Micro-credential earning as professional learning aligned to Learning Forward standards and Knowles's adult learning principles¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper frames earning micro-credentials as a high-leverage professional learning activity aligned with Learning Forward's Standards for Professional Learning—Learning Communities, Leadership, Resources, Learning Designs, Data, Implementation, and Outcomes—and with the Core Adult Learning Principles of Knowles, Holton, and Swanson's Andragogy in Practice model, including "Self-Concept of the Learner (autonomous and self-directing)" and "Orientation to Learning (problem-centered and contextual)." Personalized choice of micro-credentials is said to fit three research-backed interest-enhancing interventions: contexts evoking prior individual interest, problem-based learning, and enhancing utility value.

Design Implications¶

Context¶

Requirements¶

• Alignment depends on implementation supports such as cohort-based support and shared support plans

Constraints¶

• The paper asserts alignment argumentatively; it reports no direct test of these alignments

Target Learners¶

• adult educators engaged in professional learning

Target Learning Objectives¶

• sustained, self-directed, problem-centered improvement of teaching practice

Claims¶

Related Theories¶

Examples¶

• Align micro-credential offerings and recognition with student and educator performance standards
• Integrate individual micro-credential learning into collaborative team learning cycles
• Implement micro-credentials through a peer cohort model with collaborative planning time

Key Sources¶

• Dan Brown. (2019). Research and Educator Micro-credentials. Digital Promise. https://digitalpromise.dspacedirect.org/items/6a538240-80bc-442b-a60d-7f537cbc3bec