As part of our robust, on-demand micro-credential ecosystem, we are proud to partner with organizations to provide pathways for personalized learning. These research-backed micro-credentials are digital certifications that verify an individual’s competence in a specific skill or set of skills, regardless of where and how they learned them. As we wrapped up 2019, we launched three public-facing and 15 private micro-credentials from our partners. The ecosystem is growing every day.
228 Accelerator is an equity accelerator that facilitates the creation and transformation of schools and education organizations. Through this stack of five micro-credentials, learners show their skills in becoming a reflective practitioner, relationship-building, and equity-centered design in their own leadership practice as well as their organization’s. To learn more about this private stack of micro-credentials, please contact us.
The Friday Institute at North Carolina State University added a micro-credential on Responsible Decision-Making to its Learner Variability stack. Educators focus on identifying strengths or challenges related to responsible decision-making and use strategies to support student learning. The micro-credential also shares strategies and tools for educators, including the Learner Variability Navigator.
Digital Promise has developed 10 micro-credentials on computational thinking skills for high school students. Through three stacks—Computational Modeling, Data, and Programming & Algorithms—students demonstrate their skills in algorithmic thinking, computational tools and models, debugging, programming, data analysis and organization, and creating visualizations. The purpose of these micro-credentials is for students to demonstrate competencies that will be indicators of success in the workforce and beyond high school.
If you are interested in using these micro-credentials with your students, please contact us.
The University of Wisconsin-Milwaukee debuted two micro-credentials about Teacher Leadership. In Designing and Supporting Teacher Learning I, educators show skills in using education research, data analysis, and action-oriented leadership. With Designing and Supporting Teacher Learning II, educators show skills in designing a professional learning program, policies, and practices to improve student learning.