1. Analysis.
   This step involves conducting a needs assessment and environmental scan, as well as identifying the resources needed to implement the program. How to conduct a needs assessment was described in the chapter Financial Matters. Consider also consulting van Vulpen (2020).
2. Design.
   This is where the blueprint of the program is sketched out. This means identifying the program’s learning outcomes, assessments, structure, format, and activities. In short, this is where the syllabus is created. For micro-credentials, this planning is often done as a team effort in order to incorporate the expertise and perspectives of employers, subject matter experts, and instructional designers.
3. Development.
   At this stage, the learning materials are created. This means producing the videos, readings, lesson plans, activities, assignments, assessments, and online course contents. This is typically assigned to a subject matter expert, who works in conjunction with an instructional designer and a media specialist. Employers can provide input in the form of sample problems and case studies from the workplace or feedback on the content’s relevance.
4. Implementation.
   This is where the course is launched and offered. Instructors use the lesson plans to deliver the content, while learners participate in the course and engage with the materials.
5. Evaluation.
   Although placed last, data collection for the evaluation of a program happens at every step. However, after running through one round of the pilot offering, it may be worth assembling the whole team to review the data and plan for improvements for the next offering of the program.

• Instructional designer. This person often serves two roles. As project manager, they facilitate the contribution of each team member and lead the project toward completion. They also apply their instructional design expertise to guide the creation of an educationally effective learning experience. They facilitate conversations to identify learning outcomes, choose the most appropriate course structure, guide the creation of its content, and ensure effective use of the learning management system.
• Subject matter experts (SME). These people have expert knowledge of the topic. They may be faculty and may also be working professionals. Often, the input of more than one subject matter expert is included in the creation of a micro-credential. Subject matter experts can help in designing the program, developing its content, and even delivering it as instructors.
• External stakeholders. Micro-credentials serve the needs of external stakeholders, such as employers, community partners, and Indigenous communities. As such, their input should be solicited and included at several stages of the program’s creation. For example, employers may inform the needs assessment, could provide materials such as case studies and authentic assignments taken from the workplace, and can validate the curriculum to ensure that it is relevant and meets their needs.
• Media specialist. Courses developed for an adult audience often require a higher level of production than those intended for traditional post-secondary learners. Such courses may include original images and videos that show workplace settings. A media specialist who can design graphics, take photographs, and produce short videos tailored to the course can help elevate the course’s overall quality and enhance its appeal to adult learners.
• Learners. The input of learners should be sought throughout the development of the program to ensure that what is developed meets their needs and expectations.

• ABC Learning Design is a collaborative, workshop approach to rapidly designing a new course. Originally developed at University College London, ABC has been adopted by several organizations (including the Chang school of continuing education at Toronto Metropolitan University) to help multiple subject matter experts come together to create a course. All of the materials to conduct each stage of the workshop are available on the ABC website for re-use under a CC BY NC SA 4.0 license (Young & Perović, 2015).
• Developing a Curriculum (DACUM) is an approach commonly used to design competency-based programs such as vocational and trades training. It is implemented during the initial stages of program design and involves people who work in an occupation, rather than leaders or educators, to identify the essential tasks associated with the profession. It is described in more detail in the Developing a Curriculum (DACUM) section below.
• Rapid Development Studio (Mei et al., 2021) is a collaborative approach to designing online courses over a rapid, two-week period.
• Collaborative Mapping Model (Drysdale, 2019) was developed by an instructional designer to help faculty understand the role of each member of a team in a collaborative curriculum design project.
• Design Thinking is an approach to designing a product or service that meets the needs of end users. Though not specifically created for instructional design, its principles can be applied to this process. The approach involves five steps (Friis Dam, 2023):
  • Empathize, where the designer tries to understand the end-user’s needs and preferences;
  • Define, where the designer identifies and articulates the goals of the project;
  • Ideate, which is the brainstorming stage during which various ideas are generated;
  • Prototype, where a few of the most promising ideas are transformed into models and tested; and,
  • Test, where the most viable model is chosen and tested with end-users.

  A series of tools facilitate each step (IDEO.org, 2015).

  • Liberating Structures (Lipmanowicz & McCandless, 2015) is an approach to facilitating group conversations that ensures everyone is given a voice. While the set of 35 tools was not created to facilitate curriculum development, the tools can be used for that purpose. For example, the tool “25-10” could be an effective way to help a group of stakeholders prioritize and reach consensus about a program’s learning outcomes. The tools are licensed under CC BY NC.

1. Flexibility.
   Adult learners often have busy lives with work and family responsibilities. They want their education to be flexible, allowing them to study at their own pace and on their own schedule.
2. Relevance.
   Adult learners have a utilitarian mindset and are pragmatic in their learning goals. They want to acquire knowledge and skills that are immediately applicable to their lives and careers. They generally do not value theory and prefer practical knowledge. They seek to boost their confidence and reach their career goals through tangible skills development.
3. Self-directed.
   Adult learners take responsibility for their own learning. They want to have a say in what they learn, how they apply it, and how they can demonstrate their abilities. They also appreciate self-assessment to gauge their learning. Finally, they view their instructor as a peer.
4. Recognition of prior learning.
   Adults are not empty vessels; they come to education with a wealth of experiences and knowledge that they want validated and valued. They want to interact with other learners, instructors, and professionals in their field to network, collaborate, and learn from each other’s experiences.
5. High expectations.
   Adult learners are returning to education by choice. They have often been exposed to high-quality professional development materials in their workplace and through private providers. For these reasons, they adopt a client mentality. They expect customized service and high-quality experiences that generate immediate results.

1. Treat them like adults.
   Many of the recommendations boil down to this. Treating someone as an adult means valuing what they contribute to the learning environment in terms of their knowledge and expertise, trusting their autonomy and allowing them to reach their individual goals by giving them choice, and respecting their time. It also means that the instructor should treat them as peers, not pupils.
2. Provide flexible formats.
   To accommodate the busy schedules and commitments of adult learners, offer flexible learning options, such as online or hybrid courses or programs offered on the weekend.
3. Prioritize relevance.
   As explained by Becker (2022), as self-driven learners, adults need to understand the “why” of each learning activity. Becker suggests writing explicit rationales for each assignment or activity. Adult learners also need to see the connection between the content they are learning and their lives and work. The course design should use real-world examples, case studies, and project-based learning opportunities and ask learners to apply what they learn to their work context.
4. Allow choice.
   Each adult learner has different goals in taking a training program. Help them meet those goals by providing them with flexibility in selecting their resources, assignments, and assessments. This could include offering an assortment of readings and videos, allowing learners to select those that are most relevant to their goals, and providing opportunities for learners to apply their learning to their own work contexts, such as creating a communication plan for their workplace. This practice aligns with the Universal Design for Learning’s recommendations to provide multiple means of engagement, representation, and action and expression (CAST, 2018).
5. Foster collaboration.
   Adult learners benefit from collaborating with peers. It gives them a chance to share what they know, build on past learning, and analyze it in a new light. Course design should provide opportunities for learners to work together and learn from each other. Crockford (2021) suggests a few formats to facilitate this, such as discussion forums, social media tasks, and a “question of the week” exercise. The instructor’s task is to foster a safe and respectful learning environment where adult learners feel safe to share their ideas, experience, and perspectives.
6. Include reflective activities.
   Kolb (1984), drawing on Dewey (1938), emphasized the importance of experience and reflection in learning. According to these education research pioneers, people continually develop hypotheses about the way that the world works, use observations to test them out, and then reflect to reassess their models. For this reason, adult learners need periods of reflection to articulate how new learning and experiences align, as they build revised models of how things work.
7. Provide timely feedback.
   Adult learners need ways to gauge whether they are meeting their goals and identify what needs to be corrected. The instructional design should include ways for learners to self-evaluate, to integrate peer feedback, and for instructors to provide timely and constructive feedback on learners’ progress and performance.
8. Respect different learning speeds.
   Adult learners may proceed at different learning speeds due to their prior knowledge or, more pragmatically, because of the amount of time they can devote to learning due to other commitments. Instructors should be flexible in pacing and provide additional support when needed.

1. Define the occupation to be analyzed.
   This involves identifying the job title, job description, and any other relevant information about the occupation.
2. Select a panel of subject matter experts (SMEs).
   The panel should consist of five to 12 individuals who are knowledgeable and experienced in the occupation.
3. Brainstorm the competencies.
   The SMEs participate in a brainstorming session to identify the key competencies required for successful performance in the job. The facilitator uses a variety of techniques to solicit ideas and encourage discussion.
4. Cluster competencies and tasks.
   The competencies identified in the brainstorming session are grouped into functional areas or clusters. This organizes the information and can help to identify any gaps and redundancies in the analysis. Typically, the competencies are organized into a DACUM chart (i.e., a storyboard for the course) that shows how the competencies build upon one another to be successful in the chosen occupation. The DACUM chart can serve as a basis to conduct a needs assessment, develop curriculum, or evaluate worker performance.
5. Validate the analysis.
   The analysis should be reviewed by additional SMEs or industry representatives. This step is important to ensure that the competencies and skills identified in the analysis are relevant and accurate.
6. Develop a competency-based curriculum.
   Based on the results of the analysis, a competency-based curriculum can be developed. This curriculum should identify the specific competencies and skills that trainees should master in order to successfully perform the job.
7. Implement and evaluate the curriculum.
   The curriculum should be implemented and evaluated to determine its effectiveness in preparing learners for work.

1. Efficient, time-saving process.
   DACUM is conducted over a couple of days rather than the weeks it can take to conduct a similar analysis using other approaches.
2. Alignment with industry needs.
   The process involves the participation of industry representatives and subject matter experts, which helps to ensure that the resulting curriculum is relevant and aligned with industry needs. It also maximizes buy-in from workers and employers.
3. Focus on competencies and skills.
   By identifying the specific competencies and skills required for successful performance in a job or occupation, the DACUM process helps to ensure that the resulting curriculum is targeted and effective.
4. Customization to specific jobs and occupations.
   The process can be tailored to specific jobs and occupations, which helps to ensure that the resulting curriculum is job-specific and meets the unique needs of the occupation.
5. Consensus building.
   Unlike other methods of collecting this data such as surveys, the process requires that subject matter expert discuss the competencies and reach consensus. This compensates for the biases that might be introduced by collecting individual inputs and builds a stronger product.
6. Use of a structured process.
   The process provides a structured approach to curriculum development, which helps to ensure that all relevant competencies are identified and addressed in the curriculum.

1. Lack of facilitation skills.
   The approach requires that a person trained in its approach and skilled at facilitating a group leads the process.
2. Lack of subject matter expertise.
   The process relies heavily on the participation of subject matter experts, so if there is a lack of expertise in the area being developed, the resulting curriculum may not be effective. Similarly, if there is limited employer involvement, the resulting curriculum may not be relevant or responsive to industry needs.
3. Lack of flexibility.
   The process can be inflexible, with a strong focus on identifying specific competencies and skills required for a job or occupation. If there is a need for more flexibility or adaptability in the curriculum, this approach may not be the best fit.
4. Inappropriate for academic disciplines.
   The DACUM approach is typically used in vocational or technical education settings, where there is a focus on job-specific skills and competencies. It may not be appropriate for academic disciplines, where the focus is on broader theoretical knowledge and critical thinking skills.

1. User-friendly interface.
   Adult learners are typically busy and may not have the time or inclination to navigate a complicated or confusing interface. The LMS should have a simple and intuitive interface that makes it easy for users to access and complete their courses.
2. Customizability of learner experience.
   In competency-based learning, adults proceed at their own pace, repeating a module until they have mastered the competency. An LMS that allows for customization, such as the ability to personalize learning paths or choose different modes of delivery (e.g., self-paced vs. instructor-led) may be important for a micro-credential.
3. Mobile compatibility.
   Many adult learners are on-the-go and may prefer to access their courses on mobile devices. An LMS that is mobile-compatible and can be accessed from smartphones and tablets can provide the flexibility that adult learners need.
4. Analytics and reporting.
   When learners are proceeding at their own pace, it’s important to track progress and measure success. An LMS that provides analytics and reporting features, such as the ability to track progress and monitor learner performance, can help instructors and administrators identify areas for improvement and optimize the learning experience.
5. Support and resources.
   Adult learners may not be familiar with the use of an LMS or with your institution’s organization of courses on this platform. It is therefore imperative to consider designing a short orientation course that helps learners become proficient in its tools and structures.
6. Export capability.
   Sharable Content Object Reference Model (SCORM) is a file format for an online course package that can be transferred between LMS systems. Not all LMS use this format to make this possible. As described in the companion chapter Design Considerations: Stories from the B.C. Post-secondary Sector (in the section VCC’s Exploration of LMS Options for Micro-credentials), this could be an important factor to consider when choosing an LMS for a micro-credential.

• Cluster structure.
  This approach allows learners to complete a set of courses in any order, which is useful when the goal is to expose learners to breadth in a field and the courses do not build on each other. An example is the British Columbia Institute of Technology’s Applied Circular Economy: Zero Waste Buildings micro-credential, which requires learners to complete three courses in any order.
• Sequential structure.
  In this type of program, each course builds upon the previous one, and learners must complete them in a specified order. This is the structure to choose when the goal of the micro-credential is to achieve depth of learning. A curriculum map is particularly helpful when designing this type of program to ensure that the program goals are progressively developed during the sequence of courses. An example is the Capilano University’s Award of Achievement in Data Analysis, where learners must first complete the introduction course, then an intermediate and then an advanced course, and finally a capstone project.
• Structure with electives.
  This structure requires learners to complete a set of mandatory courses, either in a cluster or sequentially, followed by a prescribed number of courses from a larger pool that gives learners choice in creating their program. An example is the Climate Adaptation Fundamentals Micro-credential offered by Royal Roads University, where learners must complete two core courses (in any order), followed by any two of eight electives.
• Combination of achievement types.
  In cases where some learners are expected to have prior experience related to the micro-credential, it is possible to unbundle the program and create a flexible program structure that matches the learner’s background and training needs. In this case, prior learning and assessment recognition, credit bank, or direct assessments (see the chapter on Educational Pathways) can help a learner meet some of the program’s learning objectives and the learner achieves the remaining ones through formal education.

1. Level 1: Reaction.
   This level gauges how learners feel about the educational experience. While not an assessment of learning per se, engagement is a prerequisite of learning. Assessing this factor thus serves to diagnose whether there is a foundation for learning. Kirkpatrick was also mindful that employee reaction to a program was often critical in a manager’s decision to continue or discontinue a training program. It is therefore important to collect this data.
2. Level 2: Learning.
   This level assesses whether learners have acquired new knowledge. It does not assess whether they can apply that information. Kirkpatrick recognized that in order to be able to perform a new task, a person must first know — cognitively — how to do it. This is what this step measures.
3. Level 3: Behaviour.
   This level is about demonstrating a competency in context. Can learners translate their knowledge into practice? Can they recognize contexts where and when the new concepts should be applied and use them appropriately? Can they resolve unexpected problems as they try to apply their competencies? This is the focus of competency-based education.
4. Level 4: Result.
   In professional development, the goal of training is usually set at the level of the organization, for example, to improve efficiencies and cut costs. This is what this final level measures. Is the organization operating more efficiently as a result of the training? Is it cutting costs, and if so, by how much? This is the data that provides support that the training was worth the effort.

Andragogy Best Practices

Becker, K. L. (2022). Why the “why” matters to adult learners. Faculty Focus. https://www.facultyfocus.com/articles/course-design-ideas/why-the-why-matters-to-adult-learners/

Caffarella, R. S., & Ratcliff Daffron, S. (2013). Planning programs for adult Learners: A practical guide (3rd ed.). Jossey-Bass.

Crockford, J. (2021). Five tips to creating a more engaging online course for adult learners. Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-student-engagement/five-tips-to-creating-a-more-engaging-online-course-for-adult-learners/

Doherty, B. (2012). Tips for teaching adult students. Faculty Focus. https://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/

Gutierrez, K. (2021). 3 Adult learning theories every e-Learning designer must know. Association for Talent Development. https://www.td.org/insights/3-adult-learning-theories-every-e-learning-designer-must-know

Sedlak, W. (2021). How to reach adult students? For starters, talk to them like adults. Lumina Foundation. https://www.luminafoundation.org/news-and-views/insightful-study-shows-how-to-engage-and-enroll-adult-learners/

Sockalingam, N. (2012). Understanding adult learners’ needs. Faculty Focus. https://www.facultyfocus.com/articles/teaching-and-learning/understanding-adult-learners-needs/

Team-Based Design Approaches

The following resources describe ways to facilitate a team’s input toward the collaborative design of a curriculum.

IDEO.org. (2015). The field guide to human-Centered design. DesignKit. https://www.designkit.org/

Drysdale, J. T. (2019). The collaborative mapping model: Relationship-centered design for higher education. Online Learning, 23(3): 2019 OLC Conference Special Issue. DOI: https://doi.org/10.24059/olj.v23i3.2058

Friis Dam, R. (2023). The 5 stages in the design thinking process. Interactive Design Foundation. https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process

Lipmanowicz, H., and McCandless, K. (2019). Liberating structures including and unleashing everyone. https://www.liberatingstructures.com/

Mei, B., May, L., Heap, R., Ellis, D., Tickner, S., Thornley, J., Denton, J., & Durham, R. (2021). Rapid Development Studio: An intensive, iterative approach to designing online learning. SAGE Open, 11(3). https://doi.org/10.1177/21582440211047574

Rossiter, D., & Tynan, B. (2019). Designing and implementing micro-credentials: A guide for practitioners. Commonwealth of Learning. http://hdl.handle.net/11599/3279

Young, C., & Perović, N. (2015). ABC learning design method. https://abc-ld.org/

Here are approaches to analyzing the learning outcomes for a course or program to ensure that they cover the complexity of desired outcomes.

University at Buffalo. (2023). Bloom’s revised taxonomy. Curriculum, Assessment and Teaching Transformation. https://www.buffalo.edu/catt/develop/design/learning-outcomes/blooms.html

University at Buffalo. (2023). Fink’s significant learning outcomes. Curriculum, Assessment and Teaching Transformation. https://www.buffalo.edu/catt/develop/design/learning-outcomes/finks.html

DACUM (Guides)

The following handbooks and articles provide instructions for implementing the DACUM process.

Bhattarai, S. (2023). Training manual on DACUM. Colombo Plan Staff College for Human Resources Development in Asia and the Pacific Region. https://pub.cpsctech.org/tm-dacum/pdf.pdf

DeOnna, J. (2002). DACUM: A versatile competency-based framework for staff development. Journal for Nurses in Professional Development, 18(1), 5–11. DOI: 10.1097/00124645-200201000-00001

Norton, R. E. (1997). DACUM handbook (2nd ed.). Center on Education and Training for Employment. Leadership Training Series No. 67. Ohio State University.https://files.eric.ed.gov/fulltext/ED401483.pdf

Norton, R. E. (2009). Competency-based education via the DACUM and SCID process: An overview. Center on Education and Training for Employment, The Ohio State University. https://unevoc.unesco.org/e-forum/CBE_DACUM_SCID-article.pdf

DACUM (Examples)

Some examples of DACUM charts can be found in the following sources:

• Halbrooks (2003) used DACUM to create the skills profile for horticultural technology workers. This information was used to revamp Kent State University’s associate degree program.
• Johnson (2010) describes the use of DACUM to develop a curriculum for GIS technicians. The article contains data obtained from each step in the DACUM process.
• Nickbeen et al. (2017) used the DACUM process to address the knowledge and skills needed to engage in green construction, a competency gap identified by the construction industry.
• Ohio State University’s Center on Education and Training for Employment is the home of the DACUM International Training Center. For a modest fee, curriculum developers can access over 65 DACUM charts produced for a range of occupations. These charts can serve as examples or as a starting point for developing a curriculum (though the competencies and tasks in the chart should be locally validated). The Types and Application of DACUM Sample Charts webpage has a selection of examples, including DACUM charts in the areas of:
  • bioenergy conversion technology;
  • train-the-trainer;
  • aerial sensing data analyst;
  • brewing technology; and
  • product changeover process.

Resources to Develop Lesson Plans, Activities, and Online Courses

Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty (2nd ed.). Jossey-Bass.

Barkley, E. F., & Major, C. H., Cross, K. P., (2014). Collaborative learning techniques: A handbook for college faculty (2nd edition). Jossey-Bass.

Bates, A. W. (Tony) (2022). Teaching in a digital age (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/

BCIT. (n.d.). Designing a course. Learning & Teaching Centre. https://www.bcit.ca/learning-teaching-centre/resources/

Brookfield, S. D., & Preskill, S. (2016). The discussion book: 50 great ways to get people talking. Jossey-Bass.

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Lang, J. M. (2021). Small teaching: everyday lessons from the science of learning (2nd ed.). Jossey-Bass.

Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.

Wall Kimmerer, K. (2015). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions.

Competency-Based Education

As part of its capacity-building efforts to support micro-credentials development, BCcampus conducted an online workshop titled Micro-credentials: Competencies at the Core on February 22, 2023. Those who are new to the field of competency-based education are encouraged to view the recordings of this event to familiarize themselves with the concepts. The following two keynote sessions are especially recommended:

• Lena Patterson, program director of micro-credentials and business development at the Chang school of continuing education at Toronto Metropolitan University, delivered a 45-minute session entitled Why are competencies at the core of micro-credentials? in which she defined competencies in a clear and straightforward manner.
• Dennis Green, co-author of the eCampusOntario Open Competency Toolkit, presented a 45-minute session titled What are competencies and competency frameworks?, which picked up where Dr. Patterson’s presentation left off, with a focus on groups of competencies that are necessary to perform a job successfully.

The recommended guide for writing competency statements and creating competency frameworks is the eCampusOntario open toolkit.

Green, D., & Levy, C. (2021). eCampusOntario Open Competency Toolkit. https://ecampusontario.pressbooks.pub/competencytoolkit/

The next three resources can help write competency statements.

Braxton, S. (2022). Back to basics: Defining a digital badge taxonomy using cognitive learning and competency frameworks. The Evolllution. https://evolllution.com/programming/credentials/back-to-basics-defining-a-digital-badge-taxonomy-using-cognitive-learning-and-competency-frameworks/

The British Columbia Institute of Technology has developed the following guide to writing competency statements.

University of Victoria. (n.d.) Using competencies. Action verbs. Career Services. https://www.uvic.ca/career-services/build-your-career/using-competencies/action-verb-list/index.php#ipn-action-verbs

This article describes how to develop a competency framework in a step-by-step fashion.

Mind Tools (n.d. b). Developing a competency framework. https://www.mindtools.com/ad66dk2/developing-a-competency-framework

This chapter presents a good overview of competency-based education, including how to design it, how to train faculty, and some administrative challenges of implementing this model of education.

Pluff, M. C., & Weiss, V. (2022). Competency-based education: The future of higher education. In New models of higher education: Unbundled, rebundled, customized, and DIY (pp. 200-218). IGI Global. https://doi.org/10.4018/978-1-6684-3809-1.ch010

The following three papers used different approaches to collect the knowledge and expertise of competency-based education practitioners. The findings are principles of effective practice.

Cunningham, J., Key, E., & Capron, R. (2016). An evaluation of competency‐based education programs: A study of the development process of competency‐based programs. The Journal of Competency‐Based Education, 1(3), 130–139. https://doi.org/10.1002/cbe2.1025

Johnstone, S. M., & Soares, L. (2014). Principles for developing competency-based education programs. Change: The Magazine of Higher Learning, 46(2), 12–19, https://doi.org/10.1080/00091383.2014.896705

McIntyre-Hite, L. (2016). A Delphi study of effective practices for developing competency-based learning models in higher education. The Journal of Competency-Based Education, 1(4), 157–166. https://doi.org/10.1002/cbe2.1029

In this article, the authors explore the relationship between short-term training and competency-based education. One reason to read this article is that it provides concrete examples, in the form of screen captures, of the student view of an online competency-based course. It conveys how achieving each skill leads to a sense of progression in a course.

Zhang, J., & West, R. E. (2020). Designing microlearning instruction for professional development through a competency based approach. TechTrends 64, 310–318. https://doi.org/10.1007/s11528-019-00449-4

Connecting Competency Communities (C3) is a LinkedIn group that brings together people interested in the creation and management of competency frameworks. The U.S. Chamber of Commerce hosts a monthly webinar series on the latest developments in competency frameworks worldwide. It is a good place to make connections with others engaged in this work.

The following three articles share the experiences of practitioners of competency-based education.

Roth, A. (2015). Competency-based education: What we learned from experience. EDUCAUSE Review. https://er.educause.edu/blogs/2015/7/competencybased-education-what-we-learned-from-experience

Sonnenschein, N. (2016). Balancing pedagogy and assessment in competency-based education. EDUCAUSE Review. https://er.educause.edu/articles/2016/10/balancing-pedagogy-and-assessment-in-competency-based-education

Weise, M. (2014). Got skills? Why online competency-based education is the disruptive innovation for higher education. EDUCAUSE Review. https://er.educause.edu/articles/2014/11/got-skills-why-online-competencybased-education-is-the-disruptive-innovation-for-higher-education

This white paper argues for the creation of a national system of competency frameworks, like those developed in other countries.

Lane, J., & Griffiths, J. (2017). Matchup: A case for pan-Canadian competency frameworks. Canada West Foundation, Human Capital Centre. https://cwf.ca/research/publications/matchup-a-case-for-pan-canadian-competency-frameworks/

Learner Assessment Resources

The following resources are focused on learner assessments and provide ideas and instructions for designing an assessment plan that aligns with learning outcomes of competencies.

Angelo, T. M., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd edition). Jossey-Bass.

Center for Standards, Assessment, & Accountability. (2023). Assessment design toolkit. WestEd. https://csaa.wested.org/spotlight/assessment-design-toolkit/

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. AU Press. https://www.aupress.ca/app/uploads/120279_99Z_Conrad_Openo_2018-Assessment_Strategies_for_Online_Learning.pdf

In September 2021, BCcampus held an FLO Workshop titled Rubrics Rubrics Rubrics! The three-hour online event described different types of rubric formats and guidance in selecting an appropriate one for a learning activity and purpose. The recording of the event is available on the BCcampus website along with access to resources provided during the workshop.

Harrison, J. (2021, September 1). FLO workshop: Rubrics rubrics rubrics. BCcampus. [Recorded workshop and resources]. https://bccampus.ca/event/flo-workshop-rubrics-rubrics-rubrics/

Work-Integrated Learning

Anne-Marie Fannon, director of the professional development program at the University of Waterloo, is an innovator in combining work-integrated learning (WIL) and micro-credentials. In 2019, her team piloted a program where employers evaluated learners’ performance in the workplace. These micro-credentials were endorsed by employers as proof of the learners’ ability to work in their environment.

Here are some resources to learn more about Fannon’s project:

• In February 2021, BCcampus hosted a webinar with Fannon titled ACE-WIL Town Hall: Work Integrated Learning and Micro-credentials. You can watch the 30-minute recording of the event.
• In March 2021, BCcampus’s Helena Prins wrote a blog post providing an update on Fannon’s work called Micro-credentials and Work-Integrated Learning: A Natural Alignment.
• Fannon also co-wrote an article describing how WIL and micro-credentials fit together (Ashcroft et al., 2021).

Curriculum Mapping

The University of British Columbia Okanagan (UBCO) developed a tool called Curriculum Map to help faculty and administrators engage in curriculum mapping in a guided fashion. The tool is accessible to anyone in the public B.C. post-secondary sector. BCcampus hosted a number of events to help spread the word about this tool and to offer training in its use and capabilities.

• Access to the Curriculum MAP tool on the UBCO website. Registration and access to the tool is free for people with an email address from a B.C. post-secondary institution.
• The 90-minute webinar showcasing the Curriculum Map was recorded in August 2022 and is available on the BCcampus website.
• Gwen Nguyen (2022) of BCcampus wrote a blog post highlighting key take-aways from the webinar

Dyjur, P., Grant, K., & Kalu, F. (2019). Curriculum review: Curriculum Mapping. Taylor Institute for Teaching and Learning, Curriculum Review Series #4. University of Calgary. https://taylorinstitute.ucalgary.ca/sites/default/files/Curriculum/Curriculum%20Mapping%20UPDATED%202019.pdf

McCartin, L., & Tocco, A. (2020). Quick guide to program curriculum mapping. University of Northern Colorado. Center for the Enhancement of Teaching & Learning. https://www.unco.edu/center-enhancement-teaching-learning/pdf/assessment/program-curriculum-mapping-quick-guide.pdf

Assessment of Curriculum and Instruction

Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48–62.

This article reviews various sources of evidence for instructor effectiveness, ranging from student ratings of instruction to teaching portfolios. Each of the 12 strategies are followed by a “bottom line” section that summarizes the important points, making it a quick resource to consult. Although the article is behind a paywall, many copies can be found online for easy access.

Blumberg, P. (2014). Assessing and improving your teaching: Strategies and rubrics for faculty growth and student learning. Jossey-Bass.

McGahan, S. J. (2018). Reflective course review and revision: An overview of a process to improve course pedagogy and structure. Journal of Educators Online, 15(3). https://files.eric.ed.gov/fulltext/EJ1199111.pdf

This article provides step-by-step instructions for conducting either a full course review or a spotlight revision (with a particular focus, such as to improve equity or accessibility in a course) and suggests a structure to guide each of these reviews. While the guide was created for academic university courses developed by a single educator, it could easily be adapted for micro-credential programs designed or taught by a team.

Acree, L. (2016). Seven lessons learned from implementing micro-credentials. The William & Ida Friday Institute for Educational Innovation and the North Carolina State University College of Education. https://www.nysed.gov/sites/default/files/principal-project-phase-2-seven-lessons-about-implementing-microcredentials-lauren-acree.pdf

Anders, M. (2023). 5 adult learning principles to help design better professional development. Edutopia. https://www.edutopia.org/article/adult-learning-principles-design-better-professional-development

Ashcroft, K., Etmanski, B., Fannon, A. M., & Pretti, T. J. (2021). Microcredentials and work-integrated learning. International Journal of Work-Integrated Learning, 22(3), 423–432. https://files.eric.ed.gov/fulltext/EJ1313479.pdf

Bigelow, A., Booth, C., Brockerhoff-Macdonald, B., Cormier, D., Dinsmore, C., Grey, S., Harrison, L., Hobbs, A., Lee, S., Maher, P., … & Zahedi, E. (2022). eCampusOntario’s micro-credential toolkit. https://ecampusontario.pressbooks.pub/microcredentialtoolkit/

Braunston, T. (2018). Choosing an LMS that Ffits your needs: Features, cost, implementation. eLearning Industry. https://elearningindustry.com/choosing-an-lms-that-fits-your-needs-features-cost-implementation

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CAST. (2020). UDL tips for assessment. https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-udltipsforassessment-20200920-a11y.pdf

Chaktsiris, M., McCallum, K., Luke, R., Cukier, W., Patterson, L., Garreffa, N., & Gooch, E. (2021). Is the future micro? Unbundling learning for flexibility & access. Ted Rogers School of Management Diversity Institute, Future Skills Centre, eCampusOntario. https://micro.ecampusontario.ca/wp-content/uploads/2021/03/Is_the_Future_Micro-1.pdf

Chen, S., Zhang, C., & Li, W. (2022) The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review. PLOS ONE, 17(11), e0277484. https://doi.org/10.1371/journal.pone.0277484

Conrad, D., & Openo, J. (2018). Assessment Strategies for Online Learning. Athabasca University Press. https://www.aupress.ca/books/120279-assessment-strategies-for-online-learning/

Contact North. (2021). 10 key actions to ensure micro-credentials meet the needs of learners and employers. Contact North. https://teachonline.ca/tools-trends/10-key-actions-ensure-micro-credentials-meet-needs-learners-and-employers

Dewey, J. (1938). Experience and education. Free Press.

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Gooch, E., Chaktsiris, M., Jae, K., Patterson, L., Suleman, S., Crawford Urban, M., Cukier, W., & Luke, R. (2022). The Future is micro: Digital learning and micro-credentials for education, retraining and lifelong learning. The Future Skills Centre and eCampusOntario. https://www.ecampusontario.ca/wp-content/uploads/2022/03/TheFutureisMicro-final-ENG.pdf

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Halbrooks, M. C. (2003). DACUM as a model for horticulture curriculum development and revision: A case study. HortTechnology, 13(3), 569–576. https://journals.ashs.org/horttech/view/journals/horttech/13/3/article-p569.xml

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Oliver, B. (2021). A conversation starter: Towards a common definition of micro-credentials [draft preliminary report]. UNESCO. https://cdn.aigroup.com.au/Workforce_Development/CET/DRAFT_UNESCO_REPORT_MICROCREDENTIALS_13%20sept_21_FR.pdf

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Seet, P-S., & Jones, J. (2021). Extending micro-credentials to micro-apprenticeships for the fourth industrial revolution: Enhancing vocational education and training in the post-pandemic’s ‘new normal’. Journal of Teaching and Learning for Graduate Employability,12(1), 39–43. https://ojs.deakin.edu.au/index.php/jtlge/article/view/1317

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