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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Badges: The Way the New Learner Learns | Digital Learning Environments

Badges: The Way the New Learner Learns | Digital Learning Environments | Badges for Lifelong Learning | Scoop.it

We all do it to some degree or another, that’s why you are reading this article. Some call it professional development, others call it work. I call it my passion. Whatever you call it, more than likely you are using a free social network to help hone your professional skills on a semi-regular basis. More frequently than ever, people are continuing their education outside of the traditional classroom. Whether too busy or too broke, or both, young professionals are skipping school to attend webinars, workshops, and other types of online learning groups to upgrade their skills for a specific job.


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This trend of self-directed, laissez faire learning is particularly popular in the technology industry, where skills can become outdated quickly and specialization is necessary. Now, employers are looking for new ways to recognize the valuable ad hoc skill set that a potential new hire may have in their repertoire. Enter Mozilla and the Badge Project. Adopted by Microsoft and now endorsed by the MacArthur Foundation, as their website explains, “Mozilla's Open Badges project is working to solve that problem, making it easy for anyone to issue, earn and display badges across the web -- through a shared infrastructure that's free and open to all. The result: helping learners everywhere display 21st century skills, unlock career and educational opportunities, and level up in their life and work.”

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Give Me A Badge For . . . ??? | Cathy N. Davidson @ HASTAC.org

Give Me A Badge For . . . ??? | Cathy N. Davidson @ HASTAC.org | Badges for Lifelong Learning | Scoop.it

I would love it if Duke had a system not just of student-evaluations, but of badges that students could peer-design and bestow upon teachers.   Student evaluations are cast mostly as hedges against the worst pedagogial failings  (i.e. did the prof show up to class, grade papers, cover material?); students also grade inflate in their bubble responses.  At present, they are all we have, and more useful than nothing, I suppose, but, in the end, I don't learn very much from them and I'm not sure students get much of anything out of the end-of-year ritual.  Our evaluations are one size-fits-all form with bubbles to fill in, there's space at the bottom for their comments, they turn them in at the department office, several months later teachers get them back and, if we do well, we receive a letter from the dean saying we scored in the top 5% of evaluations.  Not very effective if the goal is more effective teaching and learning.   Now, if we had a badging system, there is much students would learn from the activity of designing badges itself and probably much teachers could learn about what matters to students and how they do by these student-centered criteria and categories.  Maybe profs should also be designing badges for students that covered other qualities too.  In any case, I wish my students, as a project, could spend a week deciding which things theymost value in their education, most prize in their teachers, and then award their teachers' points and badges for those things.  That would in itself by a worthy intellectual and collaborative activity.

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The Open Universe(ity): Motivating the Twenty-First Century Teacher in a Digital Badge Ecosystem

SUNY Empire State College’s Virtual Teacher Incubator in the School for Graduate Studies hopes to implement a series of digital badges during the next year to increase the recognition of quality teacher practices, projects, skills, and experiences. Traditional assessments of teacher development, .i.e. the Danielson model (The Danielson Group, 2011), may miss specific teacher successes as it focuses on a closed-rubric of unsatisfactory, basic, proficient, and distinguished categorical distinctions (Danielson, 2011). As a non-traditional assessment that focuses on individualized achievements, badges in the Virtual Teacher Incubator create another level of accredited validation of teaching abilities that have been demonstrated inside or outside of the classroom environment. The digital badging ecosystem not only provides authentic recognition of accomplishments for performance evaluations and professional development, but also creates a motivating learning community of shared and evaluated teaching practices across New York State.

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Cathy N. Davidson | Washington Post | Badges: A solution to our teacher evaluation disaster?

We have a system of tests designed for citizens of the Industrial Age, based on the assembly line, that are extremely costly, don’t measure much of content, and don’t motivate learning. And millions of programmers have found a way that works so well they don’t even need formal credentials and accreditation systems. What they do works — and works based on peers evaluating contribution (they don’t even have a system of “failing:” they reward what works, what is good, setting the bar for reputation at its highest, not at its lowest denominator).

 

We not only can use far more interactive, complex, humane, interesting, challenging, and innovative forms of assessment for real learning, real teaching, real collaboration — the tech community is already doing that. Teachers, researchers, experimenters, and evaluators all need to think about these systems and learn from them.

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Martin (Marty) Smith's comment, February 7, 2012 9:53 PM
Starting to think badges and gamification could help solve a lot of issues in a lot of places. Thanks for a great share. Martin
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What If Teachers Decided (for Themselves!) What Counts? | HASTAC

What If Teachers Decided (for Themselves!) What Counts? | HASTAC | Badges for Lifelong Learning | Scoop.it

We are extremely proud, at HASTAC, to announce the opening of a new Competition, designed specifically for educators, “Teacher Mastery and Feedback Badge Competition.” The purpose is to support educators in their own professional goals, in their desire to develop their skills and knowledge, and in their own professionalism in judging quality---not being judged, top down. This Competition begins from the premise that great teachers should be acknowledged and, equally, that great teachers work hard to get that way and should be appreciated as such. Who better to know how to do this than educators themselves? This Competition invites educators to think about the most creative, interactive, interesting ways of deciding what counts most for great teaching---and how to count it.

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Open badges & digital footprints; Will these shake the mortar loose on our schools? - Reflections of a Techie

Open badges & digital footprints; Will these shake the mortar loose on our schools? - Reflections of a Techie | Badges for Lifelong Learning | Scoop.it
I read that Mozilla is developing Open Badges that document the mastery of content, too. The writer tells us that the badges won't be stamps...they'll actually contain metadata which documents the institution that is certifying the knowledge that the bearer has. That's a pretty interesting idea....because it heightens the idea that learners are in charge of their own destiny; deciding where to go to find what they need, learning it and convincing the institution that they've "got it".
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Bridging Content and Community with Badges on the NSTA Learning Center

Bridging Content and Community with Badges on the NSTA Learning Center | Badges for Lifelong Learning | Scoop.it

The incentive system we integrated into the Learning Center along with our community discussion forum in November of 2010 is helping to deepen engagement with these plentiful resources. The new capabilities of the discussion forum enable science teachers not just to consume content but to curate it based on their own expertise and interests and to progress through it in community with other learners. The new system includes over 40 initial badges and a series of points teachers may earn for various activities and online learning achievements. Teachers may earn points for simple, yet thoughtful community and learning activities such as diagnosing their learning needs using our PD Indexer tool, or aggregating personal digital resources and creating collections—coupling them with NSTA e-PD resources—to share with others online.

 

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Call for High School Science Teachers: Pilot Launch of Planet Stewards

Call for High School Science Teachers: Pilot Launch of Planet Stewards | Badges for Lifelong Learning | Scoop.it

We are seeking 20 high school teachers from around the U.S. to participate in our first pilot launch of Planet Stewards in spring 2013. Planet Stewards is a project of the National Oceanic and Atmospheric Administration (NOAA) and 3D GameLab to provide high school students the opportunity to earn up to 15 NOAA-certified career pathway badges. Using 3D GameLab, a quest-based learning platform, students will complete quests using NOAA educational materials, earn experience points, awards, achievements, and badges, as they engage in active, hands-on learning based on the National Research Council’s Conceptual Framework for Science Standards.

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eduToolkit: Teachers Open Online Learning | Badge Ecosystem

eduToolkit: Teachers Open Online Learning | Badge Ecosystem | Badges for Lifelong Learning | Scoop.it

Earning badges for learning new things is a way to display knowledge and skills. At the moment we have released three light blue ‘CommunityBadges’. For more on the proposed Skill Badge for ‘Certified Networked Teacher’ at P2PU, check this out: http://edutoolkit.wordpress.com/2012/05/04/skill-badge-certified-networked-teacher-cnt12/, as well as the URL for the challenge associated with this badge
http://p2pu.org/en/groups/certified-networked-teacher/

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eduToolkit's comment, May 5, 2012 2:37 PM
Thank you for sharing our mission, the skill badge is getting 'baked' as we speak/text/connect...
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Teachers Explore Badges for Mastery and Feedback | Spotlight on Digital Media and Learning

A partnership between KQED and PBS LearningMedia proposes creating a badge system to encourage teachers of students in grades 4-12 to develop media-rich science inquiry projects to help them integrate new media technologies and literacies into their own teaching.
Working as part of a cohort, participants would complete a series of activities to help learn to create media and media-centered science lessons plans. The badge system would rely heavily on peer review and require teachers to asses the work of other educators.


There are also proposed badge systems for training in history, game based-learning environments, computer science, and to help meet the on-the-job training needs of community educators who teach in after-school settings.

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Open Badges and Assessment

Open Badges and Assessment | Badges for Lifelong Learning | Scoop.it

I really like the idea of the awarding of badges by peers. In an FE college in the North west of England they set up a staff development system to encourage their staff to use technology to enhance their teaching. This was set up as an 8 step process from ‘uploading the course documents’ to ‘ facilitating collaborative and interactive learning’. The nice thing about this was that once a tutor had gained their 8th level they automatically became an assessor and were able to verify work done by another colleague. This took away the need for the staff development team to spend a large amount of their time in verification and encouraged peer development and support. This might be a possible model for the awarding of badges within an organisation for staff or learner development.

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