Position micro-credentials to deliver more than certification: emphasize competency-based, personalized skill development for early adopters and address extrinsic motivations for mainstream adopters¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report derives positioning guidance from its adoption-segment findings. Its key point is that "micro-credentials should deliver more than certification and validation" and must also reflect attributes teachers most value, such as being competency-based and personalized. For mainstream adopters, the report says appealing to them "will have to address the extrinsic motivations of these educators," possibly requiring new strategic initiatives and different messaging.

Design Implications¶

Context¶

Requirements¶

• Micro-credentials must address a variety of intrinsic motivations, and reflect attributes teachers value such as being competency-based and personalized, to succeed with early adopters.

Constraints¶

• The report warns some teachers are wary that administrators could use micro-credentials as a new assessment tool or make them mandatory, which could turn them into a hoop to jump through.

Target Learners¶

• K-12 public and private school teachers

Target Learning Goals¶

• Ongoing professional learning and recognition of specific teaching competencies

Related Strategies¶

Examples¶

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Key Sources¶

• Grunwald Associates LLC and Digital Promise. (2015). Making Professional Learning Count: Recognizing Educators' Skills with Micro-credentials. https://www.digitalpromise.org/page/-/dpdocuments/microcredentials/making_professional_learning_count.pdf?nocdn=1