{"title":"微观证书和证据的作用:增加以学习者为中心、包容性和广泛的评估和证书模式的潜力","authors":"Anne Reed","doi":"10.1108/ijilt-12-2022-0228","DOIUrl":null,"url":null,"abstract":"PurposeThis paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.Design/methodology/approachThis conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.FindingsA review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.Originality/valueThis paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Micro-credentials and the role of evidence: increasing the potential for learner-centeredness, inclusivity and an expansive model of assessment and credentialing\",\"authors\":\"Anne Reed\",\"doi\":\"10.1108/ijilt-12-2022-0228\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"PurposeThis paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.Design/methodology/approachThis conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.FindingsA review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.Originality/valueThis paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.\",\"PeriodicalId\":51872,\"journal\":{\"name\":\"International Journal of Information and Learning Technology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-03-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Information and Learning Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/ijilt-12-2022-0228\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Information and Learning Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijilt-12-2022-0228","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
Micro-credentials and the role of evidence: increasing the potential for learner-centeredness, inclusivity and an expansive model of assessment and credentialing
PurposeThis paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.Design/methodology/approachThis conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.FindingsA review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.Originality/valueThis paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.
期刊介绍:
International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.