C. Support microcredentialing of short-format training instructors


Microcredentials can professionalize the training of SFT instructors.

Microcredentials are a form of recognition earned by demonstrating competency in specific or targeted skills. Microcredentials specifically for SFT delivery (and/or development) can help encourage standardization of training and also standardize how instructors get credit for the work of instructional development and delivery.

How might this work:🚲

Implementation efforts may involve the development of formal partnerships with employers (organizations) to accept microcredentials for learners although this is not necessarily required. Employer recognition would dramatically incentivize people to start working on developing these microcredentials. Many professional certifications exist, people want them and they are useful in getting jobs and building careers 1.

Benefits to the learners:🚲

  1. Learners can be confident that the instructors have met specific instructional competency criteria.
  2. Learners can be confident that effective and inclusive principles have been applied to the SFT.
  3. Microcredentialing improves overall quality and consistency of SFT and the learners’ experience.

Incentives to implementers:🚲

For Instructors

  1. Microcredentialing is a form of recognition for instructors - showing they have met specific instructional competency criteria.
  2. Allows instructors to justify higher levels of compensation or qualifications for employment.

For Instructional Designers, Funders, and Organizations

  1. Microcredentialing is also a form of recognition for instructional developers - showing they have applied effective and inclusive SFT learning principles in courses they design.
  2. Instructional designers and organizations could verify the qualifications of an SFT instructor.
  3. Organizations hiring people in roles that require these skills would be better able to evaluate candidates.

Barriers to implementation:🚲

  1. Deciding how to review competency and who has the authority to administer the credential.
  2. Determining if microcredentials will be accepted by employers/supervisors.
  3. The credential must reliably demonstrate competency.

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  1. Msweli, N. T., Twinomurinzi, H., & Ismail, M. (2022). The international case for micro-credentials for life-wide and life-long learning: A systematic literature review. Interdisciplinary Journal of Information, Knowledge, and Management, 17, 151-190. https://doi.org/10.28945/4954