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A Microcredential Story: Experiences, Reflections and Perspectives from Designers, Facilitators & Participants

Participate and share

Participate and share : Poster

Monday, June 24, 11:00 am–1:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 29

Irene Bal   Dr. Kelly Keane  
Discover how a university and association of independent schools partnered to develop a series of online educational-technology focused microcredentials for professional learning. Hear our story from three perspectives: the designers, facilitators and participants. Learn about the development process, the benefits of microcredentials and lessons learned along the way.

Audience: Curriculum/district specialists, Teacher education/higher ed faculty, Professional developers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Focus: Digital age teaching & learning
Topic: Distance, online, blended and flipped learning
ISTE Standards: For Coaches:
Professional Development and Program Evaluation
  • Design, develop and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning and assessment.
For Educators:
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

Proposal summary

Purpose & objective

The purpose of our poster session is to provide attendees with an overview of the process we used to design and develop four fully online educational technology focused micro-credentials. Additionally, we will present the varying perspectives of key stakeholders in the micro-credentials including the designers, the facilitators, and the participants of the micro-credentials through short, interactive video clips. Lastly, we will share lessons learned and engage in conversation about how attendees may begin a similar process of designing micro-credentials in their own educational setting. By the end of this poster presentation, attendees will be able to:
Examine the perspectives of the designers, facilitators, and participants.
Question the design process and decisions made.
Reflect on lessons learned from our experience.
Identify initial steps for implementing micro-credentials in their own setting.

Supporting research

Acree, L. (2016). Seven Lessons Learned From Implementing Micro-credentials. Raleigh, NC. Friday Institute for Educational Innovation at the NC State University College of Education.

DeMonte, J. (n.d.). Micro-credentials for Teachers: What Three Early Adopter States Have Learned So Far. American Institutes for Research. Retrieved from

Digital Promise. (n.d.). Developing a system of Micro-credentials: Supporting deeper learning in the classroom. Retrieved from

Ellis, T., & Hafner, W. (2008). Building a Framework to Support Project-Based Collaborative Learning Experiences in an Asynchronous Learning Network. Interdisciplinary Journal of E-Learning and Learning Objects, 4, p. 167-190.

Hiltz, S. R. (1998). Collaborative Learning in Asynchronous Learning Networks: Building Learning Communities. Retrieved from Eric database. (ED427705)

Johnson, A. (2013). Excellent! Online Teaching: Effective Strategies for a Successful Semester Online. Middletown, DE: Author.

Sun, A., & Xuifang, C. (2015.). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. Retrieved from

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Irene Bal, Loyola University Maryland
Dr. Kelly Keane, Loyola University Maryland

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