Provide options for micro-credentials, badges, programs, and certificates as interest is rising among American students.

authentic portfolios that have use value beyond the needs of individual, course, programatic, or institutional assessment

The College of Education faculty and administrators needed an ePortfolio because of increasing demands from the Commonwealth of Virginia to demonstrate students’ and graduates’ competencies.

Moving to a Web of Linked Data for Credential Ecosystems

The IMS Global Competencies and Academic Standards Exchange™ specification (CASE)™ is used to exchange information about learning and education competencies. CASE also transmits information about rubrics, criteria for performance tasks, which may or may not be aligned to competencies.

Often our solutions must co-exist with existing systems. That’s why we also invest time and money in emerging standards, like xAPI or Open Badges, to help connect our platforms together into a single ecosystem for personal, social and data-driven learning.

If students do not complete the courses they need to graduate, they can’t progress.

The Global Competence badge system was never implemented and the other two badge systems were suspended after pilot implementations. In particular, all of the badge systems struggled to implement and manage the relatively massive demands for summative assessment of specific competencies from student generated wor

Many of the roughly forty percent of students at four-year institutions who never graduate would benefit greatly from access to alternate credentials.

the use of data in scholarly research about student learning; the use of data in systems like the admissions process or predictive-analytics programs that colleges use to spot students who should be referred to an academic counselor; and the ways colleges should treat nontraditional transcript data, alternative credentials, and other forms of documentation about students’ activities, such as badges, that recognize them for nonacademic skills.

the ways colleges should treat nontraditional transcript data, alternative credentials, and other forms of documentation about students’ activities, such as badges, that recognize them for nonacademic skills.

‘Well, but I have all these badges because I did a bunch of skill-based stuff online,’

“In my perfect world, I have a competency profile — you know, on LinkedIn, presumably — that is kept up to date in real time on the competencies that I am exhibiting in my work, as well as competencies that I’ve demonstrated through assessments, through my education, the formal credentials that I’ve accrued,”

“less formally organized around specific certifications and more organized around demonstrating competencies with specific technical skills.”

traditional certification market

No grades. No assignments. Instead, there are opportunities. 

Learning or Leveling Up? Khan Academy has expanded from just creating videos to include a whole platform through which students can move through the content, including analytics for teachers and parents to track them. And to motivate students to do more, Khan Academy has included what's become quite a common feature of most Web 2.0 apps: badges. There's a Meteorite Badge, Moon Badge, Earth Badge, and Sun Badge, for example.

Users publish coursework, build portfolios or tinker with personal projects, for example.

credit acceptance policies become more flexible

check off on your way to an institution-defined collection of competencies that they call a “degree.”

prior learning assessments

les versions futures du système feront état des résultats de jeux-questionnaires, des certifications, des badges et plus encore

Congrats! You have a new badge!: using digital badges to revolutionize the library