Badges for Lifelong Learning
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Badges for Lifelong Learning
Supported by the MacArthur Foundation Digital Media and Learning Initiative
Curated by HASTAC
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re-mediating assessment: Digital Badges Meeting at the NSF Headquarters Hosted by NYSCI

Monday April 1st we travelled to the NSF headquarters in Arlington, VA. There, Michelle Riconscente and Margaret Honey from the New York Hall of Science hosted a meeting with an impressive list of attendees. STEM educators, members from after school programs, researchers, professors from all different disciplines (computer science, educational psychology, learning sciences) among others met to discuss the current and future research surrounding badges.Rebecca Itow, Cathy Tran, and I were invited to attend as members of the Badge Design Principles Documentation project and had been asked to serve as official note takers of the meeting. We ended up doing Dan Hickey’s presentation on the project and about digital badges research because Dan instead had to attend to a death in his family. Our presentation went over well and the audience was very interested in the initial set of design principles emerging across the 30 projects funded by the Gates/MacArthur Badges for Lifelong Learning initiativeAlong with discussions about the logistical concerns about the use badges such as how to manage these various systems (Erin Knight from Mozilla), on-the-ground depictions of badge systems (Alejandro Molina from the Providence After School Alliance, Marc Lesser from MOUSE, Inc, and Akili Lee from the DigitalYouth Network, just to name a few), and the potential for badges to optimize student learning (Barry Fishman). We candidly spoke about some concerns about badging such as “what is the life expectancy of a badge” (Avi Kaplan), and “what are some of the challenges and what are some of the insights as a result of this work?” (Michelle Riconscente).
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motivation
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Beyond School - Education Week

Beyond School - Education Week | Badges for Lifelong Learning | Scoop.it

High school students in Providence, R.I., will now receive school credit for learning experiences outside the classroom through a new digital badging initiative launched by the Providence After School Alliance (PASA) and the Mozilla Foundation


According to the alliance, the Providence district is the first in the country to give academic credit for digital badges, which can be earned by completing out-of-school work ranging from participating in an urban debate league to taking a studio-arts course at a local museum, it reports.
For those unfamiliar, "digital badges" are virtual commemorative patches that recognize work, activities, or tasks, much like Girl and Boy Scout badges, only digitized. The idea is to encourage connections between in- and out-of-school learning and get students more engaged in school by recognizing how their interests and pastimes can be academically enriching.


In the new project, PASA's expanded learning initiative for high school students, called the HUB, will award students digital badges for out-of-school academic work that can then be approved for credit by the local school system. The learning experiences are evaluated by PASA to ensure they align well with school day content and are academically beneficial.
"Digital badges allow our students to get recognition for their learning that happens anytime, anywhere. Badges provide a way for students to manage and connect their skills that can potentially open up new opportunities," said Damian Ewens, PASA's director of high school initiatives, in a press release.

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Badges How to: Using Your Classroom Rubrics to Design a Badge System

Badges How to: Using Your Classroom Rubrics to Design a Badge System | Badges for Lifelong Learning | Scoop.it
Recently teachers and administrators have been asking us for ideas on how to go about implementing badges in their own schools.  In this post, I’m going to describe two approaches for how to ...
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Bringing Badges Together in Education

Bringing Badges Together in Education | Badges for Lifelong Learning | Scoop.it
One of the core elements of my in-progress DIY classroom gamification suite is Badges (or Achievements, depending on your chosen terminology). Lately badges have gained wider acceptance as a tool n...
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Badges for Learning

GENYOUth counts elevating the student voice among the most important things we do across our programs and initiatives.  Students participate alongside with corporate and wellness leaders in our programs and events, and we continue to look for ways to solicit and apply their feedback to our development process.


We do this because as a nonprofit dedicated to child health, we believe that making changes in the school environment won't endure unless there's student buy-in.  While we know from experience that simply giving students the chance to share and receive recognition for their ideas can be a reward in itself, we still have a lot to learn about intrinsic rewards that connect learning and performance achievement to something beyond traditional grades. 


As more press and information becomes available for Open Badges (through Mozilla), we're curious about how this system of badges could potentially flourish in the K-12 school environment for not only classroom learning, but also for student-driven innovation that ties learning to physical activity.

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What’s on your badge list? Things we have learnt becoming a badger

What’s on your badge list? Things we have learnt becoming a badger | Badges for Lifelong Learning | Scoop.it

Who are digital badges for? We have spent the last few months thinking, talking and makingMozilla Open Badges for students taking part in the Supporter To Reporter Medals project. Along the way we have learnt a lot - about what you might need for a badge system, how the technology works and what young people want badges to do for them. We are now on an the verge of testing the system with real students in real schools with real work and real badges - generally really exciting. However, before we reflect on what the students are learning and how the system works in practice we thought it would be useful to reflect on what we have learnt - and why not also award ourselves some badges!

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My Paperless Classroom: Critical Thinking About Assessment With Students

My Paperless Classroom: Critical Thinking About Assessment With Students | Badges for Lifelong Learning | Scoop.it

When I looked at bringing badges into my class I thought about how can badges be used to open a discussion of goals and assessment. From the reading I have done it seems like at their best, badges improve student engagement by allowing them to act like the stakeholders they are. I brought my students into the process. During one class, after we had discussed the essay we are writing, I introduced the idea of badges and asked them to design badges for The Odyssey unit.

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The Future is Now: Unpacking Digital Badging and Micro-credentialing for K-20 Educators | HASTAC

The Future is Now: Unpacking Digital Badging and Micro-credentialing for K-20 Educators | HASTAC | Badges for Lifelong Learning | Scoop.it

The use of digital badges has myriad implications for faculty preparing future educators, specifically K-16 administrators; potentially, the repercussions of the movement could reverberate throughout K-20 education, as a “disruptive” technology, compelling the rethinking the existing structures and frameworks of education in formal environments. Are digital badges “insurgent credentials” as recently described by Dr. Mike Olneck? (2012). Or could they be a progressive and conciliatory bridge to acknowledge and validate learning in both formal and informal environments?

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ThePhysicalEducator.com

ThePhysicalEducator.com | Badges for Lifelong Learning | Scoop.it

The Responsibility Badges in Physical Education idea is a behaviour management system that is combines elements from Hellison's Teaching Personal and Social Responsibility (TPSR) model and the gamification concept of achievement-based rewards.

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Blogging and Badges | Will open badges work?

Blogging and Badges | Will open badges work? | Badges for Lifelong Learning | Scoop.it

At the start of this academic year, we launched blogging across my whole school. We have a WordPress MU installation which is hosted by Creative Blogs and every class from Nursery to Year 6 has a blog. You can view my class blog at http://class5.htrblogs.net. I’ve blogged with classes before and know the benefits first-hand. I’ve used it for two years whilst teaching in KS1 and I also wrote my MA thesis about the ways blogging promotes New Literacy Studies.

 

As I have moved to teaching upper KS2 (more on that in another blog post) I wanted to build on the previous work and embed the blog into the ethos of the classroom. I have also been looking for new ways to inspire and reward learning, so have been following the discussions on Twitter about Open Badges. I have always liked the idea of badges (after using Foursquare and GetGlue) and have mulled over the idea of how Open Badges might look in my classroom. All of my thinking led me to ways it can be embedded in the blog (online) and in the classroom (offline).

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Zoe Ross » Open Badges

Zoe Ross » Open Badges | Badges for Lifelong Learning | Scoop.it

For the past week I’ve been introducing Open Badges to my Year 7 classes and thought I’d share my experiences.


I really wanted the students to get involved in deciding what badges should be awarded. The questions we used for discussion were:

What have you already got badges for? Why do those organisations give you badges? What badges could we have in ICT?

The discussions surrounding those 3 questions were quite enlightening, as shy students who had not said a word during the previous 2 week’s lessons, shared their achievements outside school and as the penny dropped that these were badges outside ICT competencies – teamwork, creativity, volunteering etc, the enthusiasm of the class noticeably increased.


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Designing Badges & Quests for NOAA Career Pathways | Planet Stewards

Designing Badges & Quests for NOAA Career Pathways | Planet Stewards | Badges for Lifelong Learning | Scoop.it

Here is our work in-progress as we design the NOAA badges and supporting quest-based curriculum for high school students. Feel free to leave feedback below, as the instructional designers are making modifications throughout the project.

 

What are the NOAA Career Pathway badges?


• Space Weather Forecaster
• Weather Forecaster
• Severe Weather Forecaster
• Fisheries Biologist
• Coral Reef Ecologist
• Marine Biologist
• Coastal Manager
• Hydrologist
• Ecologist
• Cartographer
• Physical Oceanographer
• Vulcanologist
• Climate Modeler
• Paleoclimatologist
• Climate Research Scientist

 

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How Do We Measure What Really Counts In The Classroom?

How Do We Measure What Really Counts In The Classroom? | Badges for Lifelong Learning | Scoop.it

On September 20 and 21st, the 30 recipients of grants from our MacArthur Foundation-Gates Digital Media and Learning Competition will be meeting at Duke to show off how far they have gotten on the badging systems they are creating. One institutional representative and one software systems developer from each team will be there to demo, discuss, learn, and innovate in a group un-conference. The institutions include Intel, the Department of Veterans Affairs, Disney, the Smithsonian Museum of Natural History, the Girl Scouts, 4 H, Carnegie Mellon, the Urban Affairs Coalition, Microsoft, Boise State University, and several K-12 schools and teachers groups. All are working to find systems that--like eRubric--allow for real-time feedback, peer-contribution to an evaluation system, flexibility, and customizability—all of which inspire learning. They are also looking for ways that their systems can be automated and provide enough consistency that they are meaningful in comparing results within, between, and across institutions.

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Lynbrook HS Students Earn 19 Intel Badges

Lynbrook HS Students Earn 19 Intel Badges | Badges for Lifelong Learning | Scoop.it

Lynbrook High School students who entered the 2013 Intel Science Talent Search recently earned a total of 19 digital badges.

This is the first year that Intel and the Society for Science & the Public introduced a digital badging system to recognize special student achievement. The concept of digital badging was instituted as a means to inspire learning, confirm accomplishment and validate the acquisition of knowledge or skills.


Three categories of badges were awarded. Each student who entered the competition received an entry badge, indicating that they had met all of the rigorous requirements of the competition. Initiative badges were awarded to students to acknowledge exceptional accomplishments relative to available resources. Report badges recognized exceptionally well-written college-level reports.

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Is it a class, or is it a game? A badging system for mastery in New York City high schools.

Is it a class, or is it a game? A badging system for mastery in New York City high schools. | Badges for Lifelong Learning | Scoop.it
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ICT badges for learning. A badges system to scaffold ICT skills and integrate with learning.

ICT badges for learning. A badges system to scaffold ICT skills and integrate with learning. | Badges for Lifelong Learning | Scoop.it
A Badges System with Supporting Scaffolded ICT Ladders (Skills, Attitudes, Digital Citizenship)
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Useful badges toolkit for other educators looking to remix and use in their own classrooms. 

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On Digital Badging, Edge Work, 12 Lessons After 12 Years | DMLcentral

On Digital Badging, Edge Work, 12 Lessons After 12 Years | DMLcentral | Badges for Lifelong Learning | Scoop.it

In the summer of 2012, Global Kids, Inc. launched a beta test of its planned digital badging system. The test was designed to provide feedback on the system to support a fall launch throughout the entire organization. This Global Kids’ Badging System is built on top of Learning Times’ BadgeStack and is part of a broader badging network within the Hive NYC Learning Network (funded by the MacArthur Foundation).

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Zoe Ross » Blog Archive » First Forays into Open Badges

Zoe Ross » Blog Archive » First Forays into Open Badges | Badges for Lifelong Learning | Scoop.it

I have been following with interest discussions around Open Badges, however it was C.A Philbin and Martin Waller’s blog posts that inspired me to get going with trying out Badges with my students. So, for the past week I’ve been introducing Open Badges to my Year 7 classes and thought I’d share my experiences. I really wanted the students to get involved in deciding what badges should be awarded. The questions we used for discussion were:

 

What have you already got badges for?

Why do those organisations give you badges?

What badges could we have in ICT?

 

The discussions surrounding those 3 questions were quite enlightening, as shy students who had not said a word during the previous 2 week’s lessons, shared their achievements outside school and as the penny dropped that these were badges outside ICT competencies – teamwork, creativity, volunteering etc, the enthusiasm of the class noticeably increased.

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Maps, Playlists, & Badges: Key Blended Learning Themes

Maps, Playlists, & Badges: Key Blended Learning Themes | Badges for Lifelong Learning | Scoop.it

On Tuesday we co-hosted OpenBlend, a blended learning conference with the Tacoma Public Schools and the Puget Sound Educational Service District (PSESD) featuring a full-day track of Khan Academy workshops as well as other innovative and open tools. 

Khan Academy is known for its 3,100 instruction videos, but the full day series of workshops made it apparent that they are developing sophisticated examples of three key drivers to personalized and mastery-based learning:

 

Knowledge maps: a picture of what to learn

Customizable playlists: how to learn; and Show what you know: badges that recognize achievement.


A district administrator at the conference asked me how to get students to take more responsibility for learning. My response, make learning objectives clear and engage students in goal setting, give them choices about how to learn, and let them know how they can show what they know. Three drivers--maps, playlists, and badges--build agency and give students an opportunity to take ownership of their learning. 

Just to be clear, I think playlists should include many different kinds of learning experiences and achievement recognition systems (badges and the like) should reflect multiple forms of assessment.

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Open Badges – A digital solution for recognising achievement in schools? | Technoteaching

Open Badges – A digital solution for recognising achievement in schools? | Technoteaching | Badges for Lifelong Learning | Scoop.it

When I first investigated Open Badges, I could see how it could be implemented and earned myself a couple of test badges online via http://www.openbadges.org/en-US/ but at the time the process for issuing badges was a bit daunting. Last Saturday I attended a Computers At School Scotland session hosted by Doug Belshaw where he explained that badges could now be issued using a WordPress plugin, WPBadger. I installed WPBadger on this blog following these instructions and then these instructions, and created and uploaded a simple PNG badge. From there I was able to issue my badge to anyone with a valid email address. As our school website is also built using WordPress, in theory we would be able to issue badges from there although as things stand I don’t think the current version of WPBadger is really suited to the kind of scale that would be required in a secondary school. An alternative is to use badg.us, which is probably easier to set up but still doesn’t seem as though it could cope be easily used with a large number of badges and awards.

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Responsibility Badges in Physical Education | Resources, Pedagogy

Responsibility Badges in Physical Education | Resources, Pedagogy | Badges for Lifelong Learning | Scoop.it

As part of a Special Topics practicum, our team used physical activity sessions to help children diagnosed with ADHD learn important concepts such as responsibility, respect, and self-control. Although the model we applied in those sessions was a variation of Hellison's original model, I still had a chance to familiarize myself with his work through my class readings. In a nutshell, Hellison combines awareness talks, along with the dynamic nature of physical activity settings, group discussion time, and individual reflection time to provide students with situations through which they can develop a sense of responsibility. Hellison's model outlines different "levels of responsibility" through which students can progress. These levels are:

Respect

Participation

Self-Direction

Caring

Outside the gym

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Student-made badges as self-assessment | @writingproject

Student-made badges as self-assessment | @writingproject | Badges for Lifelong Learning | Scoop.it

The ten badges attached to this resource are from the first month and a half of our weekly self-assessment practice. Each Friday we badge what we have learned. To begin, we grab our journals and write about the learning that sticks out to us from the last week. Then we pick the pieces of learning that seem most powerful or fun to each of us. These are the pieces of learning that we will badge. We make 2-3 design sketches per badge and then pick our favorite designs to make.

 

Most of us use digital tools to make our badges; those of us who draw take digital pictures of our badges to upload to our computers. Some of us use piq, an online pixel art editor. Some of us have begun using other editors, like Acorn or Paintrbush, as well. We share a Bamboo Create tablet - we could use more, but don't need them. It doesn't cost anything to badge.

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Miss Philbin's Teaching and Learning Journal: Eportfolio and ICT Badges Reactions

Miss Philbin's Teaching and Learning Journal: Eportfolio and ICT Badges Reactions | Badges for Lifelong Learning | Scoop.it

Today I taught one of my classes how to use the eportfolio template I had made for them and explained that they could make the welcome page of their eportfolio their own by including facts about themselves and images. (See my last post if you have no idea what I'm talking about!)

They seemed to really enjoy decorating their own pages, but I was disappointed that some of the students didn't want to customise it more.

Then I presented the ICT class badges and the idea behind them. I was surprised by their reaction. They really seemed excited about collecting the badges by unlocking them like achievements. This would be either by completing units or by demonstrating a skill. They can then proudly display the badges on their site. There was hushed whispers about which badge they wanted to get first and a lot of "Oh yeah I want that one". This bodes well.

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We have a test badge up!

I created a blog and did my best to make it un-blog like, and more like a website. You can view the blog here. I created a page (rather than a blog post) and put up some instructions for completing the badge, including a video and discussion questions which participants should respond to in the form of a comment.   

 

Then I created a google form and I link directly to the form from that original page. The form has a place for participants to enter their name and email. The email is important, because I need this in order to issue the badge. I put a couple of other questions on the form (although I'm not attached to the overall content of the badge at this point--I'm just playing with format), and then a note at the bottom of the form tells the viewer how they will be able to claim their badge. 

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On Merit Badges | Tom Vander Ark

Why do Merit Badges make sense in education?

 

If we assume there would be about 500 K-12 merit badges (i.e., about one eighth of the number of individual standards, but about 8 times the number of courses or subject-years), badges are

 

1. Right sized: bigger than a lesson on a subskill and smaller than a course on a subject, a unit that takes about 1-3 weeks to complete is just right to guide personalized progress.

2. Motivational: badge accumulation will increase persistence and time on task.

3. Flexible: units of study can be constructed using a variety of strategies that leverage community assets, industry clusters, and interests.

4. Competency-based: students can take as much or as little time on particular units as necessary.  Multiple assessments will certify mastery.

5. Personalized: student will have some ability to choose the badges they work on and, within each badge, can customize their learning and how they demonstrate mastery.

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