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This is a quick tutorial for joining the CUE Inc. learning group in Badge List. I'm issuing digital badges or micro-credentials for participation in the 2015 CUE Annual Conference.
Holly Dilatush's insight:
Were you a participant in this? Might you plan a similar experiment? We need more of this to 'test the waters' and move toward broader acceptance of the idea, the merit of, the reliability of, digital badges. Universities, employers, employees, recruiters, parents, interviewers, interviewees, all stakeholders...
There is no shortage of predictions for the upcoming year of 2015. Micro-credentials, digital wearables and mobile learning are just a few of the many. Yet predictions are notorious for misleading and even wildly inaccurate assurances.
Holly Dilatush's insight:
Note #1 and think about how specialized badges as credentials may grow in acceptance, too.
Two recent contributions to the growing scholarly literature on digital badges strengthen the case for rethinking educational micro-credentialing. The proliferation of digital badges across numerous divergent and interconnected ecosystems certainly warrants scholarly attention. In particular, these papers highlight the importance of digitally-stable, educational artifacts.
Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.
Gold stars, Girl Scout badges, and Boy Scout badges—when we think about motivating our students to assist them in their learning and development, using badges in the classroom have a similar function as many of the rewards we were offered as young learners in primary schools (Ash, 2012). As a motivational tool, badges can be added to your college classroom using a fairly streamlined process, and with little or no cost to you at an individual level, or at an institutional level.
A little white lie never hurt anyone…right? Bumping up a 2:1 to a first on your CV may seem harmless on the face of it, but can backfire quickly – causing embarrassment for both employee and employer at the very least.
Achievery builds digital credential and badge systems exclusively for high quality learning models that are characterized by the following:
authentic learning opportunities that are connected to the real world;highly personalized curriculum;assessments of soft and hard skills;competency-based and evidence-backed;student and teacher choice;informed by data;use of technology in support of learning;recognize failure as important element of learning process;model scalable educational solutions;need a better way to recognize, verify, and connect the amazing skills of your students!
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