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Few instructors in higher education have completed a formal teaching program and, therefore, rely on informal professional development opportunities to enhance their teaching practice. Micro-credentialing in the form of digital badges is one way in which instructors can document their non-credit learning and accomplishments. This mixed methods research study was conducted to gauge participants' perceptions and anticipated uses of digital badges. Results of the study indicated that many participants had positive perceptions of the badges, finding them authentic and innovative. Some participants had negative or mediocre perceptions of digital badges, finding them less prestigious than a certificate of completion. Badge appearance may have had an impact on perceived credibility. Participants intended on using their digital badges in a variety of ways, such as sharing on social media and job searches. Many found the badges motivating and persevered to complete a program; however, they did not do this solely to earn a badge.

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Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers' attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N = 119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.

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Colleges and Universities have a more diverse student body than ever before - this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals' perspectives on faculty and educational technologists' knowledge and skills in creating accessible courses and instructional materials. We conclude by discussing the implications for research and practice.

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