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Badges for Lifelong Learning
Supported by the MacArthur Foundation Digital Media and Learning Initiative
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MOOC: Badges as New Currency for Professional

MOOC: Badges as New Currency for Professional | Badges for Lifelong Learning | Scoop.it

“We believe that badges offer a promising approach to addressing a vexing challenge – getting under and un-employed Americans into high-paying, unfilled jobs,” said Anne Derryberry, one of the course designers and facilitators.

 

The WICHE Cooperative for Education Technologies (WCET) has announced that they will co-host a massive open online course (MOOC) to examine the growing interest in using badges to document knowledge, skills and competencies when working toward attaining high value professional credentials. Sage Road Solutions LLC, Mozilla, Blackboard Inc., and WCET have collaborated to produce a 6-week shared learning experience that will be offered via Blackboard’s MOOC platform. The MOOC will broaden understandings about approaches to earning high value credentials that benefit institutions, content providers, employers and individuals alike.

 

The “Badges as New Currency for Credentials” MOOC begins on September 9 and concludes October 14, 2013. It will feature a weekly live session Mondays at 2PM ET for the duration of the course. To register for this free, open course, please visithttps://badges.coursesites.com/.

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OLDS-MOOC Badging strategy

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The OLDS-MOOC project team anticipates that the introduction of badging into the OLDS-MOOC will have a three-fold impact. 


  • Firstly, that participants will feel more motivated to complete the MOOC, and that the approach will to some extent manage the high drop-out rates commonly experienced in open online courses.


  • Secondly, that participants will be encouraged to push their practice beyond the central learning design journey ‘story-arc’ that the MOOC presents, and engage in the more challenging aspects of learning design practice. For example in terms of their engagement with a wider community, and development of their identity and responsibilities within, across and beyond that community.
  • Finally, it is hoped that badging will encourage participants to add links to their activity outputs in Cloudworks. This is thought particularly important in the context of this MOOC because it uses a distributed network of 3rd party tools rather than a central repository. It is hoped that encouraging the collation of links to participant outputs will better enable finding and sharing of outputs with other participants, and also will support the OLDS-MOOC project team in their evaluation activities.
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Digital Badges: A More Viable Currency for Returning Adult Students? | Kyle Peck

Digital Badges: A More Viable Currency for Returning Adult Students? | Kyle Peck | Badges for Lifelong Learning | Scoop.it

Higher education is based largely on the assumption that students want degrees, and therefore they want the courses that are required to earn those degrees. And that assumption has been valid. Degrees have been a “ticket” that offered the possibility of admission to a desirable career (if it wasn’t sold out).

 

But as more and more people sought and received degrees, the increasing number of tickets available decreased the probability that the ticket would guarantee admission. And, as more and more institutions were printing tickets based on their own criteria, it became more and more difficult for the gatekeepers to know which ticketholders should be admitted. Many of the applicants already possess what appears to be a valid ticket, and the tickets carry very little information: Name of institution/Name of degree. That’s it.

 

In the next few years, I predict we’ll see more and more adult students interested in accumulating digital badges, as opposed to wanting course credits or degrees. Digital badges are more modular, they do a much better job of describing what the badge holder can do, and they can be assembled in ways that highlight how an individual stands out from the crowd. They can illustrate how he or she has the core qualifications required for consideration, and also has a series of related skills, perspectives, and attributes that add up to competitive advantage. And the quality of each badge can be interrogated with a single click of the mouse.

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What ‘Learning the Future Together’ Means: HASTAC’s Weekend of MOOCs, Badges, and Lady Gaga | HASTAC

What ‘Learning the Future Together’ Means: HASTAC’s Weekend of MOOCs, Badges, and Lady Gaga | HASTAC | Badges for Lifelong Learning | Scoop.it

On November 4, badges made their way, also into the New York Times in a big way with "Show Me Your Badge," a long article that talks about the badges movement and alludes to our HASTAC/MacArthur/Gates/Mozilla “Badges for Lifelong Learning” project this year.     Here's my favorite part of the Badges article, a wonderful tribute to Mozilla and its open source commitments in the world:

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Early discussions/reflections on MobiMOOC 2012: Open Badges, Formative Assessment, Employability

Early discussions/reflections on MobiMOOC 2012: Open Badges, Formative Assessment, Employability | Badges for Lifelong Learning | Scoop.it

The open course on MobiMOOC 2012 has kicked off and conversations are proceeding in that chaotic, highly energetic way that they seems about right for such a lively mix of people. I love the energy and the experimentation that I see there. Some of the more accessible discussions seem to be around assessment and so I thought I would post my reflections on that topic here and marvel at a few of the other threads that remind me of how diverse MOOCs can actually be.

 

Open Badges and Experimenting with Assessment


The most interactive thread so far seems to be around assessment of MOOCs (which is essentially a meta-discussion on the structure of the course itself rather than specifically geared towards mobile learning). There is a healthy debate going on discussing the role of assessment in open learning and in MOOCs in particular, whether assessment is needed at all, what the practical applications of assessment are, etc. A healthy and encouraging dialogue with people from all walks of life coming together around a shared curiosity or affinity (mobile learning).


Via Kenneth Doucet
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Beyond the College Degree, Online Educational Badges

Beyond the College Degree, Online Educational Badges | Badges for Lifelong Learning | Scoop.it

Who needs a university anymore?” asked David Wiley, a Brigham Young University professor who is an expert on the new courses, known as MOOCs. “Employers look at degrees because it’s a quick way to evaluate all 300 people who apply for a job. But as soon as there’s some other mechanism that can play that role as well as a degree, the jig is up on the monopoly of degrees.”

 

By the end of this year, Mr. Wiley predicted, it will become familiar to hear of people who earned alternative credentials online and got high-paying jobs at Google or other high-visibility companies.

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If not now, when? Why we need #openbadges and #dmlbadges for lifelong learning RIGHT NOW. | dougbelshaw.com/blog

If not now, when? Why we need #openbadges and #dmlbadges for lifelong learning RIGHT NOW. | dougbelshaw.com/blog | Badges for Lifelong Learning | Scoop.it

If you’re involved with education at any level you know how much assessment drives learning. Whether we’re talking about intrinsic or extrinsic motivation relating to badges, we can all agree of the importance of getting something out of learning experiences. Something that shows what you know. That’s why I think badges are perfect for MOOCs, for example. But it’s no good sitting on the sidelines. I’m off to the Mozilla Festival today to meet more people involved in the #openbadges project and, hopefully, Mark Surman (CEO of Mozilla) to discuss his proposal for a web literate planet. What can YOU do? Well, there’s $2 million of (international) competition money available for a range of things relating to badges

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Badges? Certificates? What counts as succeeding in MOOCs?

Badges? Certificates? What counts as succeeding in MOOCs? | Badges for Lifelong Learning | Scoop.it

Success and how it is measured continues to be one of the "known unknowns" for MOOCs. Debate (hype) on success is heightened by the now recognised and recorded high drop out rates. If "only" 3,000 registered users complete a MOOC then it must be failing, mustn't it? If you don't get the certificate/badge/whatever then you have failed. Well in one sense that might be true - if you take completion to equate with success. For a movement that is supposed to be revolutionising the (HE) system, the initial metrics some of the big xMOOCs are measuring and being measured by are pretty traditional. Some of the best known success of recent years have been college "drop outs', so why not embrace that difference and the flexibility that MOOCs offer learners?


Well possibly because doing really new things and introducing new educational metrics is hard and even harder to sell to venture capitalists, who don't really understand what is "broken" with education. Even for those who supposedly do understand education e.g. governments find any change to educational metrics (and in particular assessments) really hard to implement. In the UK we have recent examples of this with Michael Gove's proposed changes to GSCEs and in Scotland the introduction of the Curriculum for Excellence has been a pretty fraught affair over the last five years.

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EsdeGroot's curator insight, April 24, 2013 3:38 PM

What equates with success, indeed. Useful to continue the discussion about this.

Cláudia Gomes's comment, June 16, 2013 2:02 PM
Reaching the combination of behavior models, like badges, with social approaches.
Ken Ronkowitz's comment, June 16, 2013 3:51 PM
Definitely need to rethink "lurkers" as perhaps being "auditors."
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Digital Badges Summary

Digital Badges Summary | Badges for Lifelong Learning | Scoop.it
DML Competition's insight:

Recap of a two-week seminar series on digital badges with BCcampus and their SCoPE online community of practice. Featuring wiki with slides, recording of lunch-n-learns, links to discussions, question summaries, chat transcripts. Facilitated by Peter Rawsthorne.

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Pedro Fernandes's curator insight, January 8, 2013 5:12 PM

Recap of a two-week seminar series on digital badges with BCcampus and their SCoPE online community of practice. Featuring wiki with slides, recording of lunch-n-learns, links to discussions, question summaries, chat transcripts. Facilitated by Peter Rawsthorne.

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MOOC Badging and the Learning Arc - oldsmooc

MOOC Badging and the Learning Arc - oldsmooc | Badges for Lifelong Learning | Scoop.it

In a recent blog post Rebecca Galley introduced the OLDS-MOOC Badging Strategy and the nine badges that will be associated with the MOOC. The first part of the post expands on some of our thinking behind the strategy by using a pictorial representation to explain the place of the badges in the course. This is predicated on (a) the idea that a course, just like a novel, a movie or a video game, contains a broad central 'story arc' - a 'learning arc' or journey with a start (beginning of course) and an end, and (b) the idea that there are different types of badge that have different relationships with this learning arc. The second part reflects some of our initial critical consideration of what the roles and benefits of badges may be. As the post is intended as a discussion piece, we welcome your thoughts and responses.

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Open borders, lifelong learning

Open borders, lifelong learning | Badges for Lifelong Learning | Scoop.it

Education is increasingly offered freely online through organizations such as edX and Coursera, where credits can be transferred to a credential. This recognizes learners’ desire for agency in acquiring education. Mozilla’s Open Badges program takes this agency further, offering badges that indicate skills gained through practice of an activity outside of school. Badges are passport stamps that emphasize experiential learning. Learning by doing is an important pedagogical principle – practising what you are learning leads to more “sticky knowledge.” Badges let learners display their expertise to potential employers through a social media profile or online resumé. This approach acknowledges that throughout their lives, people will constantly update and acquire credentials and experiences – and that they want to display these as part of their career development.

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The Community Course: An Alternative to the MOOC

The Community Course: An Alternative to the MOOC | Badges for Lifelong Learning | Scoop.it

The Study Group Leaders are gearing up for next week’s launch of the CoI Teaching Excellence Community Course. I have created a full guide for their reference, including a task outline, task specifics, and a weekly checklist to follow.

 

The Study Group Leaders have joined the CTL Community Course team and are just as excited as I am to see this endeavor take flight (you can expect a few aviation references along the way!). Each of the Study Group Leaders will be responsible for facilitating the discussion forum learning activities, and monitoring the effective practice compendium areas.

 

We’ve created 25 Study Group sites in Sakai and will register our faculty Community Course participants across the group sites). I have taken a peek into some of the Study Group sites already, and am thrilled at how the Study Group Leaders have already applied personal touches to the pre-populated announcement areas. Great work all around!

 

We’ve also invited a team from Institutional Research to participate in our Community Course. They work with the CoI research data, and can benefit from experiencing what the faculty will be going through as they learn more about applied CoI effective practices. The data team has a Study Group cohort of their own, with forum questions related to how the content applies to the work that they’re doing.

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Routh Truth: Sensemaking: badges, certificates and higher education

Lifelong learning and informal learning offer many opportunities, but are not valued by business, industry and traditional academic institutions. The idea of "badges" to certify skill attainment has received some interest through the latest Digital Media and Learning Competition. From my experience with the Indiana Essential Skills and Technical Proficiencies Initiative, (IESTP), the concept of connecting skill-based learning in the classroom to actual needs by existing business was not well-received because it was considered "vocational training" and the focus seems to be that everyone in the United States NEEDS college. Some of those IESTP scenarios could be used today to certify the skill set of "workers for high tech fields" instead of the bioscience and health fields that were considered low tech back then (late 1990’s) because they were taught in "vocational" schools or on the job.

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Ruminate | Open Badge Brouhaha

Ruminate | Open Badge Brouhaha | Badges for Lifelong Learning | Scoop.it

I am surprised that those who so often rail against the standardized recognition of the institution in the form of diplomas and certificates are immediately hostile toward what I see as essentially a blank space in which to experiment with something that is far more flexible in terms of recognizing a learner’s achievement and skill. I’m surprised that so many who self-identify as part of groups that have (or might as well have) badges or t-shirts or some other emblem of their membership would object to a project that is effectively capturing the same spirit.

 

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