STEP 1: COMPETENCE DESIGN
Begin your work on designing a competence-based micro-credential (CM-MC) with the backward design process that will help you identify results, competences, proficiency indicators, matching learning experiences and assessment. Consider this ground work from which you will draw on in Step 2, when you design the micro-credential. Keep your entries short in order to match the micro-credential scope and size.
Do you have experience in backward design for competences?
1.1 - Set the desired results
These are the results that you wish to see from your micro-credential. They can also be formulated in terms of impact. Where possible, consult your stakeholders to ensure relevance.
Describe one overall desired result to which the CB-MC will contribute
Desired results are often a response to a problem or need. Try to briefly identify what this is.
1.2 - Identify the competences needed
What competences are needed to achieve the desired result that you have just described? What competences will help solve the problem you have formulated?
For the sake of a micro-credential, list no more than 3 competences.
Level of competence proficiency
Describe the levels of proficiency that you expect in the learners. In doing so, keep your context and intended audience in mind.
1.3. Determine measurable proficiency indicators
Break down your competence into smaller statements that describe what the learner 'can do' as the competence on your list is achieved. It is important that these indicators are measurable.
Focus on one competence at a time. Click on 'Add indicators' to repeat more than one competences from your list.
Select a competence from your list and write two or three 'can do' statements.
1.4. Plan learning experiences/activities
How will learners be helped to achieve each proficiency indicator and so meet the desired competence? What learning activities will be offered to them?
List 3-4 learning activities that match your proficiency indicators (and thereby the competences)
1.5. Design authentic assessment
How will you measure that the competence has been achieved? Authentic assessment is what reflects what is required in real life/job/ministry.
Describe one or two assessment tasks.
As an option, you can also list acceptable evidence that the competence has been achieved. This can be used to exempt learners from other forms of assessment or grant recognition of prior learning.
STEP 2 - MICRO-CREDENTIAL DESIGN
Now that you have done the ground work, proceed to design the actual micro-credential, To enhance recognisability, micro-credentials feature standard content and format. Please complete all the fields below to generate the needed information.
Have you completed STEP 1: Competence Design?
2.1 - Information on the learner
Micro-credentials include means to identify learners. This is especially important to guarantee the authenticity of the digital-microcredential
Briefly describe the main intended beneficiaries of the micro-credential.
Systems need to be in place to identify the learner, possibly with more than one type of identification (e.g. verified digital signatures). Please describe your plans at this point.
2.2 - Information on the provider
Will the micro-credential be delivered in partnership or collaboration with other providers/organisations?
2.4 - Information on the learning experience
This section transparently describes the competences, workload and assessment means of the micro-credential
Copy and paste these from 1.2 above.
Will the MC use a recognised credit system?
For example, is it designed to match ISCED/UNESCO levels, ICETE Qualification levels or QF-EHEA levels in Europe?
Copy and paste these from 1.5 above.
Does the micro-credential accept alternative evidence that the competence has been achieved to exempt learners from other forms of assessment or grant recognition of prior learning? Describe.
2.5 - Information on the level
This section describes the level at which learning takes place and competences are achieved.
Level of the micro-credential
Match what you have designed in 1.3 above
Does the MC level fit within a recognised qualification framework?
For example, is it designed to match ISCED/UNESCO levels, ICETE Qualification levels or QF-EHEA levels in Europe? See also 2.5 below.
Indicate the qualification framework(s) and the level(s) within it
Note, indications of level do not indicate the completion of the level nor full qualifications at the chosen level.
ICETE Qualification Comparability Framework level
These might be, for example, benchmark statements, organisation-specific levels, ordination levels, etc.
2.6 - Form of participation in the learning activity and delivery modes
Break down how the hours of learning indicated in the workload (above) will be distributed across the learning activities in which students will participate. Include teaching, practical projects, personal study, assessment, etc.
Copy and paste these from 1.4 above.
2.7 - Source and authors
Materials for micro-credentials can be original, drawn from existing programmes, or a combination.
The learning materials for the micro-credential are:
2.8 - Access requirements
Micro-credentials at any level may be designed with or without access requirements. Micro-credentials without access requirements may not qualify for stacking/recognition into other qualifications.
Requirements for access to the micro-credential
2.9 - Stacking options
Micro-credentials may be stacked/integrated into larger micro-credentials or used toward full macro-credenentials.
This micro-credential has
2.10 - Quality assurance
Specify the nature of quality assurance of the micro-credential