Olaf Olsen

Learn and Earn shifts the focus from exam preparation to project completion and the development of a comprehensive portfolio.

Credentials should serve as tangible recognition of acquired skills and knowledge. 

Micro-credentials can be developed in a stackable format, which enables one to accumulate multiple credentials over time, gradually building a comprehensive portfolio of skills.

Unlike traditional credentials such as degrees and certificates, badges lack standardization of criteria across platforms. This lack of uniformity can lead to the perception that badges lack credibility. And the lack of standardization makes it difficult to compare criteria, which makes it challenging for employers, educational institutions, and other organizations to trust their value. 

Implementing certificates in the classroom can enhance the educational experience by providing students with tangible recognition of their achievements. It can also motivate them to engage more deeply with course content. 

One additional way to support executive functioning is through a three-step process called Get ready, Do, Done. Essentially, this approach teaches students how to plan.

I learned it is important to understand that individuals differ in how much and what kind of choices they prefer to have. Whenever possible, allow learners to participate in the design of classroom activities and academic tasks, and involve them as much as possible in setting their own personal academic and behavioral goals.

With intentional planning, educators can design learning experiences and learning environments that anticipate learner variability and reduce barriers, like climbing a tree, to success. Designing for learner variability is a hallmark of Universal Design for Learning.

Engage with students by using prompts that focus on encouraging involvement, building personal responsibility, and fostering relationships or goal setting.

Educators who believe effort and attitude determine abilities will be able to intentionally provide equitable opportunities for all students to grow and thrive. Think about the power of the word Yet: when a student says “I can’t do that,” their self-perception and motivation can be transformed by simply adding “I can’t do that…yet!”