Micro-credentials and work skills development for adult victims of domestic abuse: An illustrative case study.

ID: 52891 Type: Roundtable
  1. Terry McGovern, University of South Florida, United States

Thursday, June 28 3:30 PM-4:30 PM Location: De Dam 1 View on map

Presider: Marisa Correia, Politechnic Institute of Santarém, Portugal

Abstract: Administrators and faculty of the University of Wisconsin-Extension’s (UWEX) University Learning Store (ULS) recognized that micro-credentials were becoming a vital learning pathway for adult students. They expected the learning applications to be useful to many types of working adults focused on developing relevant job skills and earning micro-credentials (badges) through summative, authentic assessments as proof of learning. Recognizing the importance of work skills development for their clients, Madison Wisconsin’s Domestic Abuse Intervention Services (DAIS) viewed the ULS as a technological solution for victims of abuse utilizing DAIS services. The micro-credentials could play a key role in helping victims of violence to improve work skills and hence increase job placement rates, crucial to economic self-sufficiency and independence from their abusers. In this article, andragogy, adult learning theory, is highlighted. The case begins with an overview of andragogical assumptions underlying adult learner theory. Next, a relationship is established between micro-credentialing and the andragogical model of learning. Following this is an overview of the University Learning Store, DAIS, and their collaborative project. Finally, the case concludes by addressing challenges with micro-credentialing in higher education, recommendations for improving the ULS, and suggestions for future research.

Topic

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