Microcredentials are getting a lot of attention as a way to support skill development and connect learning to workforce needs. At the same time, there is still limited clarity around how people experience these credentials, including their value, usability, and connection to career outcomes. Across different contexts, microcredentials are being interpreted and applied in very different ways, which makes it difficult to understand what is actually working.
Rob Moore, Assistant Professor of Educational Technology at the University of Florida, is conducting a national study focused on these experiences. This work is part of a National Science Foundation CAREER project focused on improving the alignment of microcredentials with workforce needs and learner goals.
If you have engaged with microcredentials in any way, whether designing, implementing, or participating, you are invited to share your perspective by completing a short survey. The survey takes less than 10 minutes to complete, and eligible respondents may receive a $25 digital payment, subject to limited availability.
You can access the survey here: https://ufl.qualtrics.com/jfe/form/SV_afNCnvapJw3LF1Y
Experiences with microcredentials vary widely. In some cases, they are closely tied to competencies and performance. In others, their value and connection to career outcomes are less clear. For those working in instructional design and performance improvement, this raises important questions about how microcredentials function within competency-based systems and how they are interpreted in practice.
IBSTPI encourages members to contribute their perspectives and to share this opportunity with others in their professional networks. Questions about the study can be directed to Dr. Rob Moore at rmoore3@ufl.edu.