2024

Väätäjä, Heli; Alhonsuo, Mira; Beloglazova, Liudmila; Gröhn, Anssi; Soininen, Tiina

Microcredentials (MCs) are gaining increasing interest in continuing education and life-long learning in higher education institutions. MCs are often used within informal learning context and are related to microlearning entities, but they can also be used within formal learning and when delivering degrees. Our goal was to develop an approach and model for micro-learning and DCs to be piloted in two 5 ECTS continuing education MOOCs. We aimed at supporting student engagement by a gamified approach to motivate learners, and to give feedback on the competence development as well as to show the gained competences. We developed an initial stackable three-level framework for DCs, starting from nanocredentials related to microlearning entities, and ending at highest level with metacredentials for successful course completion. We describe the designed framework and its connection to pilot course design and implementation. The number of applications for the open digital badges was relatively high (60-70%) for both the nanocredentials and the metacredentials. The results of an online questionnaire after the pilot show that most of the students that responded (N = 36) reported that the used assessment method for the competences related to micro-credentials gave feedback on their learning, DCs showed development of their skills and competences, and getting a DC was found to be motivating and encouraging. However, about one fifth of the respondents saw no value in DCs. Further studies are needed to understand the factors affecting the perceived value of DCs, and to develop and test DC models in CEE.