Increasingly, colleges and employers are looking for strategies that will allow them to adopt skills-based learning and assessment, either as part of microcredentialing or a corporate training and development program. A more effective approach is to ensure that those courses and assessments are built on sound pedagogical practices that actively help learners actually learn the content they are supposed to be mastering. Without meaningful, verifiable learning taking place, those microcredentials hold no value or credibility.
