James, Nickolas

English

The line between continuing professional development and postgraduate study is being blurred by the emergence of ‘micro-credentials’ and the ability to ‘stack’ them to earn credit towards a traditional postgraduate qualification. This paper examines how micro-credentialing and stacking work within the context of legal education, and critically evaluates the emergence of this trend by identifying the significant benefits and challenges. While there is reason to be concerned about the ongoing commodification and vocationalisation of higher education, the conclusion is reached that the development is on balance a positive one.<br/

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Bond UniversityResearch RepositoryA Critical Evaluation of Micro-Credentialing and Stacking in Legal EducationJames, NickolasPublished: 27/10/2018Document Version:Peer reviewed versionLink to publication in Bond University research repository.Recommended citation(APA):James, N. (2018). A Critical Evaluation of Micro-Credentialing and Stacking in Legal Education. Sino-AustralianLaw Deans Conference, Wuhan, China.General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.For more information, or if you believe that this document breaches copyright, please contact the Bond University research repositorycoordinator.Download date: 10 May 20191The	line	between	continuing	professional	development	and	postgraduate	study	is	being	blurred	by	the	emergence	of	‘micro-credentials’	and	the	ability	to	‘stack’	them	to	earn	credit	towards	a	traditional	postgraduate	qualification.	This	paper	examines	how	micro-credentialing	and	stacking	work	within	the	context	of	legal	education,	and	critically	evaluates	the	emergence	of	this	trend	by	identifying	the	significant	benefits	and	challenges.	While	there	is	reason	to	be	concerned	about	the	ongoing	commodification	and	vocationalisation of	higher	education,	the	conclusion	is	reached	that	the	development	is	on	balance	a	positive	one.For most	legal	professionals,	their	journey	of	lifelong	learning	‘splits’	following	admission	into	two	pathways,	continuing	professional	development	and	postgraduate	study,	with	little	or	no	interaction	between	the	two.Continuing	professional	development	(CPD)	may	be	mandated	or	voluntary,	and	is	typically	comprised	of	learning	experiences	that	are:• Relatively	short	in	duration	– from	a	one	hour	seminar	to	a	conference	across	3	or	4	days• Practice	focused• Delivered	online	or	face-to-face	• Not	assessedPostgraduate	study	(PS)	is	usually	voluntary	(although	note	the	emerging	expectation	of	PG	study	in	some	European	firms)	and	is	typically	comprised	of	learning	experiences	that	are:• Longer	in	duration – from	a	one	semester	graduate	certificate	through	a	2	to	4	semester	Masters	to	a	3-6	year	PhD• Scholarly	and	theoretical• Delivered	online	or	face-to-face	• AssessedMICRO-CREDENTIALLING	AND	STACKING have	the	potential	to	bridge	the	gap	between	CPD	and	PS.31. What	are	micro-credentialing	and	stacking?2. Who	is	micro-credentialing	and	stacking?3. What	are	the	benefits?4. What	are	the	challenges?A	micro-credential is	a	‘mini-qualification’	that	demonstrates	that	a	person	has	acquired	specific	skills,	knowledge,	and/or	experience	in	a	given	subject	area.	Micro-credentials tend	to	cover	more	than	a	single	short	course	but	less	than	a	traditional	qualification	like	a	diploma	or	a	degree.	Micro-credentials	can	sometimes	be	stacked into	credit	towards	a	traditional	qualification.5The	‘stacking’	of	CPD	short	courses	into	micro-credentials,	and	micro-credentials	into	postgraduate	study	in	the	form	of	a	graduate	certificate	or	a	Masters,	looks	something	like	this …This development	is	contributing	to	the	‘unbundling’	and	‘rebundling’	of	the	lifelong	learning	journey,	and	a	blurring	of	the	boundaries	between	professional	development	and postgraduate	study.Micro-credentials are rising in	popularity	among	higher	education	institutions.	Once	considered	leading-edge,	micro-credentialing	is	becoming	more	commonplace	despite	some	cautious	skepticism:https://evolllution.com/programming/credentials/microcredentials-on-the-outside-looking-in/	6The	following	are	some	of	the	concepts	associated	with	micro-credentialing	and	stacking:• Nano-degrees and	micro-masters:	These are types	of	micro-credentials.	They	are	short	programscomprised	of	a	series	of	undergraduate	or	postgraduate	level	short	courses,	typically	delivered	online, and	often	entitling	the	learner	to	credit	towards	a	full	university	degree.• Bootcamps:	Bootcamp-style	courses	are	short, intensive	courses	that	usually	focus	on	a	single	topic	or	skill.	The	objective	is	for	the	student	to	learn	the	exact	knowledge	or	skill	they	need	in	the	shortest	time	possible,	so	they	can	quickly	apply	what	they	have	learned.	• Verified	certificates:	A verified	certificate certifies	that	the	identity	of	a	learner	who	has	completed	an	online	short	course	has	been	verified	using	a	webcam	and	photo	ID. A	fee	may	be	payable	by	the	learner. (If	completion of	a	short	course	is	going	to	entitle	the	learner	to	credit	towards	a	university	degree	there	must	be	assurance	that	the	person	enrolling	is	the	person	who	completed	the	course.)• Digital	badges:	A	digital	badge	is	a	validated	indicator	of	accomplishment,	skill,	quality,	or	interest.	It	is	usually	delivered automatically	by	an	online	platform	upon	completion	of	a	short	course,	and	can	be	retained	and	displayed	by	the	learner	in	a	digital	portfolio.	7Digital	badges	are	an	element	of	the	gamification of	education.Gamification	is	the	incorporation	into	any	non-game	context	of	some	of	the	elements	of	games	with	the	objective	of	motivating	‘players’	to	continue	‘playing’.	It	has	been	happening	for	a	long	time:	allocating	marks,	promoting	competition,	and	awarding	prizes are all	examples	of	the	gamification	of	education.	If	an	instructor	has	incorporated	into	their	course	opportunities	for	student	choice;	or	provides	opportunities	for	immediate	feedback,	social	connection,	or	collaborative	problem	solving;	or	sets	challenges	for	students	and	offers	rewards	for	completing	them,	they	have	gamified	their	teaching.	By	incorporating	these	elements,	they	are	influencing	student	behaviour	and	student	learning	using	gaming	strategies.	Awarding	digital	badges	upon	completion	of	online	tasks,	modules,	courses	and	programs	are	simply	a	new,	and	successful,	way	of	gamifying	the	learning	process.	Consider	the	appeal	of	leader	boards	and	trophies	in	online	gaming	and	you	will	understand	why	digital	badges	are	seen	as	a	viable	way	to	motivate	learners	and	enhance	their	engagement	with	a	course.As	with	any	pedagogy,	gamification	does	not	automatically	promote	student	engagement,	and	gamification	has	its critics,	but	there	is	an	increasing	literature	in	support	of	its	effectiveness	as	a	tool	to	promote	student	learning.	8The	leading	independent	providers of	micro-credentials	are	Coursera,	edX,	Udacity,	FutureLearn and	Kadenze.	Some	micro-credentials	lead	to	credit	towards	university	programs,	others	do	not.	(This	is	a	reflection	of	the	fact	that	a	pathway	to	postgraduate	study	is	important	for	some	learners	but	not	for	others.)Source:	https://www.class-central.com/report/moocs-microcredentials-analysis-2018/:	1. Coursera	Specialization - Some	potential	to	receive	university	credit	for	programs	associated	with	particular	degree	programs	(e.g.	the	iMBA from	the	University	of	Illinois)2. edX	XSeries - No	for-credit	options3. FutureLearn Program - Some	include	options	to	earn	university	credit4. edX	Professional	Certificate - At	least	2	offer	some	option	for	professionals	of	a	certain	background	to	earn	credit5. Kadenze Program - Some	include	options	to	earn	university	credit6. Udacity	Nanodegree - No	for-credit	options7. edX	MicroMasters - Almost	all	MicroMasters include	options	to	earn	credit	(or	become	eligible	for	accelerated	completion)	towards	particular	master’s	degree	programs8. Coursera	MasterTrack - All	MasterTrack programs	include	an	option	to	earn	credit	towards	a	particular	degree	program9. Coursera	Professional	Certificate - Two	of	the	three	Professional	Certificate	programs	currently	available	offer	options	to	earn credit	towards	a	degree10. FutureLearn Graduate	Certificate	and	Graduate	Diploma	- Both	of	these	microcredentials are	“for-credit”	in	the	Australian	system	of	postgraduate	credentials9Some universities	are	themselves	moving	into	this	space.A	2016	report	by	Pearson	and	UPCEA, Demographic	Shifts	in	Educational	Demand	and	the	Rise	of	Alternative	Credentials,	indicated	that	64	percent	of	the US	higher	education	institutions	surveyed	see	alternate	credentialing	as	a	future	strategy	and	revenue-generating	opportunity,	with	one	in	five	institutions	surveyed	already	offering	some	form	of	alternative	credentialing.	Some	higher	education	institutions	are	partnering	with	third-party	providers	while	others	have	chosen	to	go	it	alone	with	alternative	credentialing	initiatives.	In	Australia,	universities	now	offering	their	own	MicroMasters programs	include	the	University	of	Queensland,	Deakin	University,	Curtin	University	and	the	University	of	Adelaide.What	about	the	smaller	providers	of	professional	development	programs	and	courses?There is	going	to	be	increasing	pressure for	them	to	partner	with	larger	providers	and	universities	to	create	pathways	from	their	courses	into	postgraduate	study.Over	time,	there	are	going	to	be	efforts	…	to	try	to	organize	more	of	these	non-institution-delivered	credential	systems	in	ways	that	integrate	and	connect	with	existing	systems.	In	other	words,	we’re	finding	ways	for	non-institutional	education	providers	to	better	link	certifications,	certificate,	degrees,	industry-driven	qualifications	and	new	efforts	like	badges	and	other	types	of	credentialing,	with	the	existing	credential	ecosystem.	– ‘Moving	from	“Alternative	Credentials”	to	an	Integrated	Credential	Ecosystem’, https://evolllution.com/uncategorized/moving-from-alternative-credentials-to-an-integrated-credential-ecosystem/.The	benefits	of	micro-credentialing	and	stacking	for	learners	include:• enhanced	coherence	in	their	lifelong	learning	journey;• improved	access	to	higher	education;• maximisation	of	outcomes	from	their	participation	in	CPD;• enhancement	of	their	employability	and	promotion	prospects	by	providing	evidence	of	their	mastery	of	specific	skills;	and• formal	recognition	and	rewarding	of	a	wider	range	of	learning	experiences.12The	benefits	of	micro-credentialing	and	stacking	for	CPD	providers	include:• enhancement	of	their	credibility	and	rigour;	and• access	to	new	markets.The	benefits	of	micro-credentialing	and	stacking	for	universities	include:• the	unlocking	of	institutional	expertise	by	making	it	available	in	smaller	‘chunks’;• enhancement	of	their	relevance,	authenticity	and	ability	to	address	current	skill	gaps;	and• the	creation	of	new	pathways	to	postgraduate	education.13The	significant	challenges	associated	with	micro-credentialing	and	stacking	include:• the	cost	of	digital	badging	and	verification	platforms;• inconsistencies	between	micro-credentialing	platforms	and	pathway	arrangements;• the	negotiation	of	agreements	between	CPD	providers	and	universities;• difficulties	demonstrating	that	CPD	is	delivered	and	assessed	appropriately;• the	cost	differential	between	CPD	courses	and	postgraduate	programs;• ensuring	genuine	cohesiveness	and	consistency	in	the	lifelong	learning	journey;• maintaining	both	academic	rigour	and	the	perception	of	academic	rigour.14This	final	challenge	is	a	significant	one, and	one	that	in	fact	increases	as	micro-credentialing	and	stacking	becomes	more	widespread.Micro-credentialing and	stacking	is	likely	to	be	criticised	as	leading	to	the	commodification	and	vocationalisation of	higher	education.By	this	I	mean	the	transformation	of	educational	experiences	into	(1)	products	to	be	consumed,	and	(2)	experiences	that	focus	primarily	if	not	entirely	upon	enhancement	of	the	learner’s	employability	and	ability	to	engage	in	productive	work.	Enhancing	employability	is	of	course	an	important	objective	of	engaging	in	learning	but	it	is	not	the	only	objective	(contrary	to	what	some	contemporary	public	discussion	of	the	role	of	universities	might	suggest).	Teaching	and	learning	is	a	central	element	of	the	endeavour	to	preserve,	enhance	and	transmit	human	knowledge	from	one	generation	to	the	next.	Its	goals	include	not	only	helping	the	learner	to	get	a	job	but	also	helping	the	learner	contribute	to	the	public	good	and	facilitating	a	positive	transformation	of	the	self.Postgraduate	study	has	traditionally	been	characterised	by	a	prolonged	and	immersive	engagement	with	a	field	of	knowledge.	If	more	and	more	postgraduate	study	is	comprised	of	‘bootcamp’	style	learning	experiences,	i.e.	short,	intensive	courses	that	focus	upon	the	development	of	practical	skills	and	the	fast	acquisition	of	current	knowledge,	there	is	a	danger	that	something	of	value	to	our	community	will	be	lost.Of	course,	this	assumes	that	all	postgraduate	study	will	be	subsumed	by	micro-credentialing	and	stacking,	and	this	is	unlikely.	There	will	still	be	learners	who	prefer	to	engage	in	postgraduate	study	in	the	traditional	way,	and	many	of	the	learners	who	choose	to	earn	a	postgraduate	qualification	via	micro-credentialing	and	stacking	are	less	likely	to	be	ones	who	would	otherwise	have	enrolled	in	an	LLM	or	PhD	and	more	likely	to	be	learners	who	would	never	have	undertaken	postgraduate	study	at	all.	And	that,	in	my	view,	makes	this	development	a	positive	one.15

A Critical Evaluation of Micro-Credentialing and Stacking in Legal Education

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A Critical Evaluation of Micro-Credentialing and Stacking in Legal Education

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