This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
Institutions all over the world are setting up microcredentials in responses to calls from governments and industry. These are short courses, usually offered online, with an emphasis on the needs of the workplace. More targeted than typical degree courses, they cover role-specific knowledge and help with essential workplace skills. They enable learners to study alongside their work, refreshing and updating their skills. With microcredentials, individuals can access the qualifications they need to get the jobs they want, retraining and upskilling whenever necessary.
These are exciting possibilities, but how can they be achieved? Written for everyone with an interest in the policy, practice, or production of microcredentials, this book takes a realistic look at what is possible. Rooted in experience, research, and practice, it identifies what makes these new courses distinctive and provides guidance on how to go about producing them and supporting learners.
Differences in scale, funding, learners, and presentation are just some of the factors that mean microcredentials are not typical courses. Setting them up and sustaining them effectively requires thought and change in all areas of an institution, as well as new or extended partnerships with employers and professional organisations. Microcredentials for Excellence: A Practical Guide examines the range of roles that contribute to a successful microcredential as well as processes and frameworks developed to help with the development of a microcredentials programme.
The book:
describes approaches to teaching and learning that work well with these courses; identifies methods of course production and learning design that have proved successful when making the move to microcredentials; suggests ways in which learners can be supported during their studies, especially in terms of wellbeing, accessibility, and mental health; examines innovative practices in assessment and feedback that address some of the challenges for microcredentials in these areas; explores the internal and external quality standards that may be applied, together with ways of evaluating and developing courses to meet these standards; looks ahead to possible futures for microcredentials, taking into account the different visions proposed by those developing them and those influencing that development.
