Microcredentials enable a digital transformation of educational offerings that build skills of learners and the capability of organisations; however learners struggle with balancing study on top of work and family commitments unless they are motivated and self-regulated in their learning. Designing microcredentials that intrinsically motivate learners, enhance their ability to study independently, and build the skills they need, particularly in online and distance delivery modes requires intentional learning design approaches. However, limited research exists on innovative learning design approaches to microcredentials. To address this gap, a novel framework was developed, and learners' experience (LX) was examined via interviews and survey data. The findings reveal that learners want their learning experience within a microcredential to facilitate career progression and help them apply their new skills in different contexts. Learners report that activities where they interact with working professionals, create portfolios of learning, and work through industry-relevant case studies motivates them to succeed.