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Micro-Credentials, Nano Degrees, and Digital Badges: New Credentials for Global Higher Education

Micro-Credentials, Nano Degrees, and Digital Badges: New Credentials for Global Higher Education

Pamela A. Lemoine, Michael D. Richardson
Copyright: © 2015 |Volume: 5 |Issue: 1 |Pages: 14
ISSN: 2155-5605|EISSN: 2155-5613|EISBN13: 9781466679719|DOI: 10.4018/ijtem.2015010104
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MLA

Lemoine, Pamela A., and Michael D. Richardson. "Micro-Credentials, Nano Degrees, and Digital Badges: New Credentials for Global Higher Education." IJTEM vol.5, no.1 2015: pp.36-49. http://doi.org/10.4018/ijtem.2015010104

APA

Lemoine, P. A. & Richardson, M. D. (2015). Micro-Credentials, Nano Degrees, and Digital Badges: New Credentials for Global Higher Education. International Journal of Technology and Educational Marketing (IJTEM), 5(1), 36-49. http://doi.org/10.4018/ijtem.2015010104

Chicago

Lemoine, Pamela A., and Michael D. Richardson. "Micro-Credentials, Nano Degrees, and Digital Badges: New Credentials for Global Higher Education," International Journal of Technology and Educational Marketing (IJTEM) 5, no.1: 36-49. http://doi.org/10.4018/ijtem.2015010104

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Abstract

Digital technologies offer myriad access to learning; entree to education is still a necessity for economic success, with access increasingly promoted to those wishing access to furthering their skills (; Pascarella & Terezini, 2005; ). As new technologies and traditional education paradigms have collided, credentialing paradigms have also needed review (; European Association for International Education (EAIA), 2012, 2015; ). Traditionally, academic credentials and professional certifications were awarded as students emerged from education and vocational/technical programs (Ledesma, 2012). By 2015, global higher education institutions were considering validation of knowledge from online learning coursework in one single common, broad-based credentialing platform (EAIA, 2012, 2015). Accreditation for online learning or Massive Open Online Coursework provides challenges for universities to accept and acknowledge learning as credited coursework; awarding credit for different types of educational coursework disrupts higher education's traditional, formal educational processes for financial and educational accountability (; ; ). The challenge for post-secondary institutions is to look at online learning opportunities through a lens of reform and innovation and equally, as an opportunity to increase higher education participation. (; ).

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