With micro-crentialing educators “can no longer attend a workshop and receive credit for merely being there. Instead, they must take their learning back into their classrooms and try it out, submitting evidence, receiving feedback from peers and refining their approach. They also have to reflect on what they learned through those experiences. Participating teachers then submit these artifacts, which are evaluated before the micro-credential is awarded. If the reviewers feel the educator did not submit strong enough evidence of learning, they can provide feedback and ask the educators to try again.” — Katrina Schwartz, Mind/Shift
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“Digital badges have captured the imagination of many educators, including those frustrated with current assessment techniques and practices…a simple definition for a digital badge is digital recognition for accomplishing a skill or acquiring knowledge after completing an activity (e.g., a course, module, or project). In the world of digital badges, there are those who create badges, those who attempt to achieve badges, those who recognize badges, and those who seek to know people who have obtained certain badges. Digital badges have arguably taken off in popularity given the increase in massive open courses that are often free and thus do not produce credits. In sum, digital badges have become an important way to demonstrate a shared understanding of accomplished outcomes. Though they may have capital in multiple domains, digital badges are often new to teachers and those who offer professional development. However, there are at least three key areas where digital badges have implications for teachers and their continuing education.” — Richard Ferdig and Kristine Pytash, Tech & Learning
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