Design a microlearning unit
A joint microlearning unit is conceived as a self-contained, very short learning experience that focuses on one learning objective or skill for on-the-job corporate training or regular education. As for microcredential courses, a microlearning unit requires careful design: The concept and functionalities of microlearning units; Follow procedures of micro-credential course design; Break down microlearning units […]
Design the joint micro-credential course
A joint micro-credential course is conceived as a self-contained, formal and structured learning experience that focuses on a coherent set of learning outcomes or competences and consists of learning activities in line with the course objectives and assessment criteria.The course design requires several design steps to be taken: Define course objectives, learning outcomes, competences to […]
Ensure (cross-) institutional support
The team leader and the team partners need institutional and faculty support, which is given by professional expert services in the partnership: Consult the programme boards; Find teaching and learning support; Seek support for internationalization; Look for IT support; Involve the student administration; Integrate services in centres for continuing education or "extension schools" In order to […]
Compose a joint micro-credential course team
For developing a joint micro-credential, a course team has to be composed: Initiate a strong leadership; Share tasks. Guidelines Initiate a strong leadership The success of a joint micro-credential course is largely dependent on the course management and the quality of the course team. The course leader is a university staff member who assumes overall […]
Share a joint vision on the micro-credential course
As a first step, partners have to develop a joint educational vision for the micro-credential course, consisting of: Investigate needs; Develop an academic and professional profile; Take into account the characteristics of learners; Define the objectives and the unique selling point of the course; Define the relationship with existing courses and programmes; Indicate the stackability […]
Align with institutional and cross-institutional policies
lorem A micro-credential course should connect with institutional and cross-institutionalpolicies: Align with the (cross-)institutional mission, policies and strategies for continuingeducation and professional development; Adapt educational provisions to the time horizon of learners; Achieve better quality by cross-institutional synergies; Make continuing education attractive and competitive Connect with (cross-)institutional MOOC policies Align with the (cross-)institutional mission, policies […]
References
Biggs, J. (2002, October). Aligning the curriculum to promote good learning. Constructive Alig- nment in Action: Imaginative Curriculum Symposium. Retrieved from https://www.qub.ac.uk/ directorates/AcademicStudentAffairs/CentreforEducationalDev elopment/FilestoreDO- NOTDELETE/Filetoupload,210764,en.doc De Moor, B., Henderikx, P., Keustermans, L. (2013), International curricula and student mobility, LERU, Advice paper. https://www.leru.org/publications/international-curricu- la-and-student-mobility de Wit, H., Hunter, F., Howard., L., Egron-Polak, E., (2015), Internationalization of […]
Sustainable institutional policies for academic collaboration and mobility
Institutions should develop sustainable institutional strategies for collaboration and mobility and enhanced digital educational technologies and pedagogies by: • Integrating a European dimension in higher education • Developing leadership and “comprehensive” internationalisation strategies • Developing objectives for the digitalization of educational collaboration and mobility; • Creating institutional conditions of educational collaboration and mobility; • Setting […]
Benefits of physical and digital student mobility
Physical and digital student mobility offers advantages: • To students • To institutions Benefits for students Both physical and digital mobility bring benefits to students, with an international academic experience at the heart of all mobility. In addition, physical mobility provides an immersion in another country with specific benefits for students. Digital mobility also leads […]
Transnational course and programme collaboration and mobility
Transnational course and programme collaboration with different types mobility schemes can be organized by: • Embedded mobility within a course; • Exchange mobility; • Networked programs and mobility windows; • Embedded mobility in joint programmes. The core of mobility is an international academic experience and therefore always related to a course or a curriculum as […]
