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Embed skills in every programme. Evidence them as students study.
Potentially is the skills platform for higher education. Build curricular and co-curricular skills programmes across the institution — standalone, or as a skills layer inside the Canvas, Blackboard, Moodle or D2L you already run. Every student ends up with a profile that proves what they can do, with the work attached.
Skills capture · Portfolios · Placements · Course authoring · Programme analytics
Skills profileYear 3
Five tools that each do one job. One profile that connects them.
Each one is useful on its own. What makes them a platform is that they all feed the same Skills Profile.
LMS Skills Capture
Skills recorded from the work you already set and mark, inside Canvas, Blackboard, Moodle or D2L. Explore LMS Skills Capture → Teaching & LearningPortfolio Learning
Seven portfolio types, each built for a different kind of evidence — showcase, framework, competency, standards, process, AI log, AI reflection. Explore Portfolio Learning →Skills Profile
The profile the student keeps — the employer-facing view, and folios curated for a purpose.Pathways
Programme and course authoring. Build once, embed anywhere, update centrally and every course it appears in refreshes. Explore Pathways → All three audiencesInsight Compass
Self-assessment with immediate personalised feedback, plus Distance Travelled and theme analysis for you. Explore Insight Compass →Skills-based higher education is here.
Employers increasingly hire for skills, and students need a way to prove their capability. Higher education institutions agree that skills and competences belong in the curriculum: the strategies are written and the graduate attributes are published.
What stalls progress is the operational reality:
How can universities translate courses into skills?
Five challenges, and how Potentially addresses each one.
Including the one an accreditation panel asks: where a programme’s claimed attributes are actually evidenced, and by how much.
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01
Rolling out a skills framework across hundreds of modules, without a bigger team.
A framework agreed at institutional level evidences no skills until it reaches every module — and it has to keep evolving after roll-out.
Central administrators map whole programmes at once, with AI-assisted tagging reviewed by your staff before anything publishes. Change the framework and every module already mapped to it updates.
Your taxonomy or importedAI-assisted taggingBulk processingCentral administrationWorks with AI switched offOne framework · every mapped module1 edit · 24 modules updated · 0 emails sentGraduate attributes- Critical thinking
- Data literacy EDITED
- Collaboration
- Ethical reasoning
BM101BM104BM110BM117BM122BM130BM201BM205BM214BM219BM223BM231BM240BM252BM258BM301BM307BM312BM318BM326BM333BM340BM347BM352 -
02
Engaging students to capture skills development outside the curriculum.
Capture outside the curriculum depends on students doing things — and a profile the institution owns is not one a graduate can take into an interview.
Awards, placements, events and volunteering are discoverable inside the LMS, alongside their modules. Everything resolves to one Skills Profile per student, most of it building up without the student acting — and it stays theirs after graduation.
In the LMSOne profile per studentTheirs after graduationShareable by linkOne student · one Skills Profile7 pieces13 pieces19 piecesYear 1Year 2Year 3Arrived from marked work, placements and awardsAdded by the student39 pieces of evidence · 7 needed the student to do anything -
03
Getting academics to engage without adding to their workload.
Anything that asks faculty to learn a second system, or complicates marking, stops at the pilot.
Assignments are set up the way any LMS assignment is, marked in one console with rubrics, and grades released through the gradebook staff already use. Mapping a module to skills is a single step, done once — or handled centrally, so an academic need not touch it at all.
Inside the LMSOne marking consoleGrades to your gradebookNo second loginThe assignment, as the academic sees itAssignment 2 · Market analysis reportBM205 · CanvasDue14 November · 40% of moduleMarkingRubric attached · released via gradebookSkills evidencedCritical thinkingData analysis68 / 100marked once, in the console you already use→ Skills ProfileOne extra field. No second system. -
04
Working with the systems you already run, rather than replacing them.
Every institution has its own systems and processes. A skills layer has to extend what is running, not ask the institution to move.
Potentially connects over LTI 1.3 Advantage into Canvas, Blackboard, Moodle and D2L, imports ESCO (and O*NET where you need it), and issues Open Badges. Custom integrations, data pipelines and provisioning are configured to how your institution actually runs.
LTI 1.3 AdvantageOpen BadgesESCO & O*NETCustom data pipelinesInside the LMS · LTI 1.3 AdvantageCanvasBlackboardMoodleD2L BrightspaceSingle sign-on Roster & modules Grades to your gradebookPotentiallyNO SECOND LOGINFrameworks inYour taxonomy · NACE · ESCO · O*NET · Vitae RDF · Advance HE PSF Also outOpen Badges · CSV · CoreHR · custom data pipelinesStudents and staff stay where they already work -
05
Reporting on skills development, and designing better programmes with what it shows.
Accreditation panels, professional bodies and executive teams all want the same evidence: that the attributes a programme claims are developed, and by how much.
Skills coverage by programme, campus and cohort, Distance Travelled across a programme rather than a final-year snapshot, and theme analysis on open-text responses at volume. All of it produced from evidence already captured, and exported to CSV, Power BI or Tableau.
Programme coverageDistance TravelledTheme analysisPower BI & TableauDistance travelled · BSc Business cohortCritical thinking+46Data analysis+46Collaboration+39Written comms+36Ethical reasoning+2Presenting+36Year 1Year 3Goes where your analysts work:CSVPower BITableauData pipelineOne attribute flat across three years — a programme to redesign
Where an attribute is claimed, and where it is evidenced.
Coverage across the programme, module by module — the view an accreditation panel asks for.
One BSc Business programme, after mapping
See Potentially mapped to your own framework and modules.
Book a demoEvery student builds a Skills Profile.
One place their skills live, with the work that proves each one attached. Three sources feed it — and most of what arrives needs no action from the student.
- 01Their courses. Marked work, added the moment a module is passed.
- 02Co-curricular activity. Placements, awards and events, tagged to skills on the way in.
- 03The student. The parts of a degree no system sees.
What you've been building, grouped by how deeply your evidence covers each one.
What the student walks away with.
- They can name what they are good at.Built from marked work, not self-rating, so every strength has proof behind it.
- They can see the gaps while there is still time.Noticing in second year that one module evidences teamwork leaves time to do something about it.
- They can walk into an interview with proof.A profile, or a brief for one job, where every claim links to the work behind it.
Personal Best is cited in the Office for Students’ TEF Enhancement Resources as an example of supporting educational gains.
The first employability scheme endorsed by Advance HE.