Journal of Innovation in Polytechnic Education, 3(1), 37-46.
  • Monsen, S., Cook, S., & Hannant, L. (2017). Students as partners in negotiated assessment in a teacher education course. Teaching and Learning Together in Higher Education, 1(21), 2.
  • 10.1007/s40979-018-0038-5
  • 10.4324/9781315751108-16
  • 10.1016/j.chb.2017.03.028
  • 10.1111/bjet.12608
  • Oliver, B. (2019). Making micro-credentials work for learners, employers and providers. Deakin University. Retrieved from: http://hdl.voced.edu.au/10707/515939
  • 10.21153/jtlge2021vol12no1art1456
  • Pickard, L. (2018). Analysis of 450 MOOC-based microcredentials reveals many options but little consistency. Retrieved from https://www.classcentral.com/report/moocs-microcredentials-analysis-2018/
  • Pitt, R. (2018). Evaluating the BizMOOC project Learning to Learn MOOC: The OpenupEd Quality Framework in Action. In International Entrepreneurship as the Bridge between International Economics and International Business: Conference Proceedings of the 9th ENTRE Conference–5th AIB-CEE Chapter Annual Conference. Kraków: Cracow University of Economics.
  • 10.1007/s42438-022-00311-6
  • Read, T., Bárcena, E., Bick, M., Camilleri, A. F., Creelman, A., Henderikx, P., ... & Center, K. I. (2018). The MOONLITE Policy Report on MOOCS for Social Inclusion: Maximising the potential and minimising the risks for designing and utilizing MOOCs for refugees. Retrieved from https://moonliteproject.eu/wp-content/uploads/sites/30/2020/06/MOONLITE-O6_Report.pdf
  • Sambell, K., Brown, S., & Race, P. (2019). Assessment as a locus for engagement: priorities and practicalities. Italian Journal of Educational Research, 45-62. https://doi.org/10.7346/SIRD-1S2019-P45
  • Shah, D. (2020). 18M Learners, 70K Reviews: Class Central’s 2020 Year in Review. Class Central. Retrieved from https://www.classcentral.com/report/class-central-2020-review/
  • Shah, D. (2021). A Decade of MOOCs: A Review of Stats and Trends for Large-Scale Online Courses in 2021. EdSurge. Retrieved from: https://www.edsurge.com/news/2021-12-28-a-decade-of-moocs-a-review-of-stats-and-trends-for-large-scale-online-courses-in-2021
  • 10.1080/00220272.2021.1887358
  • 10.1109/EDUCON.2018.8363325
  • 10.1007/s11159-018-9710-5
  • 10.1016/j.compedu.2015.09.012