The Pursuit of Lifelong Learning: How Micro-Credentials Ignited the Third Wave of Education

Educators, economists, and philosophers all agree that the third wave of education has arrived and will have widespread impact on how we skill, up-skill, and re-skill our future generations in the classroom and workplace.

The first wave occurred during the 2nd Industrial Revolution, which was characterized by mass production, the assembly line, and expansion of electricity. During this time, American society fueled the expansion of public high schools across the nation to meet the legitimate economic demands that resulted from the productivity boost.

The second wave of education occurred, naturally, during the 3rd Industrial Revolution (1960s-1990s), which led to the computerization and automation of the workforce. During this time, especially after the 2nd World War, society initiated the “college for all” movement through the GI Bill, which sought to cultivate a more efficient, better trained workforce.

Our society is now in what many call Industry 4.0, or the 4th Industrial Revolution. In this era, our productivity is dependent on cyber physical systems, ones that blend the divide between the physical and digital. It is described by terms like the Internet of Things, machine learning, and cloud computing. Consequently, we find ourselves in the third wave of education as well. With the economic demands of Industry 4.0 and the rising levels of automation in the workforce, education now means continual training throughout a personas lifetime to complement. What has manifested from that training requirement are what are called “micro-credential” programs, or short-term online education programs being offered by institutions of higher learning and education technology startups alike.

There are a few trends to be aware of as it relates to how these micro-credential programs are influencing higher education institutions and technology practices. Let’s dive in.

1. Modularity

This rising trend is about the mix-and-match nature of education and training paired with the omnichannel approach to accessing content.

From micromasters degrees to open-scale courseware, these initiatives break down a traditional undergraduate degree into smaller components that can be completed online.

Risks: Students must be aware of the branding effects an online program might have in the workforce and also be intentional about supplementing their online education with deep, social, interpersonal experiences to fuel personal and professional growth

2. Unaccredited Microdegrees

Unaccredited nanodegrees that are low-cost ad skill-based are attracting more and more students, mostly in the form of coding bootcamps. Startups like Udacity and colleges are providing short-form online education and degrees at an affordable price.

Risks: Employers must be able to trust these credentials, so something must be used to validate these programs

3. Use of Software Product Development Methods in Higher Education

Universities that are offering micro-credential programs online are beginning to take a page from Silicon Valley startups and build these products using the same methods that many online companies use — through iterative product development.

Risks: Universities must be aware of brand degradation that might result from developing online programs for additional revenue streams. They must also be very intentional about developing products and programs aligned with corporate and employer needs, which brings about many more philosophical arguments on what higher education’s purpose should be.

4. Blockchain as a Verification Tool

With more online credentials, students need to prove their learning to other parties, especially employers. This requires coordination and, most importantly, security and privacy. A more in-depth description of how blockchain can be used, according to EdSurge:

Each record — let’s say, a microcredential — is a time-stamped transaction between the student and institution. Once a record of the credential lives on the blockchain, it can not be altered (e.g. hacked or replicated) by other users without disrupting the entire blockchain system. In theory, that makes the record virtually impossible to remove or disrupt.

Risks: The use of blockchain technology can be used to both securitize and expand microcredential legitimacy, with implications on college course credits, degrees, and even skill badges. However, while this accounts for security and privacy, it does not substitute for the validity and quality of education provided.

5. Trademarking Degree Types

Education provider startups are beginning to trademark the names of their online degree program programs. For Exmple, Udacity owns a trademark for “Nanodegree”, edX applied for a trademark for “MicroMasters”, and “Microdegree” is also trademarked by another education company.

Risks: This is an effort to make certain credentials more of a reliable indicator of quality and source to distinguish themselves. However, low-quality degree programs could also use the same strategy, thus negating any positive signaling effects of this strategy.

6. Higher Education and Corporate Learning Collaborations

Corporations are demanding more specific skillsets and credentials from their workforce that lie outside of the more general realms of graduate school degrees. Micro-credentials and skill certifications have become more attractive to many employers because they communicate a very specific skillset that can be vetted. Higher education organizations and graduate degree programs must work in tandem with future employers to identify specific skillsets and expertise that is needed in the field, and adapt their curriculum to provide those.

Risks: Education philosophy doesn’t always align curriculum with employability. The purpose of education is different in many different contexts, so many institutions of higher learning must have deep and detailed discussions of their organization’s missions and objectives as it relates to student outcomes.

The trend towards short-term credentials promised to change the way education is created and disseminated for our future generations, whether in the classroom or in the workplace. This will affect all stakeholders in the process, whether that be schools, companies, or human resource organizations. This will have broad implications on where our resources go, how we learn, and how we develop as a workforce and society.

Have feedback or thoughts on this article? As a former educator turned technologist, I am passionate about managing products for technology organizations that seek to empower their users to achieve more. Feel free to reach out to me via e-mail or leave a comment below to continue the discussion.