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Badges for Lifelong Learning
Supported by the MacArthur Foundation Digital Media and Learning Initiative
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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 12:38 PM

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

Cláudia Gomes's comment, June 16, 2013 11:02 AM
Reaching the combination of behavior models, like badges, with social approaches.
Ken Ronkowitz's comment, June 16, 2013 12:51 PM
Definitely need to rethink "lurkers" as perhaps being "auditors."
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Re-Designing Learning For Democracy | Cathy N. Davidson on DMLcentral

Re-Designing Learning For Democracy | Cathy N. Davidson on DMLcentral | Badges for Lifelong Learning | Scoop.it
Ann Pendleton-Jullian, the architect and educational redesigner, notes that:  “Design has the capacity to shape contexts as frames for things to happen.”  My excitement at being part of the connected learning movement and the...
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Recognizing, Supporting, and Attracting Adult Learners with Digital Badges | Dan Hickey

Recognizing, Supporting, and Attracting Adult Learners with Digital Badges | Dan Hickey | Badges for Lifelong Learning | Scoop.it

Shifting demographics and workplaces create new needs for non-traditional adult learners. Two responses to these changes have been online learning and certificates. The use of digital badges is another response to these needs that is full of potential.

 

Digital badges offer new ways to recognize and support learning. This means that they also offer new ways of attracting students. When used appropriately, digital badges contain and present compelling evidence of learning and accomplishment. Students will naturally want to share their badges and the information they contain with their friends and colleagues via social networks, Twitter, or even email. This sharing should help programs and schools connect with previously untapped prospective students. In particular, the sharing of digital badges can help specialized programs gain recognition within whatever networks are associated with that specialization. When done right, this sharing should help busy adults who are not actively considering further education to see the value of a particular program.

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Badges: The Skeptical Evangelist | A Thaumaturgical Compendium | Alex Halavais

Badges: The Skeptical Evangelist | A Thaumaturgical Compendium | Alex Halavais | Badges for Lifelong Learning | Scoop.it

Are there dangers inherent to the very idea of badges? I think there are. I’ve written a bit about them in a recent article on the genealogy of badges. But just as I can find Herb Schiller’s work on the role of computer technology in cultural hegemony compelling, but still entertain its emancipatory possibilities, I can acknowledge that badges have a long and unfortunate past, and still recognize in them a potential tool for disrupting the currently dominant patterns of assessment in institutionalized settings, and building bridges between informal and formal learning environments.

 
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More on Badges and Assessment

With apologies to psychometricians who may read, let me set some vernacular context for additional thoughts (prompted originally by Dan Hickey‘s, and then Alex Halavais’, writing) regarding my own thinking on badges and assessment.

It is beyond argument that we cannot crack open a learner’s head, insert a magnifying glass, and make direct, error-free observations of what the learner “knows.” Since we can’t actually take a “direct” measure of what someone knows, we collect evidence that allows us to increase or decrease our beliefs about the likelihood that they know, or are able to do, something.


Via Mark Smithers
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Webinar: Open Badges and Learning: A Disruptive Technology for Education and Accreditation?

Webinar: Open Badges and Learning: A Disruptive Technology for Education and Accreditation? | Badges for Lifelong Learning | Scoop.it

According to some, there's a "badging movement" underway that has the potential to change the landscape of education. Learners will be accumulating "digital badges" that are not just icons representing something they have learned or mastered, but active links back to the criteria for earning the badge and perhaps the tool used to make the assessment and the work, project, or performance submitted as evidence.

 

Will established institutions of higher learning be willing and able to compete with other providers who are showing how solid their assessments are and providing evidence that their badge earners can perform? Will established reputations for quality crumble when criteria and assessments are public? How might this affect accreditation? Will there be standard badges representing important skills and people or organizations accredited to assess and award each? Who knows? The future seems hard to predict, but we should have a lively conversation about the possibilities.


Register for this webinar here: http://www.eventbrite.com/event/3402377603

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Assessing Learning | Zythepsary

Assessing Learning | Zythepsary | Badges for Lifelong Learning | Scoop.it

Marking achievements within the learning process serves to motivate and inspire learners, as opposed to demotivation because of a single assessment at the end of the program. This is also something we’re starting to do (check out Open Badges and this year’s Digital Media and Learning Competition). In addition, showing the pathway a learner takes, where along the pathway a learner stumbled, what a learner did to acquire a certain skill or complete a certain task – these things allow an outside observer to gain insight into how the learner got from point A to point B and who the learner might be as a result of the path he/she took.

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Badges, badges, everywhere! (Badges and Assessment: part 2) | Coordinating Curation

Badges, badges, everywhere! (Badges and Assessment: part 2) | Coordinating Curation | Badges for Lifelong Learning | Scoop.it

In my quest to begin designing a badge framework, I have come across a number of fabulous examples of badge systems that span across both the physical and digital world. So, I’ve decided to share with you the top ten badge systems I have come across so far.

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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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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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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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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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Three Firsts: Bloomington’s First Hackjam, ForAllBadges’ App, and Participatory Assessment + Hackasaurus

Three Firsts: Bloomington’s First Hackjam, ForAllBadges’ App, and Participatory Assessment + Hackasaurus | Badges for Lifelong Learning | Scoop.it

On Thursday, June 7, 2012, the Center for Research on Learning and Technology at Indiana University in conjunction with the Monroe County Public Library (MCPL) in Bloomington, IN put on a Hackjam for resident youth. The six hour event was a huge success. Students were excited and engaged throughout the day as they used Hackasaurus’ web editing tool X-Ray Goggles to “hack” Bloomington’s Herald Times. The hackers learned some HTML & CSS, developed some web literacies, and learned about writing in different new media contexts. We did some cool new stuff that we think others will find useful and interesting. We are going to summarize what we did in this post. We will elaborate on some of these features in subsequent posts, and try to keep this one short and readable.

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RSC e-Assessment: Why I would like to use Open Badges for Assessment

RSC e-Assessment: Why I would like to use Open Badges for Assessment | Badges for Lifelong Learning | Scoop.it

Assessment linked to open badges has been generating some interest lately. The concept of badges has come from gaming, where they can be gained as recognition of certain achievements while participating in a game but there has been interest in them recently in other contexts... In this blog post I discuss why I would like to have used open badges in my own learning and employment scenarios and how they might help to bridge formal and informal learning spheres and help us to accredit rapidly evolving skills, attributes and literacies. 


Via grainnehamilton
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PushmePullyou | Assessing Education

PushmePullyou | Assessing Education | Badges for Lifelong Learning | Scoop.it

Along with the Badges for Learning program, there are a number of other initiatives that warrant our attention and particularly that of the OERu. OER University is an outgrowth of the Open Educational Resource Foundation.

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